Post on 08-Aug-2020
transcript
revised August 2011
Francis Howell School District Curriculum Development & Approval Sequence
Curriculum: Challenge Science 8 Content Leader: Donna Taylor Curriculum Writers: Matt Riffee, Tracy Carlson, Melissa Rademeyer, Michelle Oppenborn, Nena Brown, and Chris Dean Board of Education Curriculum Information: ____X_____ Curriculum Map/Pacing Guide – included in curriculum _________ Curriculum Development Review Feedback: Content Leader review - [2-18-13] Director of Student Learning review – [2-18-13] Teacher/administrator review via Share Point – [2-20-13] Curriculum Advisory Council – [2-26-13] Academic Strategic Planning Committee – [3-4-13] ___NA______ Text Selection (if applicable)* Publisher _____________________________ Title _____________________________ SE ISBN _____________________________ Approximate Expense _________________ Last Textbook Adoption – [Date] ____X_____ Professional Development Plan* Teacher training dates __4-26-13 _
(On-going during 2013-2014 school year)_ Administrator training dates __same as above_______________ Approximate Expense _$2,400 (2 days for 12 teachers) ____X_____ Summary of curriculum and revisions: Last Curriculum Revision – [NA] Challenge Science 8 is a new curriculum for Middle School Science. The curriculum focuses on the high leverage CLE’s for Physical Science and embeds high leverage GLE’s from middle school Earth Science. Activities/assessments were designed to incorporate Science Literacy standards as well as a high degree of rigor and relevance. __________ Year 1 Review – [TBA] __________ BOE First Reading – [4/4/13] __________ BOE Second Reading/Approval – [4/18/13] *see attached document(s)
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Challenge Science 8
Science Curriculum
Francis Howell School District
Board Approved: draft
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Francis Howell School District Mission Statement
Francis Howell School District is a learning community where all students reach their full potential.
Vision Statement
Francis Howell School District is an educational leader that builds excellence through a collaborative culture that values students,
parents, employees, and the community as partners in learning.
Values
Francis Howell School District is committed to:
Providing a consistent and comprehensive education that fosters high levels of academic achievement for all
Operating safe and well-maintained schools
Promoting parent, community, student, and business involvement in support of the school district
Ensuring fiscal responsibility
Developing character and leadership
Francis Howell School District Graduate Goals
Upon completion of their academic study in the Francis Howell School District, students will be able to:
1. Gather, analyze and apply information and ideas.
2. Communicate effectively within and beyond the classroom.
3. Recognize and solve problems.
4. Make decisions and act as responsible members of society.
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Science Graduate Goals
The students in the Francis Howell School District will graduate with the knowledge, skills, and attitudes essential to leading a
productive, meaningful life.
Graduates will:
Understand and apply principles of scientific investigation.
Utilize the key concepts and principles of life, earth, and physical science to solve problems.
Recognize that science is an ongoing human endeavor that helps us understand our world.
Realize that science, mathematics, and technology are interdependent, each with strengths and limitations that impact the
environment and society.
Use scientific knowledge and scientific ways of thinking for individual and social purposes.
Course Rationale
Science education develops science literacy. Scientific literacy is the knowledge and understanding of scientific concepts and
processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. A sound
grounding in science strengthens many of the skills that people use every day, like solving problems creatively, thinking critically,
working cooperatively in teams, using technology effectively, and valuing life-long learning. Scientific literacy has become a
necessity for everyone.
To accomplish this literacy, science courses will reflect the following:
Develop scientific reasoning and critical thinking skills.
Extend problem-solving skills using scientific methods.
Include lab-based experiences.
Strengthen positive attitudes about science.
Incorporate the use of new technologies.
Provide relevant connections to personal and societal issues and events.
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Course Description
Challenge Science 8 – Course #0844001
#0844002
Credit: 1 unit
Prerequisite: Students must meet Challenge criteria and be concurrently enrolled in Algebra.
Challenge Science is designed for the student with an interest in a science career pathway. Students should have strong math and
reading skills. Students will learn to communicate their thoughts, use appropriate scientific language, and demonstrate understanding
of science process skills and procedures. Essential units of Earth Science will be embedded into the key topics of atomic theory,
physical and chemical properties of matter, conservation of matter, energy transformations, thermodynamics, linear motion, forces,
Newton’s Laws, energy and nuclear properties. Lab experiences, scientific inquiry, advanced thinking and problem-solving skills are
used to emphasize scientific concepts.
Coding:
Bold typing reflects CLE’s emphasized by DESE.
Green highlighted text reflects Earth Science GLE’s embedded into the Physical Science Honors curriculum.
Included in the coding of the document are the Common Core State Standards for Literacy. The actual standards will be
found in the Appendix.
Example: (RST.6-8.1) RST aligns to the Reading Standards for Literacy in Science; 6-8 indicates grade level; and .1 indicates specific standard.
Francis Howell School District
Challenge Science 8 Curriculum Writers
Matt Riffee Michelle Oppenborn
Tracy Carlson Chris Dean
Melissa Rademeyer Nena Brown
Secondary Science Content Leader Donna Taylor
Director of Student Learning Dr. Chris Greiner
Chief Academic Officer Dr. Mary Hendricks-Harris
Superintendent Dr. Pam Sloan
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First Semester Challenge Science 8 - Curriculum Map
Yellow Highlight = High Leverage CLE’s * = Earth Science GLE’s
Chemistry 1: 4 weeks
Density
ME1Aa
ME1Ab
Atomic Structure/Model
ME1Ea
ME1Eb
ME1Ec
Valence Electrons
Electron Configuration
ST2Ba
ST2Bb
Identify Pure Substance and
Elements
ME1Ab
Physical/Chemical properties of
Pure Substances and Elements
ME1Ab
ME1Ad
ES1A8a*
ES1A8b*
Periodic Table
ME1Fa
ME1Fb
Identify families based on
physical and chemical
properties
Periodic trends and Ions
ME1Fc
Chemistry 2: 4 weeks
Compounds
ME1Ac
Solutions and Mixtures
Acids and Bases
ME1Ba
Physical/Chemical properties and
changes of Matter
ME1Ab
ME1Ga
Phase Change
ES1A8a*
ES1A8b*
Chemical Bonding (Ionic and
Covalent)
ME1Fc
ME1Ha
ME1Hb
Nomenclature
Chemical reactions and the various
types
Balancing equations and
Conservation of Mass
ME1Ia
Inquiry: 4 weeks
Scientific process
IN1Aa
IN1Ab
IN1Ac
IN1Ad
IN1Ae
IN1Af
IN1Ag
IN1Bf
IN1Ca
IN1Cb
IN1Cc
IN1Cd
IN1Da
IN1Db
IN1Dc
ST3Da
ST3Db
Measurement
IN1Ba
IN1Bb
IN1Bc
IN1Bd
IN1Be
Significant Figures
Scientific Notation
Dimensional Analysis
Relationship Between Science and
Technology
ST1Ba
ST1Aa*
ST3Bb*
ES3A6b*
ST1Ca*
ST2Aa
ST2Ab
ST3Bc
Thermodynamics: 3 weeks
Heat/temperature/thermal energy
Phase Change
ME1Da
ME1Db
ES2E7a*
ES2E7c*
ES2F7a*
ES3A6b*
ST1Ca*
Heat transfer
ME2Aa
ME2Ab
ME2Af
ES2B6a*
ES2B8a*
ES2B8c*
Gas Laws
ME1Dc
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Second Semester Challenge Science 8 – Curriculum Map
Linear Motion: 4 weeks
Speed, Velocity,
Acceleration
FM1Ab
FM1Ba
Graphical representation of
processes
FM1Aa
Forces: 4 weeks
Mass and Forces
FM2Aa
FM2Da
Friction
Gravity and The Universe
FM2Ba
FM2Bb
FM2Bd
FM2Dd
Moon/tides
UN2Ca
UN2Cb
UN2Da
UN1Ca
UN2D7b*
UN1A7C*
UN1C7b*
ST2Bb
ST1Ca*
Mass vs. Weight
FM2Bc
Effects of Gravity on Earth
UN1Ba
UN1B7b*
UN2C7a*
UN2C7g*
ES1D7a*
ES2F7d*
ES2F7c*
Newton’s Laws: 4weeks
Newton’s 1st Law
FM2Da
Newton’s 2nd
Law
FM2Db
FM2Dc
FM2Dd
FM2Ea
FM2Fa
Newton’s 3rd
Law
FM2De
Momentum/impulse
FM1Ca
FM1Cb
Energy 1: 4 weeks
Kinetic and Potential
Energy
GPE
ME2Ba
ME2Bb
ME2Bc
Conservation of Energy
ME2Ac
ME2Fa
ME2Fc
Work and Power
FM2Fa
FM2Fc
ME2Bd
Efficiency
FM2Fb
FM2Fd
ME2Fb
Energy 2: 4 weeks
Nuclear Fission and
Fusion
ME2Ea
ME2Eb
ES2D6b*
ES2D8a*
ST2Bb
Forms of Energy
ME2Ac
ES3A7a*
Advantages/disadvantage
s of alternative energy
ME2Ad
ST3Bc
ST3Bb*
EM spectrum and waves
ME2Ae
ME2Ca
ME2Cb
ME2C6a*
Mechanical waves
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Content Area: Science Course: Challenge Science Strand: Chemistry 1
Learner Objectives:
Changes in properties and states of matter provide evidence of the atomic theory of matter. (ME1) Earth’s Systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures. (ES1)
Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science
knowledge and technology evolve over time. (ST2)
Concepts:
A. Objects, and the materials they are made of, have properties that can be used to describe and classify them. (ME1A)
B. The atomic model describes the electrically neutral atom. (ME1E)
C. The periodic table organizes the elements according to their atomic structure and chemical reactivity. (ME1F)
D. The Earth’s crust is composed of various materials, including soil, minerals, and rocks, with characteristic properties. (ES1A6)
E. Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and
tested for validity. (ST2B)
Students Should Know Students Should Be Able to
Density = mass/volume
A pure substance has constant composition; a pure element or compound.
An atom is composed of three subatomic particles; protons and neutrons
in the nucleus, and electrons in the ‘cloud’ surrounding the nucleus.
The number of protons, or atomic number, is the defining characteristic
of the atoms of each element.
The properties of minerals and rocks are determined by the properties of
the elements from which they are composed.
The periodic table is arranged as to reflect common trends between
elements.
Families of elements share similar physical and chemical characteristics.
Valence electrons are electrons in the outermost energy level involved in
bonding.
Ions are atoms or groups of atoms that have a positive or negative charge
due to losing or gaining of valence electrons.
Compare the densities of regular and irregular objects using their
respective measures of volume and mass. (ME1Aa)
Identify pure substances by their physical and chemical properties
(i.e., color, luster/reflectivity, hardness, conductivity, density, pH,
melting point, boiling point, specific heat, solubility, phase at room
temperature, chemical reactivity.) (ME1Ab)
Describe the atom as having a dense, positive nucleus surrounded by
a cloud of negative electrons. (ME1Ea)
Calculate the number of protons, neutrons, and electrons of an
element/isotopes given its mass number and atomic number.
(ME1Eb)
Describe the information provided by the atomic number and the
mass number (i.e., electrical charge, chemical stability.) (ME1Ec)
Identify and describe how explanations (laws/principles, theories/models)
of scientific phenomena have changed over time as a result of new
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Electron configurations show the arrangement of electrons around an
atom.
evidence (e.g., model of the solar system, basic structure of matter,
structure of an atom, Big Bang and nebular theory of the Universe.)
(ST2Ba, DOK 2)
Identify and analyze current theories that are being questioned, and
compare them to new theories that have emerged to challenge older ones
(e.g., theories of evolution, extinction, global warming.) (ST2Bb, DOK
3)
Compare and contrast the common properties of metals, nonmetals,
metalloids (semi-conductors) and noble gases. (ME1Ad)
Differentiate between minerals and rocks (which are composed of
different kinds of minerals.) (ES1A8a, DOK 2)
Describe the distinguishing properties that can be used to classify
minerals (i.e., texture, smell, luster, hardness, crystal shape, streak,
reaction to magnets and acids.) (ES1A8b, DOK 1)
Explain the structure of the periodic table in terms of the elements
with common properties (groups/families) and repeating properties
(periods.) (ME1Fa)
Identify periodic trends, families, number of valence electrons, and ionic
charge using the periodic table.
Classify elements as metals, nonmetals, metalloids (semi-conductors),
and noble gases according to their location on the Periodic Table.
(ME1Fb)
Predict the chemical reactivity of elements, and the type of bonds that
may result between them using the Periodic Table. (ME1Fc)
Create an electron configuration of an atom (e.g., Bohr Models, dot
diagrams, spdf.)
Instructional Support
Student Essential Vocabulary
Valence Energy level Period Group (family) Electronegativity Reactivity
Ion Metals Nonmetals Metalloids Atomic Number Mass Number
Atomic mass Mineral Rock Proton Neutron Electron
Isotope Luster/Reflectivity Hardness Conductivity Malleable Ductile
Density Cleavage/fracture Noble gases Nucleus
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Readiness & Equity Section
SLA = Sample Learning Activity & SA = Sample Assessment
21st Century Themes Non Fiction Reading & Writing SLA
Learning & Innovation Skills SLA, SA Enrichment Opportunity
Information, Media, & Technology Skills SLA Intervention Opportunity
Life & Career Skills SLA, SA Gender, Ethnic, & Disability Equity
Sample Learning Activities Sample Assessments
Learning Activity #1: (See Appendix E)
Sink the Titanic
Students will be applying their measurement, density and inquiry
skills following the Inquiry unit with this lab. The lab involves
formal lab write-up to improve their scientific literacy skills.
Students will first summarize a nonfiction reading piece, related
to density, into a graphic organizer. Following discussion of the
main ideas of the reading piece, the students will be presented with a
problem: How will I keep the ‘Titanic’ (a jar of known mass and
volume) afloat with only a small portion of it above the water?
The only information the students will receive is the materials
list. They can ask two questions related to the ‘Titanic’ in order to
solve the problem. The two questions they need to ask you are:
What is the mass of the jar
What is the volume of the jar?
That is the only information required to solve the problem. From this
point they will need to use their critical thinking skills to determine
how much sand will be needed to make the ‘Titanic’ just hover in the
water (make the density of the jar closest to 1.0 g/mL as possible).
After they have tested their ‘Titanic’ they will create a formal lab
write-up following the template and scoring guide in the appendix.
There is a peer edit/teacher comment sheet also included if you
choose to have the students create a draft and then a final copy of
their lab write-up.
Assessment #1: Density 1. Calculate the density of the following liquids when given the mass and volume.
Density g/mL
a. Honey – 13.6g to 10mL
b. Water – 1g to 1mL
c. Oil – 45g to 100mL
d. Acetone – 19g to 100mL
e. Syrup – 10.7g to 10mL
2. Use the densities of the liquids you calculated above to identify the order in which
they would settle in the glass jar below. Write the name of the liquid in the
appropriate layer.
3. A teacher submerses a capped glass jar and finds that it displaces
1338 mL of water. How much total mass would the jar need to have to make
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it neutrally buoyant or equal to water? Use the data from your calculations to
support your answer.
Answer Key:
1. a. Honey d=1.36g/mL, b. Water d=1g/mL, c. Oil d=.45g/mL, d. Acetone
d=.19g/mL, e. Syrup d=1.07g/mL 2. Acetone, oil, water, syrup, honey 3. 1338g; In order for this particular jar to be neutrally buoyant to water it
must have a density equal to that of water. The density of water is 1g/mL,
therefore, if the jar had a mass of 1338g then 1338g/1338cm3 would equal a
density 1g/cm3.
Activity’s Alignment Assessment’s Alignment
GLE/CLE/STD ME1Aa, ME1Ab, IN1Aa, IN1Ab, IN1Ba,
IN1Bb, IN1Bc, IN1Bd, IN1Ca, IN1Cb,
IN1Cc, IN1Cd, IN1Da
GLE/CLE/STD ME1Aa, ME1Ab, IN1Ca, IN1Cb
CCSS.ELA-Literacy RST.6-8.3, RST.6-8.7, RST.6-8.8, RST.6-
8.9, WHST.6-8.1b CCSS.ELA-Literacy RST.6-8.7, RST.6-8.8
CONTENT SC1, SC7 CONTENT SC1, SC7
PROCESS 1.6 – Discover/evaluate relationships 1.10
– Apply information, ideas and skills
2.2 – Revise communications
3.5 – Reason logically
(inductive/deductive)
PROCESS 1.6 – Discover/evaluate relationships
1.10 – Apply information, ideas and skills
3.5 – Reason logically(inductive/deductive)
DOK 4 – Extending Thinking DOK 3 – Strategic Thinking
INSTRUCTIONAL
STRATEGIES
Nonlinguistic representations
Generating and testing hypotheses
Questions, cues, and advance organizers
LEVEL OF
EXPECTATION
85% – Mastery Level.
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Readiness & Equity Section
SLA = Sample Learning Activity & SA = Sample Assessment
21st Century Themes Non Fiction Reading & Writing SLA, SA
Learning & Innovation Skills SLA, SA Enrichment Opportunity SLA
Information, Media, & Technology Skills SA Intervention Opportunity
Life & Career Skills SLA Gender, Ethnic, & Disability Equity
Sample Learning Activities Sample Assessments
Learning Activity #2: (See Appendix F)
Flame Test Lab – Prior to the lab, students perform research on the
structure of an atom; particularly electrons and flame tests of
elements. Students will summarize how the characteristics/behavior
of electrons in a flame test produces or shows specific physical and
chemical properties identifiable to a particular element. A classroom
discussion follows. The students are presented with various pieces
of chemistry lab equipment and must use it to test several metal ion
solution flame colors. Safety issues are addressed. Students will
make predictions and record their observations in a data table which
will then be used to identify an unknown metallic ion by means of a
flame test. They will analyze, and summarize data while exploring
how vaporization of certain metallic ions in a flame produces
specific colors identifiable to that particular ion.
Assessment #2:
Flame Test Exit Card
Scenario Question 1: A murder suspect in an investigation is known
for poisoning his victims with calcium power. So far six victims have
been murdered. Imagine that your unknown sample from this lab
came from an unknown powder obtained from a container in the
suspect’s car. Describe the methods or procedure you would use to
determine the unknown powder’s identity. Based on your unknown
sample results, did the suspect commit the murders? Justify your
answer based on the results from your experiment.
Answer: Student answers should first describe the powder being
dissolved into a concentrated solution. The students should then
outline the steps to perform a flame test of the solution (including
using the cobalt glass) and recording of the color observed. Finally
the answer should describe comparing the results of the known
solutions in the lab, to the unknown solution. Whether or not the
suspect committed the crime is based on the individual student’s
unknown solution.
Scenario Question 2: First watch the following videos.
https://www.youtube.com/watch?v=j0T_59k6s1s
https://www.youtube.com/watch?v=88TVh1O5P1o
You are an employee of a fireworks manufacturer. You have
been given the task of designing a firework that first explodes into a
shower of blue/green sparks, followed by a smaller shower of yellow
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sparks, and finally the largest shower of deep red/scarlet sparks. Using
the results of your lab and the information presented in the videos,
describe the process you would use to create the firework.
Answer: Students answers should outline the process involved in
creating a firework, as described in the online videos. The shell they
are creating should have three rings of “stars”. The first ring is
composed of copper metal. Since it is the second largest shower it
needs to have the second largest amount of metal present in the shell.
The second ring is composed of sodium. The second shower is the
smallest; therefore it would need to be composed of the least amount
of metal present in the shell. The third shower is composed of
strontium meta and needs to have the greatest amount since it is the
largest shower.
Activity’s Alignment Assessment’s Alignment
GLE/CLE/STD IN1Ba, IN1Bc, IN1Ca, IN1Cb, ME1Ab,
ME1Ac, ME1Ea GLE/CLE/STD ME1Ab, ME1Ac, ME1Ea
CCSS.ELA-Literacy RST.6-8.3, RST.6-8.9, WHST.6-8.1b CCSS.ELA-Literacy RST.6-8.7, RST.6-8.9
CONTENT IN 7, ME 1 CONTENT ME 1
PROCESS 1.2 – Conduct research
1.3 – Design/conduct investigations
1.5 – Comprehend/evaluate resources
1.8 – Organize data and ideas
1.10 – Apply information, ideas, and
skills
3.3 – Apply one’s own strategy
3.5 – Reason logically
(inductive/deductive)
4.1 – Support Decisions
4.7 – Apply safety/health practices
PROCESS 1.2 – Conduct research
1.5 – Comprehend/evaluate resources
1.7 – Use information technology
1.10 – Apply information, ideas, and skills
3.5 – Reason logically (inductive/deductive)
DOK 3 – Strategic Thinking DOK 3 – Strategic Thinking
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INSTRUCTIONAL
STRATEGIES
Similarities and differences
Summarizing and note taking
Generating and testing hypotheses
LEVEL OF
EXPECTATION
Mastery Level – 85%
Resources
Student Teacher
GENERAL:
Wysession, Michael, et.al, Physical
Science Concepts and Actions. Pearson,
Needham, Massachusetts, ©2009.
Gizmo, explorelearning.com; Density,
Electron Configuration
Brain Pop; Periodical Table of Elements,
https://www.youtube.com/watch?v=j0T_5
9k6s1s
https://www.youtube.com/watch?v=88TV
h1O5P1o
http://periodic.lanl.gov/default.htm
http://www.files.chem.vt.edu/RVGS/ACT
/notes/Types_of_Equations.html
http://www.sciencegeek.net/Chemistry/Pr
esentations/ReactionTypes/
http://www.youtube.com/watch?v=g-
biRwAVTV8&safe=active
http://www.youtube.com/watch?v=tE4668
aarck&safe=active
http://www.youtube.com/watch?v=i-
HHvx1VC_8&safe=active
http://misterguch.brinkster.net/6typesofch
emicalrxn.html
http://education.jlab.org/atomtour/
http://www.youtube.com/watch?v=cnXV7Ph3
WPk&safe=active
GENERAL:
Wysession, Michael, et.al, Physical
Science Concepts and Actions. Pearson,
Needham, Massachusetts, ©2009.
Brain Pop “Sink and Float”
http://www.files.chem.vt.edu/RVGS/AC
T/notes/Types_of_Equations.html
http://www.sciencegeek.net/Chemistry/
Presentations/ReactionTypes/
http://www.youtube.com/watch?v=g-
biRwAVTV8&safe=active
http://www.youtube.com/watch?v=tE46
68aarck&safe=active
http://www.youtube.com/watch?v=i-
HHvx1VC_8&safe=active
http://misterguch.brinkster.net/6typesofc
hemicalrxn.html
http://education.jlab.org/atomtour/
http://www.youtube.com/watch?v=cnXV7P
h3WPk&safe=active
http://www.chem4kids.com/files/atom_struc
ture.html
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http://www.chem4kids.com/files/atom_structu
re.html
ENRICHMENT:
ENRICHMENT:
INTERVENTION:
INTERVENTION:
NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year 1 review process.
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Content Area: Science Course: Challenge Science Strand: Chemistry 2
Learner Objectives:
Changes in properties and states of matter provide evidence of the atomic theory of matter. (ME1)
Earth’s Systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures. (ES1)
Concepts:
A. Objects, and the materials they are made of, have properties that can be used to describe and classify them. (ME1A)
B. Properties of mixtures depend upon the concentrations, properties, and interactions of particles. (ME1B)
C. The periodic table organizes the elements according to their atomic structure and chemical reactivity. (ME1F)
D. Properties of objects and states of matter can change chemically and/or physically. (ME1G)
E. Chemical bonding is the combining of different pure substances (elements, compounds) to form new substances with different properties.
(ME1H)
F. Mass is conserved during any physical or chemical change. (ME1I)
G. The Earth’s crust is composed of various materials, including soil, minerals, and rocks, with characteristic properties. (ES1A)
Students Should Know Students Should Be Able to
A mixture (homogeneous or heterogeneous) is a substance with variable
composition where the substances retain their own properties.
The strength of an acid or base is indicated by the pH scale. The pH
scale is determined by the amount of hydrogen ions in a solution.
Endothermic reactions produce a decrease in temperature and absorb
energy.
Exothermic reactions produce an increase in temperature and release
energy.
Octet rule states that all elements want to have 8 electrons in their outer
shell (with the exceptions of hydrogen and helium which only need 2.)
Covalent bonds occur between two non-metals.
Ionic bonds result in a transfer of electrons and an electrostatic attraction.
Ionic compound formula names are derived from the combination of
cation and anion names.
Covalent compound formula names are derived from a system numerical
Classify a substance as being made up of one kind of atom (element) or a
compound when given the molecular formula or structural formula
(introduce electron dot diagram) for the substance. (ME1Ac)
Compare and contrast the properties of acidic, basic, and neutral
solutions. (ME1Ba)
Identify pure substances by their physical and chemical properties
(i.e., color, luster/reflectivity, hardness, conductivity, density, pH,
melting point, boiling point, specific heat, solubility, phase at room
temperature, chemical reactivity.) (ME1Ab)
Distinguish between physical and chemical changes in matter.
(ME1Ga)
Differentiate between minerals and rocks (which are composed of
different kinds of minerals.) (ES1A8a, DOK 2)
Describe the distinguishing properties that can be used to classify
minerals (i.e., texture, smell, luster, hardness, crystal shape, streak,
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prefixes and element names. The second element in the compound ends
in –ide.
Law of Conservation of Mass states in a chemical reaction the mass of
the products is equal to the mass of the reactants.
A chemical equation (reaction) must be balanced to satisfy the Law of
Conservation of Mass.
reaction to magnets and acids.) (ES1A8b, DOK 1)
Predict the chemical reactivity of elements, and the type of bonds that
may result between them using the Periodic Table. (ME1Fc)
Describe how the valence electron configuration determines how atoms
interact and may bond. (ME1Ha)
Compare and contrast the types of chemical bonds (i.e., ionic, covalent.)
(ME1Hb)
Name compounds using specific guidelines for ionic, covalent, and
polyatomic bonds.
Identify different types of chemical reactions (synthesis, single
replacement, double replacement, combustion, and decomposition.)
Identify reactions as being endothermic or exothermic.
Compare the mass of the reactants to the mass of the products in a
chemical reaction or physical change as support for the Law of
Conservation of Mass. (ME1Ia)
Instructional Support
Student Essential Vocabulary Products Acidic Basic pH Endothermic Reactants
Exothermic Synthesis Single replacement Double replacement Combustion Decomposition
Ionic bond Covalent bond Polyatomic ion Ion Law of Conservation of
Mass
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Readiness & Equity Section
SLA = Sample Learning Activity & SA = Sample Assessment
21st Century Themes Non Fiction Reading & Writing SLA
Learning & Innovation Skills SLA/SA Enrichment Opportunity
Information, Media, & Technology Skills SLA/SA Intervention Opportunity
Life & Career Skills SLA Gender, Ethnic, & Disability Equity
Sample Learning Activities Sample Assessments
Learning Activity #1: (See Appendix G)
Types of Chemical Reactions Lab – The purpose of this lab is to
examine chemical reactions in the lab and classify them by reaction
type. The reactions observed include synthesis, decomposition,
single-displacement, double-displacement, and combustion reactions.
Prior to performing the lab students must conduct research from
various resources and the internet. The research is used to
summarize types of chemical reactions and the law of conservation of
mass/matter. The summaries are used in a class discussion to justify
the objective of the lab. Students are then presented with several
pieces of chemistry lab equipment, chemicals, and other materials. In
small groups, students must follow a given procedure showing each
type of chemical reaction. Observations/data are recorded throughout
the procedure and organized into a data table. Students use their
observations to determine the type of chemical reaction and complete
post lab questions and summaries.
Assessment #1:
Chemical Reactions Exit Card:
Extension Questions: Complete the following chemical equations, representing
reactions based on your knowledge of types of chemical reactions.
Once the equations are completed, balance the equations to satisfy the
law of conservation of mass/matter.
1) Pb + FeSO4 ________ + ________
(hint: the charge of lead is +2)
2) CH4 + O2 _______ + ________
3) Al2(SO4) + CaCl2 AlCl3 + _________
4) 2NO2 2____ + O2
5) P4O6 + 2 _____ P4O10
Answers: 1) Single displacement reaction Pb + FeSO4 PbSO4 + Fe
2) Combustion reaction CH4 + 2O2 CO2 + 2H2O
3) Double displacement reaction Al2(SO4) + 3CaCl2 2AlCl3
+ 3CaSO4
4) Decomposition reaction 2NO2 2NO + O2
5) Synthesis reaction P4O6 + 2O2 P4O10
Activity’s Alignment Assessment’s Alignment
GLE/CLE/STD IN1Ba, IN1Ca, IN1Cd, ME1Ac
ME1GaME1Hb, ME1Ia GLE/CLE/STD ME1Ac ME1GaME1Hb, ME1Ia
CCSS.ELA-Literacy RST.6-8.3; RST.6-8.9 CCSS.ELA-Literacy RST.6-8.7
Francis Howell School District Curriculum Department
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CONTENT IN 7, ME 1 CONTENT ME 1
PROCESS 1.2 – Conduct research
1.5 – Comprehend/evaluate resources
1.7 – Evaluate information
1.8 – Organize data and ideas
2.7 – Use information technology
3.5 – Reason logically
(inductive/deductive)
4.6 – Identify cooperative tasks
PROCESS 1.10 – Apply information, ideas, and skills
3.2 – Apply others’ strategies
3.3 – Apply one’s own strategies
DOK 3 – Strategic Thinking DOK 2 – Skill/Concept
INSTRUCTIONAL
STRATEGIES
Similarities and differences
Summarizing and note taking
Cooperative learning
LEVEL OF
EXPECTATION
Mastery Level – 75%
Francis Howell School District Curriculum Department
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Readiness & Equity Section
SLA = Sample Learning Activity & SA = Sample Assessment
21st Century Themes Non Fiction Reading & Writing SLA
Learning & Innovation Skills SLA/SA Enrichment Opportunity
Information, Media, & Technology Skills SLA Intervention Opportunity
Life & Career Skills SLA Gender, Ethnic, & Disability Equity
Sample Learning Activities Sample Assessments
Learning Activity #2: (See Appendix H)
Conservation of Mass/Matter Lab: The purpose of this lab is to
investigate chemical reactions and their relationship to the law of
conservation of mass/matter. Prior to performing the lab students conduct
research from various resources to summarize the laws of conservation of
mass/matter and its relationship to chemical reactions. Research is used in
a class discussion to justify and clarify the objective of the lab. In small
group students use several pieces of chemistry lab equipment, chemicals,
and other materials to investigate chemical reactions and the mass of
reactants and products in open and closed systems. Observations/data are
recorded throughout the procedure and organized into a data table.
Students use the observations/data to answer follow up questions.
Assessment #2: (See Appendix I)
Conservation of Mass Exit Card – Students will be given questions and
equations to analyze to determine if it satisfies the Law of Conservation of
Mass.
Activity’s Alignment Assessment’s Alignment
GLE/CLE/STD IN1Ba, IN1Ca, IN1Cd, ME1Ac, ME1Ga,
ME1Ia GLE/CLE/STD ME1Ac, ME1Ga, ME1Ia
CCSS.ELA-Literacy RST.6-8-3; RST.6-8.9 CCSS.ELA-Literacy WHST.6-8.1b RST.6-8.4
CONTENT IN 7, ME 1 CONTENT ME 1
PROCESS 1.2 – Conduct research
1.3 Design/conduct investigations
1.6 – Discover/evaluate relationships
1.7 – Evaluate information
1.8 – Organize data and ideas
1.10 – Apply information. ideas and skills
2.7 – Use information technology
3.5 – Reason logically
PROCESS 1.10 – Apply information, ideas, and skills
3.5 – Reason logically (inductive/deductive)
4.1 – Support decisions
Francis Howell School District Curriculum Department
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(inductive/deductive)
4.6 – Identify cooperative tasks
4.7 – Apply safety/health practices
DOK 3 – Strategic Thinking DOK 3 – Strategic Thinking
INSTRUCTIONAL
STRATEGIES
Similarities and differences
Summarizing and note taking
Homework and practice
Cooperative learning
Generating and testing hypothesis
LEVEL OF
EXPECTATION
Mastery Level – 85%
Resources
Student Teacher
GENERAL:
Wysession, Michael, et.al, Physical
Science Concepts and Actions. Pearson,
Needham, Massachusetts, ©2009.
http://www.files.chem.vt.edu/RVGS/ACT
/notes/Types_of_Equations.html
http://www.sciencegeek.net/Chemistry/Pr
esentations/ReactionTypes/
http://www.youtube.com/watch?v=g-
biRwAVTV8&safe=active
http://www.youtube.com/watch?v=tE466
8aarck&safe=active
http://www.youtube.com/watch?v=i-
HHvx1VC_8&safe=active
http://misterguch.brinkster.net/6typesofch
emicalrxn.html
http://www.nature.com/scitable/knowledg
e/library/the-conservation-of-mass-
GENERAL:
Wysession, Michael, et.al, Physical
Science Concepts and Actions. Pearson,
Needham, Massachusetts, ©2009.
http://www.files.chem.vt.edu/RVGS/ACT
/notes/Types_of_Equations.html
http://www.sciencegeek.net/Chemistry/Pr
esentations/ReactionTypes/
http://www.youtube.com/watch?v=g-
biRwAVTV8&safe=active
http://www.youtube.com/watch?v=tE4668
aarck&safe=active
http://www.youtube.com/watch?v=i-
HHvx1VC_8&safe=active
http://misterguch.brinkster.net/6typesofch
emicalrxn.html
http://www.nature.com/scitable/knowledg
e/library/the-conservation-of-mass-
Francis Howell School District Curriculum Department
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17395478
http://www.iun.edu/~cpanhd/C101webnot
es/matter-and-energy/masscons.html
http://www.lightandmatter.com/html_boo
ks/7cp/ch01/ch01.html#Section1.2
http://www.youtube.com/watch?v=dExpJ
AECSL8&safe=active
http://www.youtube.com/watch?v=El6El4
iapO4&feature=fvsr&safe=active
17395478
http://www.iun.edu/~cpanhd/C101webnot
es/matter-and-energy/masscons.html
http://www.lightandmatter.com/html_boo
ks/7cp/ch01/ch01.html#Section1.2
http://www.youtube.com/watch?v=dExpJ
AECSL8&safe=active
http://www.youtube.com/watch?v=El6El4
iapO4&feature=fvsr&safe=active
ENRICHMENT:
ENRICHMENT:
INTERVENTION:
INTERVENTION:
NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year 1 review process.
Francis Howell School District Curriculum Department
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Content Area: Science Course: Challenge Science Strand: Inquiry
Learner Objectives:
Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and
critical thinking. (IN1) The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs.
(ST1)
Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science
knowledge and technology evolve over time. (ST2)
Science and technology affect, and are affected by, society. (ST3)
Human activity is dependent upon and affects Earth’s resources and systems. (ES3)
Concepts:
A. Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative
methods in order to obtain evidence relevant to the explanation. (IN1A)
B. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations. (IN1B)
C. Scientific inquiry includes evaluation of explanations (laws/principles, theories/models) in light of evidence (data) and scientific
principles (understandings). (IN1C)
D. The nature of science relies upon communication of results and justification of explanations. (IN1D)
E. Designed objects are used to do things better or more easily and to do some things that could not otherwise be done at all. (ST1A)
F. Technological solutions to problems often have drawbacks as well as benefits. (ST1C)
G. People of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovations.
(ST2A)
H. Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of
science and technology. (ST3B)
I. Scientific information is presented through a number of credible sources, but is at times influenced in such a way to become non-
credible. (ST3D)
J. Earth’s materials are limited natural resources affected by human activity. (ES3A6)
Francis Howell School District Curriculum Department
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Students Should Know Students Should Be Able to do
It is not always possible, for practical or ethical reasons, to control some
conditions (e.g., when sampling or testing humans, when observing
animal behaviors in nature.) (IN1Ad)
Some scientific explanations (e.g., explanations of astronomical or
meteorological phenomena) cannot be tested using a controlled
laboratory experiment, but instead by using a model, due to the limits of
the laboratory environment, resources, and/or technologies. (IN1Ae)
There is no fixed procedure called “the scientific method”, but that some
investigations involve systematic observations, carefully collected and
relevant evidence, logical reasoning, and some imagination in developing
hypotheses and other explanations. (IN1Af)
Observation is biased by the experiences and knowledge of the observer
(e.g., strong beliefs about what should happen in particular circumstances
can prevent the detection of other results.) (IN1Bf)
The relationships linking technology and science (e.g., how technological
problems may create a demand for new science knowledge, how new
technologies make it possible for scientists to extend research and
advance science.) (ST1Ba,DOK 2)
Contributions to science are not limited to the work of one particular
group, but are made by a diverse group of scientists representing various
ethnic and gender groups. (ST2Aa, DOK 1)
Gender and ethnicity of scientists often influence the questions asked
and/or the methods used in scientific research and may limit or advance
science knowledge and/or technology. (ST2Ab, DOK 1)
The International System of Units (SI) is the metric system used by the
international science community.
Formulate testable questions and hypotheses. (IN1Aa)
Analyze an experiment, identify the components (i.e., independent
variable, dependent variables, control of constants, multiple trials)
and explain their importance to the design of a valid experiment.
(IN1Ab)
Design and conduct a valid experiment. (IN1Ac)
Evaluate the design of an experiment and make suggestions for
reasonable improvements. (IN1Ag)
Use quantitative and qualitative data as support for reasonable
explanations (conclusions.) (IN1Ca)
Analyze experimental data to determine patterns, relationships,
perspectives, and credibility of explanations (e.g., predict/extrapolate
data, explain the relationship between the independent and
dependent variable.) (IN1Cb)
Identify the possible effects of errors in observations, measurements, and
calculations, on the validity and reliability of data and resultant
explanations (conclusions.) (IN1Cc)
Analyze whether evidence (data) and scientific principles support
proposed explanations (laws/principles, theories/models) (IN1Cd)
Communicate the procedures and results of investigations and
explanations through:
o Oral presentations
o Drawings and maps
o Data tables (allowing for the recording and analysis of data
relevant to the experiment such as independent and
dependent variables, multiple trials, beginning and ending
times or temperatures, derived quantities)
o Graphs (bar, single, and multiple line)
o Equations and writings (IN1Da)
Communicate and defend a scientific argument. (IN1Db)
Explain the importance of the public presentation of scientific work and
supporting evidence to the scientific community (e.g., work and evidence
must be critiqued, reviewed, and validated by peers; needed for
subsequent investigations by peers; results can influence the decisions
Francis Howell School District Curriculum Department
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regarding future scientific work.) (IN1Dc)
Evaluate a given source for its scientific credibility (e.g., articles in a
new periodical quoting an “eye witness,” a scientist speaking within or
outside his/her area of expertise.) (ST3Da, DOK 3)
Explain why accurate record-keeping, openness, and replication are
essential for maintaining an investigator’s credibility with other scientists
and society. (ST3Db, DOK 1)
Make qualitative and quantitative observations using the appropriate
senses, tools and equipment to gather data (e.g., microscopes,
thermometers, analog and digital meters, computers, spring scales,
balances, metric rulers, graduated cylinders.) (IN1Ba)
Measure length to the nearest millimeter, mass to the nearest gram,
volume to the nearest milliliter, force (weight) to the nearest Newton,
temperature to the nearest degree Celsius, time to the nearest second.
(IN1Bb)
Determine the appropriate tools and techniques to collect, analyze, and
interpret data. (IN1Bc)
Judge whether measurements and computation of quantities are
reasonable. (IN1Bd)
Calculate the range, average/mean, percent, and ratios for sets of data.
(IN1Be)
Explain how technological improvements, such as those developed for
use in space exploration, the military, or medicine, have led to the
invention of new products that may improve lives here on Earth (e.g.,
new materials, freeze-dried foods, infrared goggles, Velcro, satellite
imagery, robotics, lasers.) (ST1Aa)
Identify and evaluate the physical, social, economic, and/or
environmental problems that may be overcome using science and
technology (e.g., the need for alternative fuels, human travel in space,
AIDS.) (ST3Bb)
Describe the effect of human activities (e.g., landfills, use of fertilizers
and herbicides, farming, septic systems) on the quality of water.
(ES3A6b, DOK 2)
Describe how technological solutions to problems (e.g., storm water
runoff, fiber optics, windmills, efficient car design, electronic trains
without conductors, sonar, robotics, Hubble telescope) can have both
Francis Howell School District Curriculum Department
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benefits and drawbacks (e.g., design constraints, unintended
consequences, risks.) (Assess Locally) (ST1Ca)
Analyze and evaluate the drawback (e.g., design constraints, unintended
consequences, risk) and benefits of technological solutions to a given
problem (e.g., use of alternative energies to reduce the use of carbon
fuels, use of satellite communications to gather information.) (ST3Bc,
DOK 3)
Instructional Support
Student Essential Vocabulary Hypothesis Theory Experiment Control Independent Variable Dependent Variable
Scientific law Mass Volume Qualitative Quantitative Best-fit line
Model Constant Directly Proportional Inversely Proportional Gram Liter
Kelvin Celsius Meter Responding Variable Manipulated Variable Data
Dimensional Analysis Scientific Notation Significant Figures Uncertainty
Francis Howell School District Curriculum Department
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Readiness & Equity Section
SLA = Sample Learning Activity & SA = Sample Assessment
21st Century Themes SLA Non Fiction Reading & Writing SLA
Learning & Innovation Skills SLA Enrichment Opportunity
Information, Media, & Technology Skills SLA, SA Intervention Opportunity
Life & Career Skills SLA Gender, Ethnic, & Disability Equity
Sample Learning Activities Sample Assessments
Learning Activity #1: (See Appendix A)
Scientific Discoveries: The Year I Was Born In “The Year I Was Born” learning activity, we ask students to
research what significant advances happened in their year of birth and
present them to the class. Students rank their year’s discoveries
according to importance and must justify their rankings. Each student
then selects two discoveries of particular interest to explain in more
detail. . Students will explain which important discoveries were
made, by whom, and how. This allows the teacher to offer useful bits
of science history without sounding like history teachers or diverting
students from the main goals of their classes. Most likely, many
students in the class will be born in the same year, therefore, you may
choose to have students work in groups on the project or choose
different subject areas to research, such as technology, health, or
space science.
Assessment #1: (See Appendix B)
Scientific Discoveries
Based on the two discoveries researched, students will respond to
the questions below:
1. What are some of the previous advances and/or discoveries
that made your two discoveries possible?
2. What if these two discoveries were not made when they
were made? How would that affect the applicable scientific
area today? For example: Hubble Telescope-what affect
would it have on our understanding of space science today?
3. What do you think was the most significant discovery?
Defend your opinion.
* Scoring Guide found in Appendix
Activity’s Alignment Assessment’s Alignment
GLE/CLE/STD IN1Dc, ST1Ba, ST1Aa, ST3Bb, ST2Aa,
ST3Bc GLE/CLE/STD IN1Dc, ST1Ba, ST1Aa, ST3Bb, ST2Aa,
ST3Bc
CCSS.ELA-Literacy RST.6-8.1, RST.6-8.2, RST.6-8.5,
RST.6-8.7, RST.6-8.8, RST.6-8.10 CCSS.ELA-
Literacy
RST.6-8.1, RST.6-8.2, RST.6-8.5, RST.6-
8.7, RST.6-8.8, RST.6-8.10
CONTENT SC8 CONTENT SC8
PROCESS 1.6 – Discover/evaluate relationships, PROCESS 1.6 – Discover/evaluate relationships
Francis Howell School District Curriculum Department
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1.10 – Apply information, ideas and
skills
2.2 – Revise communications
1.10 – Apply information, ideas and skills
2.2 – Revise communications
DOK 3 – Strategic Thinking DOK 3 – Strategic Thinking
INSTRUCTIONAL
STRATEGIES
Summarizing and note taking,
Cooperative learning, Setting
objectives and providing feedback
LEVEL OF
EXPECTATION
90% – Mastery Level
Francis Howell School District Curriculum Department
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Readiness & Equity Section
SLA = Sample Learning Activity & SA = Sample Assessment
21st Century Themes SLA Non Fiction Reading & Writing SLA
Learning & Innovation Skills SLA, SA Enrichment Opportunity
Information, Media, & Technology Skills SLA Intervention Opportunity
Life & Career Skills SLA Gender, Ethnic, & Disability Equity
Sample Learning Activities Sample Assessments
Learning Activity #2: (See Appendix C)
A Sticky Design- Purpose – When presented a problem, students will be able to design and
implement a scientific experiment, using the proper steps of the scientific
method, properly collect and analyze data, and evaluate the design of the
experiment to make suggestions for improvement.
Description – Students are the owners of a company that makes different
varieties of tape. A recent customer called their office and needs to know
which of their four types of tape is the stickiest. When the types of tapes
were created, stickiness was not a factor tested. In order to answer their
customer’s question, they must design and implement an experiment
testing the stickiness of their tape. Students are given a certain degree of
academic freedom in the design of the experiment, resulting in a range of
lab equipment used. Student must perform research and summarize
nonfiction sources in order to give background information regarding
their topic. Scoring guide is used for evaluation.
Assessment #2: (See Appendix D)
Scientific Inquiry Formative - Students will use the scientific
method to design an experiment to see if the earth friendly fertilizer
their team has created causes an increase in plant growth.
Activity’s Alignment Assessment’s Alignment
GLE/CLE/STD IN1Aa, IN1Ab, IN1Ac, IN1Af, IN1Ag,
IN1Ba, IN1Bb, IN1Bc, IN1Bd, IN1Be,
IN1Ca, IN1Cb, IN1Cc, IN1Da, IN1Dd,
IN1Dc, ST3Da, ST3Db
GLE/CLE/STD IN1Aa, IN1Ab, IN1Ac, IN1Af, IN1Ag,
IN1Bc, IN1Ca, IN1Cb, IN1Cc
CCSS.ELA-
Literacy
RST.6-8.1, RST.6-8.4, RST.6-8.7, RST.6-
8.8, WHST.6-8.2, WHST.6-8.3,
WHST.6-8.4, WHST.6-8.6, WHST.6-8.8,
WHST.6-8.9
CCSS.ELA-Literacy WHST.6-8.2, WHST.6-8.3
Francis Howell School District Curriculum Department
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CONTENT SC7 CONTENT SC7
PROCESS 1.1 – Develop research questions/ideas
1.2 – Conduct research
1.3 – Design/conduct investigations
1.4 – Organize information using tools
1.6 – Discover/evaluate relationships
1.8 – Organize data and ideas
2.1 – Plan and make presentations
2.3 – Exchange ideas and take others’
perspectives
3.1 – Identify and define problems
3.3 – Apply one’s own strategy
3.5 – Reason logically
3.7 – Evaluate strategies
4.6 – Identify cooperative tasks
PROCESS 1.3 – Design/conduct investigations
1.8 – Organize data and ideas
1.10 – Apply information, ideas and
skills
2.2 – Revise communications
3.5 – Reason logically
4.1 – Support Decisions
4.5 – Develop/revise plant of action
DOK 4 – Extended Thinking DOK 3 – Strategic Thinking
INSTRUCTIONAL
STRATEGIES
Cooperative learning
Generating and testing hypothesis
LEVEL OF
EXPECTATION
Mastery Level – 85%
Resources
Student Teacher
GENERAL:
Wysession, Michael, et.al, Physical
Science Concepts and Actions. Pearson,
Needham, Massachusetts, ©2009.
Brain Pop, Scientific Method.
Gizmo, www.explorelearning.com –
Roller Coaster Physics
Gizmo, www.explorelearning.com–
Inclined Plane – Simple Machine
Gizmo, www.explorelearning.com–
GENERAL:
Wysession, Michael, et.al, Physical
Science Concepts and Actions.
Pearson, Needham, Massachusetts,
©2009.
Francis Howell School District Curriculum Department
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Charge Launcher
Gizmo, www.explorelearning.com –
Stem – and-Leaf Plots
ENRICHMENT:
ENRICHMENT:
INTERVENTION:
Gizmo,www.explorelearning.com --
Measuring Volume
Gizmo, www.explorelearning.com--
Triple Beam Balance
Gizmo, www.explorelearning.com--
Unit Conversions
INTERVENTION:
NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year 1 review
process.
Francis Howell School District Curriculum Department
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Content Area: Science Course: Challenge Science Strand: Thermodynamics
Learner Objectives:
Changes in properties and states of matter provide evidence of the atomic theory of matter. (ME1) Earth’s Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes. (ES2)
Human activity is dependent upon and affects Earth’s resources and systems. (ES3)
Energy has a source, can be stored, and can be transferred but is conserved within a system (ME2)
The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs.
(ST1)
Concepts:
A. Physical changes in states of matter due to thermal changes in materials can be explained by the Kinetic Theory of Matter. (ME1D)
B. Changes in the form of water as it moves through Earth’s systems are described as the water cycle. (ES2E7)
C. Constantly changing properties of the atmosphere occur in patterns which are described as weather. (ES2F7)
D. Earth’s materials are limited natural resources affected by human activity. (ES3A6)
E. Forms of energy have a source, a means of transfer (work and heat), and a receiver. ME2A
F. There are internal processes and sources of energy within the geosphere that cause changes in Earth’s crustal plates. (ES2B6)
G. Technological solutions to problems often have drawbacks as well as benefits. (ST1C)
Students Should Know Students Should Be Able to
Kinetic Theory states that all matter is made up of particles that are in
constant motion.
Law of Conservation of Energy states that energy cannot be created or
destroyed but can be transferred from one object to another or
transformed from one form to another.
Thermal energy is the total potential and kinetic energy of all the
particles in an object and depends on mass (number of molecules),
temperature, and phase of an object.
Specific Heat Capacity is the amount of energy required to change one
gram of water one degree Celsius.
Q = mc∆T
Using the Kinetic Theory model, explain the changes that occur in
the distance between atoms/molecules and temperature of a
substance as energy is absorbed or released during a phase change.
(ME1Da)
Predict the effect of a temperature change on the properties (i.e., pressure,
density, volume) of a material (solids, liquids, gases.) (ME1Db)
Calculate energy when it involves specific heat.
Explain and trace the possible paths of water through the hydrosphere,
geosphere, and atmosphere (i.e., the water cycle: evaporation,
condensation, precipitation, surface run-off/ groundwater flow.)
(ES2E7a)
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Changes in pressure cause wind.
Energy from the sun in transferred through the atmosphere by
conduction, convection, and radiation.
Convection currents are based on the temperature of particles.
Energy from the sun is transferred to Earth in a range of wavelengths and
energy levels including visible light, infrared radiation, and ultraviolet
radiation. (ME2C6a)
Identify solar radiation as the primary source of energy for weather
phenomena. (ME2C7a)
Explain how thermal energy is transferred throughout the water cycle by
the processes of convection, conduction, and radiation (ES2E7c)
Explain how the differences in surface temperature, due to the different
heating and cooling rates of water and soil, affect the temperature and
movement of the air above .(ES2F7a)
Describe the effect of human activities (e.g., landfills, use of fertilizers
and herbicides, farming, septic systems) on the quality of water.
(ES3A6b, DOK 2)
Describe how technological solutions to problems (e.g., storm water
runoff, fiber optics, windmills, efficient car design, electronic trains
without conductors, sonar, robotics, Hubble telescope) can have both
benefits and drawbacks (e.g., design constraints, unintended
consequences, risks.) (Assess Locally) (ST1Ca)
Differentiate between thermal energy (the total internal energy of a
substance which is dependent upon mass), heat (thermal energy that
transfers from one object or system to another due to a difference in
temperature), and temperature (the measure of average kinetic energy of
molecules or atoms in a substance.) ME2Aa
Differentiate between the properties and examples of conductors and
insulators. ME2Ab
Interpret examples of heat transfer (e.g., home heating, solar panels) as
convection, conduction or radiation. ME2Af
Identify events (earthquakes, volcanic eruptions) and the landforms
created by them on the Earth’s surface that occur at different plate
boundaries. (ES2B6a, DOK 2)
Explain convection currents are the result of uneven heating inside the
mantle resulting in the melting of rock materials, convection of magma,
eruption/flow of magma, and movement of crustal plates. (ES2B8a,
DOK 2)
Describe how the movement of crustal plates can cause earthquakes and
volcanic eruptions that can result in mountain building and trench
formation. (ES2B8c, DOK 1)
Predict the effect of pressure changes on the properties (i.e., temperature,
volume, density) of a material (solids, liquids, gases.) (ME1Dc)
Francis Howell School District Curriculum Department
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Instructional Support
Student Essential Vocabulary
Convection Conduction Radiation Kinetic Energy Potential Energy Pressure
Thermal energy Heat Water Cycle Temperature Law of conservation of
energy
Conductor
Pollution Greenhouse Effect Global Warming Specific heat capacity Evaporation Insulator
Melting Freezing Vaporization Deposition Sublimation Condensation
Boiling Crustal plates Atmosphere Geosphere/Lithosphere Hydrosphere Precipitation
Readiness & Equity Section
SLA = Sample Learning Activity & SA = Sample Assessment
21st Century Themes Non Fiction Reading & Writing SLA, SA
Learning & Innovation Skills SLA Enrichment Opportunity
Information, Media, & Technology Skills SLA Intervention Opportunity
Life & Career Skills Gender, Ethnic, & Disability Equity
Sample Learning Activities Sample Assessments
Learning Activity #1: (See Appendix J)
Convection in the Atmosphere—Land and Sea Breezes
Students will make observations and predictions, record, graph,
analyze and summarize data while exploring how temperature
changes create convection currents which result in land and sea
breezes. Students review the various types of heat transfer by
working cooperatively and engaging in reading non-fiction literature
while exploring several online resources. The primary activity
utilizes online interactive applets and demonstrations to discover how
convection currents create land and sea breezes. Students then apply
Assessment #1: (See Appendix K)
Land and Sea Breezes –
The assessment is divided into two parts and is located in the
Appendix. Part 1 is a cooperative learning matrix while Part 2 is an
individual assessment. They may be completed independently of each
other and/or can be both used as an individual assessment.
Francis Howell School District Curriculum Department
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the knowledge and skills gained to solve a problem and support and
defend their conclusions with data and diagrams.
Activity’s Alignment Assessment’s Alignment
GLE/CLE/STD ME1Da, ME1Db, ES2E7c, ES2F7a GLE/CLE/STD ES2F7a
CCSS.ELA-Literacy RST.6-8.1
RST.6-8.3
RST.6-8.7
RST.6-8.9
WHST.6-8.1b
WHST.6-8.1c
WHST.6-8.1e
CCSS.ELA-Literacy RST.6-8.3
RST.6-8.7
WHST.6-8.1b
WHST.6-8.1c
WHST.6-8.1e
CONTENT SC5, MA1, MA3 CONTENT SC5, MA1, MA3
PROCESS 1.4—Use technology and other tools
1.6—Discover/evaluate relationships
1.10—Apply information, ideas and skills
3.5--Reason logically (inductive/deductive)
4.1--Support decisions
PROCESS 1.6 Discover/evaluate relationships
1.10 Apply information, ideas and skills
3.5 Reason logically (inductive/deductive)
4.1 Support decisions
DOK 3-Strategic Thinking DOK 3-Strategic Thinking
INSTRUCTIONAL
STRATEGIES
Summarizing and Note taking
Similarities and Differences
Nonlinguistic Representation
Cooperative Learning
Reading Non-Fiction
LEVEL OF
EXPECTATION
85% Mastery
Francis Howell School District Curriculum Department
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Readiness & Equity Section
SLA = Sample Learning Activity & SA = Sample Assessment
21st Century Themes SLA, SA Non Fiction Reading & Writing SLA
Learning & Innovation Skills SLA Enrichment Opportunity SLA
Information, Media, & Technology Skills SLA Intervention Opportunity
Life & Career Skills Gender, Ethnic, & Disability Equity
Sample Learning Activities Sample Assessments
Learning Activity #2: (See Appendix L)
Energy Content of Food The purpose of the activity is to measure the energy content of
different types of food by burning the food to warm a known quantity of
water. When burning food warms a known quantity of water, the amount
of thermal energy given off by the food is theoretically equal to the
amount of thermal energy gained by the water. The following is an
equation that describes this idea: Q = m · c · change in temperature.
Students gain a better understanding of how thermal energy is transferred
in the form of heat and the relationship of this process to their daily intake
of calories.
There are 3 nonfiction reading pieces that accompany this lab to assist
students with making connections to healthy calorie intake and the
importance of exercise. The amount of detail on these topics, as well as
the level of guidance needed during this entire activity, should be at the
discretion of the teacher and time available.
Assessment #2:
Calorie Counter In addition to calculating specific heat capacities, some calorimeters can be
used to determine how much energy is in food. The energy in food is usually
expressed in calories or kilocalories (Calories). A calorie is the amount of
energy needed to change the temperature of 1 g of water by 1 C. There are
1,000 calories in a Calorie (kilocalorie)
1. How many joules are in 1 calorie? (The specific heat of water is
4.184 J/g °C.)
2. Suppose a snack bar is burned in a calorimeter and heats 2,000 g
water by 20 °C. How much heat energy was released? (Hint: Use the
specific heat equation.) Give your answer in both joules and calories.
3. How many kilocalories (Calories) does the snack bar contain?
Answer:
1. 4184 J
2. 167,369 J (40,000 calories)
3. 40 kilocalories
Francis Howell School District Curriculum Department
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Activity’s Alignment Assessment’s Alignment
GLE/CLE/STD ME2Aa, ME2Af, IN1Aa, IN1Ab, IN1Ac,
IN1Ba, IN1Bb, IN1Ca, IN1Cb, IN1Cc,
IN1Da
GLE/CLE/STD ME2Aa, ME2Af
CCSS.ELA-Literacy RST.6-8.3, RST.6-8.4, RST.6-8.7, RST.6-
8.8 CCSS.ELA-Literacy RST.6-8.4, RST.6-8.7, RST.6-8.8, RST.6-8.9
CONTENT SC1, SC7 CONTENT SC1, SC7
PROCESS 1.6 – Discover/evaluate relationships,
1.10 – Apply information, ideas and skills
3.5--Reason logically
(inductive/deductive)
PROCESS 1.6 – Discover/evaluate relationships
1.10 – Apply information, ideas and skills
DOK 3 – Strategic Thinking DOK 3 – Strategic Thinking
INSTRUCTIONAL
STRATEGIES
Similarities and differences
Homework and practice
Nonlinguistic representations
Cooperative learning
Generating and testing hypotheses
LEVEL OF
EXPECTATION
80% – Mastery Level.
Resources
Student Teacher
GENERAL:
Wysession, Michael, et.al, Physical
Science Concepts and Actions.
Pearson, Needham, Massachusetts,
©2009.
Jenner, Jan, et. al, Earth Science.
Pearson-Prentice Hall, Boston,
Massachusetts, ©2009.
http://www.wisc-
online.com/Objects/ViewObject.aspx?ID=
sce304
GENERAL:
Wysession, Michael, et.al, Physical Science
Concepts and Actions. Pearson, Needham,
Massachusetts, ©2009.
Jenner, Jan, et. al, Earth Science. Pearson-
Prentice Hall, Boston, Massachusetts, ©2009.
http://www.wisc-
online.com/Objects/ViewObject.aspx?ID=sce
304
http://www.teachersdomain.org/asset/lsps07_i
nt_heattransfer/
http://3typesofheattransfer2.blogspot.com/
Francis Howell School District Curriculum Department
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http://www.teachersdomain.org/asset/lsps
07_int_heattransfer/
http://3typesofheattransfer2.blogspot.com/
http://oceanservice.noaa.gov/education/pd
/oceans_weather_climate/media/sea_and_l
and_breeze.swf
http://www.brainpop.com/science/weather/sea
sons/
Gizmo: Land and Sea Breezes
http://oceanservice.noaa.gov/educaion/pd/
ocean_weather_climate/media/sea_and_la
nd_breezesswf
http://www.brainpop.com/science/weather/sea
sons/
http://www.wisc-
online.com/Objects/ViewObject.aspx?ID=sce
304
http://www.teachersdomain,org/asst/Isps07_in
t_heattransfer/
http://3typesofheattransfer2.blogspot.com
ENRICHMENT:
ENRICHMENT:
http://www.atmos.washington.ed/edu/~durran
d/
demos/convection_conduction
http:youtube.com/watch?v=va0CiUdDuh4
INTERVENTION:
http://www.atmos.washington.edu/~durra
nd/demos/convection_conduction
http://www.youtube.com/watch?v=va0Ci
UdDuh4
Gizmo: Calorimetric Lab
INTERVENTION:
http://www.atmos.washington.edu/~durrand/d
emos/convection_conduction
http://www.youtube.com/watch?v=va0CiUdD
uh4
NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year 1 review process.
Francis Howell School District Curriculum Department
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Content Area: Science Course: Challenge Science Strand: Linear Motion
Learner Objectives:
The motion of an object is described by its change in position relative to another object or point. (FM1)
Concepts:
A. The motion of an object is described as a change in position, direction, and speed relative to another object (frame of reference) (FM1A)
B. An object that is accelerating is speeding up, slowing down, or changing direction. (FM1B)
Students Should Know Students Should Be Able to
Acceleration is the change in velocity over time
a = t
vv if
Velocity is speed in a specific direction
v = t
d in a specific direction
Speed is the distance moved over time
Average speed is the total distance traveled over the total time to cover
the distance.
The slope of a x/t graph is the velocity of the object for any point along
the graph
A straight line on an x/t graph indicates a constant velocity (a = 0)
A curved line on an x/t graph indicates a changing velocity (a 0)
The slope of a v/t graph is the acceleration of the object for any point
along the graph
Vector quantities have both a size (magnitude) and a direction (positive
or negative)
Scalar quantities have a size (magnitude) but not a direction
Analyze the velocity of two objects in terms of distance and time (i.e.,
verbally, diagrammatically, graphically, mathematically) (FM1Ab)
Measure and analyze an object’s motion in terms of speed, velocity,
and acceleration (i.e., verbally, diagrammatically, graphically)
(FM1Ba)
Represent and analyze the motion of an object graphically (FM1Aa)
Francis Howell School District Curriculum Department
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Speed and distance are scalar quantities
Velocity and displacement are vector quantities
The average speed of an object is the total distance divided by the total
time
Instructional Support
Student Essential Vocabulary Vector Displacement Speed Velocity Positive Acceleration Distance
Magnitude Scalar Slope Instantaneous Speed Average Speed Positive Direction
Negative Direction Negative Acceleration
(Deceleration)
Readiness & Equity Section
SLA = Sample Learning Activity & SA = Sample Assessment
21st Century Themes Non Fiction Reading & Writing
Learning & Innovation Skills SLA, SA Enrichment Opportunity
Information, Media, & Technology Skills SLA Intervention Opportunity
Life & Career Skills Gender, Ethnic, & Disability Equity
Sample Learning Activities Sample Assessments
Learning Activity #1: (See Appendix M)
Bubble Tube Lab – Students are presented with a given set of materials
and must design and conduct an experiment, using the steps of the scientific
method, to determine the relationship between position and time as it relates
to constant velocity. The speed of various bubble tubes with constant
velocity is analyzed in terms of position and time. Students collect data and
enter it in a data table. Graphs relating position vs. time, velocity vs. time,
and acceleration vs. time are created and analyzed for patterns and
relationships
Assessment #1: Speed Exit Card
Scenario Question: It is 1901 and the first speed limit law for vehicles has
been set into place by your state’s government. The new speed limit is 10
miles per hour. You are a police office in the town and you do not own a
radar gun. Design a way to determine the speed of passing cars so that you
may enforce your new law and include the procedure on how you would
determine the speed of cars that pass.
Answer: Student’s answers should relate a set amount of distance and the
correct amount of time it would take to travel that distance without exceeding
a rate of 10 miles per hour. Since there are no radar guns students should
Francis Howell School District Curriculum Department
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outline a procedure with materials appropriate for the time in history.
Activity’s Alignment Assessment’s Alignment
GLE/CLE/STD IN1Aa, IN1Ab, IN1Ac, IN1Af, IN1Ag,
IN1Ba, IN1Bb, IN1Bc, IN1Bd, IN1Be,
IN1Ca, IN1Cb, IN1Cc, IN1Da, IN1Db,
FM1Aa, FM1Ab, FM1Ba
GLE/CLE/STD FM1Ab, FM1Ba
CCSS.ELA-Literacy RST.6-8,3 CCSS.ELA-Literacy RST.6-8,7
CONTENT IN 7, FM 2 CONTENT FM 2
PROCESS 1.5 – Develop research questions/ideas
1.6 – Conduct research
1.7 – Design/conduct investigations
1.8 – Organize information using tools
1.7 – Discover/evaluate relationships
1.8 – Organize data and ideas
3.5 – Reason logically
(inductive/deductive)
4.1 – Support decisions
4.6 – Identify cooperative tasks
PROCESS 1.3 – Design/conduct investigations
3.1 – Identify and define problems
3.7 – Evaluate strategies
4.1 – Support Decisions
DOK 4 – Extended Thinking DOK 3 – Strategic Thinking
INSTRUCTIONAL
STRATEGIES
Cooperative learning
Generating and testing hypothesis
Similarities and differences
Questions, cues, and advanced organizers
LEVEL OF
EXPECTATION
Mastery Level – 80%
Francis Howell School District Curriculum Department
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Readiness & Equity Section
SLA = Sample Learning Activity & SA = Sample Assessment
21st Century Themes Non Fiction Reading & Writing SLA
Learning & Innovation Skills SLA,SA Enrichment Opportunity
Information, Media, & Technology Skills SLA Intervention Opportunity
Life & Career Skills Gender, Ethnic, & Disability Equity
Sample Learning Activities Sample Assessments
Learning Activity #2: (See Appendix N)
Wheel and Axle Lab – Prior to beginning the lab students must use
available resources to conduct research exploring the terms speed,
velocity, and acceleration. Students use the research to create a brief
summary of the terms and their relationship. Students are presented
with a given set of materials and must design and conduct an experiment,
using the steps of the scientific method, to determine the relationship
between position and time as it relates to increasing velocity
(acceleration). The velocity of a wheel and axle is analyzed in terms of
position and time as it travels down a ramp. Students measure/collect data
and enter it in a data table. Graphs relating position vs. time, velocity vs.
time, and acceleration vs. time are created and analyzed for patterns and
relationships. Students then must use their data as evidence to support a
conclusion while at the same time analyzing their experiment for errors
and improvements.
Assessment #2: See Appendix
Acceleration Exit Card—Students will analyze data collected and
then determine which graph is incorrect. After determining the
incorrect graph, they will recreate the graph accurately representing the
data given.
Activity’s Alignment Assessment’s Alignment
GLE/CLE/STD IN1Aa, IN1Ab, IN1Ac, IN1Af, IN1Ag,
IN1Ba, IN1Bb, IN1Bc, IN1Bd, IN1Be,
IN1Ca, IN1Cb, IN1Cc, IN1Da, IN1Db,
FM1Aa, FM1Ab, FM1Ba
GLE/CLE/STD FM1Aa, FM1Ab, FM1Ba
CCSS.ELA-Literacy WHST.6-8,2d, RSL.6-8,1 CCSS.ELA-Literacy WHST.6-8,1b
CONTENT IN 7, FM 2 CONTENT FM 2
PROCESS 1.9 – Develop research questions/ideas
1.10 – Conduct research PROCESS 1.6 – Discover/evaluate relationships
1.7 – Evaluate information
Francis Howell School District Curriculum Department
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1.11 – Design/conduct investigations
1.12 – Organize information using tools
1.8 – Discover/evaluate relationships
1.8 – Organize data and ideas
3.5 – Reason logically
(inductive/deductive)
4.1 – Support decisions
4.6 – Identify cooperative tasks
3.5 – Reason logically
(inductive/deductive)
DOK 4 – Extended Thinking DOK 3 – Strategic Thinking
INSTRUCTIONAL
STRATEGIES
Cooperative learning
Generating and testing hypothesis
Similarities and differences
Questions, cues, and advanced organizers
LEVEL OF
EXPECTATION
Mastery Level – 85%
Resources
Student Teacher
Francis Howell School District Curriculum Department
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GENERAL:
Wysession, Michael, et.al, Physical Science
Concepts and Actions. Pearson, Needham,
Massachusetts, ©2009.
http://www.physics4kids.com/files/motion_vel
ocity.html
http://www.sparknotes.com/testprep/books/sat2
/physics/chapter5section2.rhtml
http://www.slideshare.net/saviourbest/speed-
velocity-and-acceleration
http://www.school-for-
champions.com/science/motion.htm
http://www.fearofphysics.com/Xva/xva.html
http://www.physicsclassroom.com
http://physics.tutorvista.com/motion/constant-
speed.html
http://phet.colorado.edu/en/simulation/moving-
man
https://www.youtube.com/watch?v=rZo8-
ihCA9E
https://www.youtube.com/watch?v=DRb5PSxJ
erM
https://www.youtube.com/watch?v=O6Onfqt-
Vzw
www.brainpop.com
Related to speed and velocity
www.physicsclassroom.com
http://physics.info/acceleration/
www.brainpop.com
http://www.physics4kids.com/files/motion_vel
ocity.html
http://www.tutorvista.com/content/physics/phy
sics-i/motion/acceleration.php
http://www.walter-
fendt.de/ph14e/acceleration.htm
http://www.edinformatics.com/math_science/a
GENERAL:
Wysession, Michael, et.al, Physical Science
Concepts and Actions. Pearson, Needham,
Massachusetts, ©2009.
http://www.physics4kids.com/files/motion_velocit
y.html
http://www.sparknotes.com/testprep/books/sat2/p
hysics/chapter5section2.rhtml
http://www.slideshare.net/saviourbest/speed-
velocity-and-acceleration
http://www.school-for-
champions.com/science/motion.htm
http://www.fearofphysics.com/Xva/xva.html
http://www.physicsclassroom.com
http://physics.tutorvista.com/motion/constant-
speed.html
http://phet.colorado.edu/en/simulation/movin
g-man
https://www.youtube.com/watch?v=rZo8-
ihCA9E
https://www.youtube.com/watch?v=DRb5PSx
JerM
https://www.youtube.com/watch?v=O6Onfqt-
Vzw
www.brainpop.com www.physicsclassroom.com
http://physics.info/acceleration/
www.brainpop.com
http://www.physics4kids.com/files/motion_velocit
y.html
http://www.tutorvista.com/content/physics/physic
s-i/motion/acceleration.php
http://www.walter-
fendt.de/ph14e/acceleration.htm
http://www.edinformatics.com/math_science/acce
Francis Howell School District Curriculum Department
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cceleration.htm
http://www.sparknotes.com/testprep/books/sat2
/physics/chapter5section2.rhtml
http://www.slideshare.net/saviourbest/speed-
velocity-and-acceleration
http://www.school-for-
champions.com/science/motion.htm
https://www.youtube.com/watch?v=O6Onfqt-
Vzw
https://www.youtube.com/watch?v=e5Gl2LLL
AGo
https://www.youtube.com/watch?v=rZo8-
ihCA9E
https://www.youtube.com/watch?v=UefWw5k
4G0U
leration.htm
http://www.sparknotes.com/testprep/books/sat2/p
hysics/chapter5section2.rhtml
http://www.slideshare.net/saviourbest/speed-
velocity-and-acceleration
http://www.school-for-
champions.com/science/motion.htm
https://www.youtube.com/watch?v=O6Onfqt-
Vzw
https://www.youtube.com/watch?v=e5Gl2LLLAG
o
https://www.youtube.com/watch?v=rZo8-ihCA9E
https://www.youtube.com/watch?v=UefWw5k4G
0U
ENRICHMENT:
ENRICHMENT:
INTERVENTIO
N:
INTERVENTIO
N:
NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year 1 review process.
Francis Howell School District Curriculum Department
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Content Area: Science Course: Challenge Science Strand: Forces
Learner Objectives:
Forces affect motion. (FM2)
The universe has observable properties and structure. (UN1)
Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces. (UN2)
Earth’s Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes. (ES2)
Earth’s Systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures. (ES1)
Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science
knowledge and technology evolve over time. (ST2)
The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs.
(ST1)
Concepts:
A. Forces are classified as either contact forces (pushes, pulls, friction, buoyancy) or non-contact forces (gravity, magnetism), that can be
described in terms of direction and magnitude. (FM2A)
B. Every object exerts a gravitational force on every other object. (FM2B)
C. Newton’s Laws of Motion explain the interaction of mass and forces, and are used to predict changes in motion. (FM2D)
D. The Earth has a composition and location suitable to sustain life. (UN1B)
E. The regular and predictable motions of a planet and moon relative to the Sun explain natural phenomena on a planet, such as day, month, year,
shadows, moon phases, eclipses, tides, and seasons. (UN2C7)
F. Constantly changing properties of the atmosphere occur in patterns which are described as weather. (ES2F7)
G. Climate is a description of average weather conditions in a given area over time. (ES1D7)
H. Most of the information we know about the universe comes from the electromagnetic spectrum. (UN1C)
I. Gravity is a force of attraction between objects in the solar system that governs their motion. (UN2D7)
J. The Earth, Sun, and moon are part of a larger system that includes other planets and smaller celestial bodies. (UN1A7)
K. Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and
tested for validity. (ST2B)
L. Technological solutions to problems often have drawbacks as well as benefits. (ST1C)
Francis Howell School District Curriculum Department
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Students Should Know Students Should Be Able to
Inertia is a property of matter that can be described as an object’s
tendency to resist a change in motion, and is dependent upon the
object’s mass (Newton’s First Law of Motion.) (FM2Da)
All free falling bodies accelerate at the same rate due to gravity
regardless of their mass. (FM2Bd)
Acceleration is any change in velocity (over time.)
An unbalanced (net) force causes acceleration in the direction of the net
force.
Balanced forces result in zero acceleration
Forces are vector quantities.
Net force is the sum of all forces and their direction acting on the object.
Mass does not change when placed in different gravitational fields.
All forces have an ‘agent’ and a ‘receiver’
Gravity is an attractive force.
Weight = mass X acceleration due to gravity (F = mg)
Gravitational forces are proportional to the mass and diminish with
distance.
As the frequency of a wave increases, the energy increases.
Stars radiate electromagnetic energy in each of the forms found on the
electromagnetic spectrum (radio, microwaves, infrared, visible light,
ultra-violet, x-ray, gamma rays.)
EM waves are transverse waves created by the interaction of electric and
magnetic fields in space and do not require a medium in which to travel.
Light years are used to measure distances in space.
Every object exerts a gravitational force of attraction on every other
object. (FM2B7a)
One revolution on Earth equals one day.
One rotation on Earth’s axis equals one day.
Earth’s seasons are caused by the tilt of the axis as Earth revolves around
the sun.
Earth is tilted on its axis as it revolves around the sun creating “seasons.”
Identify and describe the forces acting on an object (i.e., type of
force, direction, magnitude in Newton’s) using a force diagram (do
not assess calculations.) (FM2Aa)
Describe gravity as an attractive force among all object.s (FM2Ba)
Compare and describe the gravitational forces between two objects in
terms of their masses and the distances between them. (FM2Bb)
Identify forces acting on a falling object (i.e., weight, air resistance) and
how those forces affect the rate of acceleration. (FM2Dd)
Explain how the gravitational forces, due to the relative positions of a
planet, moon, and Sun; determine the height and frequency of tides.
UN2Cb
Predict the moon rise/set times, phases of the moon, and/or eclipses when
given the relative positions of the moon, planet, and Sun. UN2Ca
Explain orbital motions of moons around planets, and planets around the
Sun, as the result of gravitational forces between those objects. UN2Da
Identify information that the electromagnetic spectrum provides
about the stars and the universe (e.g., chemical composition,
temperature, age of stars, location of black holes, motion of celestial
bodies.) UN1Ca
Describe how the planets’ gravitational pull keeps satellites and moons in
orbit around them. (UN2D7b)
Identify the relative proximity of common celestial bodies (i.e., Sun,
moon, planets, smaller celestial bodies such as comets and meteors, other
stars) in the sky to the Earth. (UN1A7c)
Compare the distance light travels from the Sun to Earth to the distance
light travels from other stars to Earth using light years. (UN1C7b)
Identify and analyze current theories that are being questioned, and
compare them to new theories that have emerged to challenge older ones
(e.g., theories of evolution, extinction, global warming.) (ST2Bb, DOK
3)
Describe how technological solutions to problems (e.g., storm water
runoff, fiber optics, windmills, efficient car design, electronic trains
without conductors, sonar, robotics, Hubble telescope) can have both
Francis Howell School District Curriculum Department
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benefits and drawbacks (e.g., design constraints, unintended
consequences, risks.) (Assess Locally) (ST1Ca)
Describe weight in terms of the force of a planet’s or moon’s gravity
acting on a given mass. (FM2Bc)
Explain how Earth’s environmental characteristics and location in the
universe (e.g., atmosphere, temperature, orbital path, magnetic field,
mass-gravity, location in solar system) provide a life-supporting
environment. UN1Ba
Compare and contrast the characteristics of Earth that support life with
the characteristics of other planets that are considered favorable or
unfavorable to life (e.g., atmospheric gases, extremely high/low
temperatures.) (UN1B7b)
Illustrate and explain a day as the time it takes a planet to make a full
rotation about its axis. (UN2C7a)
Relate the axial tilt and orbital position of the Earth as it revolves around
the Sun to the intensity of sunlight falling on different parts of the Earth
during different seasons. (UN2C7g)
Differentiate between weather and climate. (ES1D7a)
Identify factors that affect weather patterns in a particular region (e.g.,
proximity to large bodies of water, latitude, altitude, prevailing wind
currents, amount of solar radiation, location with respect to mountain
ranges.) (ES2F7d)
Identify weather conditions associated with cold fronts and warm fronts.
(ES2F7c)
Instructional Support
Student Essential Vocabulary Force Friction Gravity Acceleration Satellite Mass
Net Force Inertia Weight Terminal Velocity Orbital Position Air Resistance (drag)
Celestial Bodies Weather Electromagnetic
Spectrum
Axial Tilt Climate Warm Front
Cold Front Land Breeze Sea Breeze Rotation Revolution Solar Intensity
Francis Howell School District Curriculum Department
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Readiness & Equity Section
SLA = Sample Learning Activity & SA = Sample Assessment
21st Century Themes Non Fiction Reading & Writing SA
Learning & Innovation Skills SLA Enrichment Opportunity
Information, Media, & Technology Skills SLA, SA Intervention Opportunity
Life & Career Skills SLA,SA Gender, Ethnic, & Disability Equity
Sample Learning Activities Sample Assessments
Learning Activity #1: (See Appendix P)
Friction Lab - Prior to beginning the lab students must use available
resources to conduct research exploring friction. Students use the research
to create a brief summary of friction to gain an understanding of the topic
before completing the lab. Students are presented with computers, Vernier
software, Labpro technology, force sensors, and other materials to design
and conduct an experiment, using the steps of the scientific method, to
determine the relationship between surface type and the amount of friction
between two objects. The amount of friction is analyzed in terms of force
to pull an object at a constant speed. The constant speed indicates the force
of friction is equal to the applied force in the opposite direction. Students
measure, collect and enter data into a data table while using the Labpro
technology. A graph of the surface type and amount of friction force is
created and analyzed for patterns and relationships. Students then must use
their data as evidence to support a conclusion while at the same time
analyzing their experiment for errors and improvements.
Assessment #1: (See Appendix Q)
Friction Lab Exit Questions—Students will analyze a scenario and draw
a force diagram labeling the appropriate forces.
Activity’s Alignment Assessment’s Alignment
GLE/CLE/STD IN1Aa, IN1Ab, IN1Ac, IN1Af, IN1Ag,
IN1Ba, IN1Bb, IN1Bc, IN1Bd, IN1Be,
IN1Ca, IN1Cb, IN1Cc, IN1Da, IN1Db,
FM2Aa, FM2Da, Friction
GLE/CLE/STD FM1Ba, FM2Aa, FM2Da, FM2Db,
FM2Dc, FM2Ea
CCSS.ELA-Literacy RST.6-8.3, RST.6-8.7, WHST.6-8.1, CCSS.ELA-Literacy RST.6-8.1, RST.6-8.7, WHST.6-8.1,
Francis Howell School District Curriculum Department
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WHST.6-8.2, WHST.6-8.7 WHST.6-8.7, WHST.6-8.9
CONTENT IN 7, FM 2 CONTENT FM 2
PROCESS 1.1—Develop research questions/ideas
1.2—Conduct research
1.3--Design/conduct investigations
1.4—Organize information using tools
1.6--Discover/evaluate relationships
1.8 – Organize data and ideas
1.10—Apply information, ideas and skills
3.5 – Reason logically(inductive/deductive)
4.1 – Support decisions
4.6 – Identify cooperative tasks
PROCESS 1.6 – Discover/evaluate relationships
1.10 – Apply information, ideas, skills
2.4—Present perceptions/ideas
3.5 – Reason logically(inductive/deductive)
DOK 4 – Extended Thinking DOK 3 – Strategic Thinking
INSTRUCTIONAL
STRATEGIES
Cooperative learning
Generating and testing hypothesis
Similarities and differences
Questions, cues, and advanced organizers
LEVEL OF
EXPECTATION
Mastery Level 80%
Francis Howell School District Curriculum Department
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Readiness & Equity Section
SLA = Sample Learning Activity & SA = Sample Assessment
21st Century Themes SLA Non Fiction Reading & Writing
Learning & Innovation Skills SLA, LA Enrichment Opportunity SLA
Information, Media, & Technology Skills SLA Intervention Opportunity
Life & Career Skills SLA Gender, Ethnic, & Disability Equity
Sample Learning Activities Sample Assessments
Learning Activity #2: (See Appendix R)
Solar Intensity
Students use an online simulation to investigate how the Earth’s current
axial tilt and resulting solar intensity causes seasons around the globe.
Students compare levels of solar intensity at different latitudes and use that
as a basis for explaining differences seen in heating patterns. Predictions
are made on the effects of different axial tilts on solar intensity, heat
distribution and Earth’s seasons. Predictions are checked for accuracy and
evaluations are made on assumptions.
Assessment #2:
1. In the Northern Hemisphere, why is it warmer in July than January?
A. The maximum solar intensity is greater in July.
B. The days are longer in July.
C. The Northern Hemisphere is tilted towards the Sun in July
D. All of the above.
2. The year graphs shown below represent hours of daylight and solar energy
for what location?
A. North Pole (90°N)
B. Arctic Circle (66.5°N)
C. Tropic of Cancer (23.5°N)
D. Equator (0°)
3. What causes the seasonal
changes in temperature on Earth?
A. Because of Earth's elliptical orbit, the Earth is closer to the Sun
Francis Howell School District Curriculum Department
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during summer and farther from the Sun during winter. Therefore,
the hottest months are during the summer, when Earth is closest to
the Sun.
B. The Sun shines more brightly and emits more energy during the
summer, and shines less brightly during the winter.
C. The tilt of Earth's axis as Earth orbits the Sun causes longer days and
more direct sunlight during summer, and shorter days and less direct
sunlight in winter.
D. The buildup of greenhouse gases during the summer traps more heat
in Earth's atmosphere, causing higher temperatures at Earth's surface.
In the winter, a thinner atmosphere leads to greater heat loss from
Earth's atmosphere and lower temperatures.
4. Suppose Earth's axis were tilted at 35° instead of 23.5°. How would this
affect the seasons in North America?
A. Winter would be cooler, and summer would be warmer.
B. Both winter and summer would be cooler.
C. Winter would be warmer, and summer would be cooler.
D. Both winter and summer would be warmer.
Answer Key:
1. D 2. A 3. C 4. A
Activity’s Alignment Assessment’s Alignment
GLE/CLE/STD UN2C7a, UN2C7g, GLE/CLE/STD UN2C7g,
CCSS.ELA-Literacy WHST.6-8.1b, WHST.6-8.2d CCSS.ELA-Literacy WHST.6-8.1b
CONTENT SC6, MA1 CONTENT SC6
PROCESS 1.6 – Discover/evaluate relationships
1.10 – Apply information, ideas and skills
3.5 – Reason logically (inductive/deductive)
PROCESS 1.6 – Discover/evaluate relationships
1.10 – Apply information, ideas and skills
3.5 – Reason logically (inductive/deductive
DOK 3 – Strategic thinking DOK 3 – Strategic thinking
INSTRUCTIONAL
STRATEGIES
Summarizing and note-taking
Nonlinguistic representation
Generating and testing hypothesis
LEVEL OF
EXPECTATION
80%--Mastery Level
Francis Howell School District Curriculum Department
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Resources
Student Teacher
GENERAL:
Wysession, Michael, et.al, Physical Science
Concepts and Actions. Pearson, Needham,
Massachusetts, ©2009.
Jenner, Jan, et. al, Earth Science. Pearson-
Prentice Hall, Boston, Massachusetts, ©2009.
http://www.physics4kids.com/files/motion_fri
ction.html
http://www.bbc.co.uk/schools/scienceclips/ag
es/8_9/friction.shtml
http://schooltutoring.com/help/forces-types-
of-friction/
http://iwant2study.org/easyjava/index.php/91-
interaction/friction/82-my-first-article-2
https://www.youtube.com/watch?v=TkXAJHi
tPAY
https://www.youtube.com/watch?v=CkTCp7S
ZdYQ
GENERAL:
Wysession, Michael, et.al, Physical Science
Concepts and Actions. Pearson, Needham,
Massachusetts, ©2009.
Jenner, Jan, et. al, Earth Science. Pearson-
Prentice Hall, Boston, Massachusetts, ©2009.
http://www.physics4kids.com/files/motion_fricti
on.html
http://www.bbc.co.uk/schools/scienceclips/ages/
8_9/friction.shtml
http://schooltutoring.com/help/forces-types-of-
friction/
http://iwant2study.org/easyjava/index.php/91-
interaction/friction/82-my-first-article-2
https://www.youtube.com/watch?v=TkXAJHitP
AY
https://www.youtube.com/watch?v=CkTCp7SZ
dYQ
ENRICHMENT:
ENRICHMENT:
INTERVENTION:
INTERVENTION
NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year 1 review process.
Francis Howell School District Curriculum Department
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Content Area: Science Course: Challenge Science Strand: Newton’s Laws
Learner Objectives:
The motion of an object is described by its change in position relative to another object or point. (FM1)
Forces affect motion. (FM2) Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science
knowledge and technology evolve over time. (ST2)
Concepts:
A. Momentum depends on the mass of the object and the velocity with which it is traveling. (FM1C)
B. Newton’s Laws of Motion explain the interaction of mass and forces, and are used to predict changes in motion. (FM2D)
C. Perpendicular forces act independently of each other. (FM2E)
D. Work transfers energy into and out of a mechanical system. (FM2F)
E. Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and
tested for validity. (ST2B)
Students Should Know Students Should Be Able to
Inertia is a property of matter that can be described as an object’s
tendency to resist a change in motion, and is dependent upon the
object’s mass (Newton’s First Law of Motion.)
Newton’s first law (Law of Inertia) states that an object at rest will remain
at rest and an object in motion will remain in motion traveling in a straight
line and a constant speed until a net force is applied.
Newton’s first law (Law of Inertia) states an object will not accelerate
unless a net force is applied.
All forces have an ‘agent’ and a ‘receiver.’
Forces are vector quantities.
Newton’s third law states that for every action force there is an equal and
opposite reaction force (all forces come in pairs).
Determine the effect (i.e., direction and magnitude) of the sum of the
forces acting on an object (i.e., net force.) (FM2Db)
Using information about net force and mass determine the effect on
acceleration (Newton’s Second Law of Motion.) (FM2Dc)
Identify forces acting on a falling object (i.e., weight, air resistance) and
how those forces affect the rate of acceleration. (FM2Dd)
Predict the path of an object when the net force changes. (FM2Ea)
Describe the relationships among work, applied net force, and the
distance an object moves. (FM2Fa)
Analyze force pairs (i.e., action/reaction forces) when given a scenario
(e.g., handball hits concrete wall, shotgun firing) and describe their
magnitudes and direction. (Newton’s Third Law of Motion)
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Net force is the sum of all forces and their direction acting on the object.
Newton’s second law states that an object will accelerate in the direction of
the net force applied, proportional to the force and inversely proportional
to the objects mass (F = ma).
Acceleration is any change in velocity (over time.)
An unbalanced (net) force causes acceleration in the direction of the net
force.
Balanced forces result in zero acceleration.
Large net forces cause large accelerations.
Larger masses will have smaller accelerations with an identical net force.
(FM2De)
Compare the momentum of two objects in terms of mass and velocity (Do
NOT assess calculations.) (FM1Ca)
Explain that the total momentum remains constant within a system.
(FM1Cb)
Instructional Support
Student Essential Vocabulary Newton’s 1
st Law Newton’s 2
nd Law Net Force Momentum Impulse Acceleration
Mass Vector quantity Force pair Newton’s 3rd
Law Weight Air Resistance
Friction
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Readiness & Equity Section
SLA = Sample Learning Activity & SA = Sample Assessment
21st Century Themes Non Fiction Reading & Writing
Learning & Innovation Skills SLA/SA Enrichment Opportunity
Information, Media, & Technology Skills SLA/SA Intervention Opportunity
Life & Career Skills SLA Gender, Ethnic, & Disability Equity
Sample Learning Activities Sample Assessments
Learning Activity #1: (See Appendix S)
Newton’s Laws Project: The objective of the project is for students
to perform research on Newton’s three laws of motion. Students are
required to perform research using the internet and other resources
for descriptions and explanations of all three laws. Once the students
have a firm understanding of the meaning of all the laws and are able
to summarize in their own words, they are to research at least two
examples/demonstrations of all three laws or show evidence in
everyday life situations. Explanations of the laws and demonstrations
are inserted into a presentation.
Students are then given three different options for presentations.
Option A is the construction of a book, Option B is the construction
of a PowerPoint, Prezi, or Fakebook page, and Option C is the
construction of a movie or video. Students are required to formally
present their projects to the class.
The second portion of the project requires the students to create a
Newton’s vehicle. Students must design, create, and build a vehicle
that operates through Newton’s third law of motion. Vehicles are
created using “scrap” materials and they cannot be made from a
prefabricated vehicle. Students demonstrate their vehicle to the class
and explain how the vehicle works according to Newton’s three laws
Assessment #1:
Newton’s Laws Exit Card
Picture Interpretation:
1) How does the picture below represent all three of Newton’
Laws of Motion. Provide at least one explanation for each
law.
2) Which of Newton’s three laws does the graph below
represent? Justify your answer.
Francis Howell School District Curriculum Department
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of motion.
3) Graphically represent the relationship between force and
acceleration, assuming the mass of an object remains
constant.
Answers:
1) Examples answers:
Newton’s 1st Law: The car will remain at rest until an
unbalanced force (net force) acts on the object. OR
Assuming the car is already in motion, the car will
remain in motion, in a straight line, with constant
velocity, until an unbalanced force acts on it.
Newton’s 2nd
Law: Students need to relate that the
acceleration of the car is directly proportional to the
force acting on the car (assuming mass remains
constant) and the acceleration of the car is inversely
proportional to the mass of the car (assuming the force
remains constant).
Newton’s 3rd
Law: The amount of force the man is
applying with his hands to the back of the car is equal
to the amount of force the car is applying back but in
the opposite direction.
0
0.2
0.4
0.6
0.8
1
0 500 1000 1500 2000
Acc
ele
rati
on
(
m/s
2)
Mass (g)
The Effect of Mass on Acceleration When Force is Held Constant
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2) The graph represent Newton’ 2nd
Law. It shows that as the
mass of an object is increased, the acceleration decreases.
It shows the inverse relationship between mass and
acceleration of an object, assuming the amount of force is
held constant.
3) Student graphs should look similar to the graph below:
Activity’s Alignment Assessment’s Alignment
GLE/CLE/STD FM2Aa, FM2Da, FM2Db, FM2Dc,
FM2De, FM2Ea GLE/CLE/STD FM2Aa, FM2Da, FM2Db, FM2Dc,
FM2De, FM2Ea, FM1Aa
CCSS.ELA-Literacy RST.6-8.2;.WHST.6-8.2a; WHST.6-8.6 CCSS.ELA-Literacy RST.6-8.9
CONTENT FM2 CONTENT FM2
PROCESS 1.2 – Conduct research
1.7 – Evaluate information
1.8 – Organize data and ideas
1.10 – Apply information, ideas and
skills
2.1 – Plan and make presentations
2.7 – Use information technology
4.5 – Develop/revise plans of action
4.6 – Identify cooperative tasks
PROCESS 1.6 – Discover/evaluate relationships
1.7 – Evaluate information
1.10 – Apply information, ideas and
skills
3.5 – Reason logically
(inductive/deductive)
DOK 3 – Strategic Thinking DOK 3 – Strategic Thinking
0
20
40
60
0 20 40 60
Acc
ele
rati
on
(m
/s2 )
Force (N)
The Effect of Force on Acceleration When Mass Remains Constant
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INSTRUCTIONAL
STRATEGIES
Similarities and differences
Summarizing and note taking
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing
feedback
LEVEL OF
EXPECTATION
Mastery Level – 85%
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Readiness & Equity Section
SLA = Sample Learning Activity & SA = Sample Assessment
21st Century Themes Non Fiction Reading & Writing
Learning & Innovation Skills SLA/SA Enrichment Opportunity
Information, Media, & Technology Skills SLA/SA Intervention Opportunity
Life & Career Skills SLA Gender, Ethnic, & Disability Equity
Sample Learning Activities Sample Assessments
Learning Activity #2: (See Appendix T)
The Momentum of Colliding Objects
In this activity, students will investigate how the mass and velocity
of a moving object affect its momentum. Materials needed include a
meter stick, softball, racquetball, tennis ball, baseball, stopwatch,
masking tape, and a triple beam balance. Students are required to
take accurate measurements and perform several calculations
learned throughout the semester to gain a better understanding of the
factors that affect the momentum of an object.
Assessment #2:
Momentum of Colliding Objects Assessment
1. A tornado just went through your area and part
of your job as a weather researcher is to assess the
level tornado by looking at the damage caused by it.
At Home A you see a window shattered by a tennis
ball. You notice the window at Home B (next door)
is only cracked. You walk over to the window and see the exact same
type of tennis ball sitting on the ground in front of the window.
Assuming both of the windows are made of identical material, what
can you conclude?
2. You move on to another part of Home A and see that one chair is
embedded in a wall while another is sitting on the floor next to the
wall. You pick up the chair on the floor and set it upright and then you
move to remove the chair in the wall. How do you think the mass of
the chair in the wall compares to the one on the floor?
3. Which object, the tennis ball at Home A, tennis ball at Home B,
chair in the wall or chair on the floor, would have the
greatest momentum? Offer reasons for your answer.
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Answer Key:
1. The tennis ball that hit home B was not going a fast as the one
that his home A. If it did, it would have broken the window.
2. Since the chair was imbedded in the wall, it wall should have
greater mass. Greater mass would give it greater momentum.
3. The chair imbedded in the wall should have had the greatest
momentum. It would have more mass than either tennis ball
and since it imbedded into the wall you can assume its speed
was high also.
Activity’s Alignment Assessment’s Alignment
GLE/CLE/STD FM1Ca, FM1Cb, IN1Ba, IN1Bb,
IN1Bd GLE/CLE/STD FM1Ca, FM1Cb, IN1Ca, IN1Cb
CCSS.ELA-Literacy RST.6-8.3, RST.6-8.4, RST.6-8.7 CCSS.ELA-Literacy RST.6-8.6, RST.6-8.7, RST.6-8.8, RST.6-8.9
CONTENT SC2, SC7 CONTENT SC2, SC7
PROCESS 1.6 – Discover/evaluate relationships,
3.5 – Reason logically
(inductive/deductive)
PROCESS 1.6 – Discover/evaluate relationships, 1.10 –
Apply information, ideas and skills, 3.5 –
Reason logically (inductive/deductive)
DOK 2 – Skill/Concept DOK 3 – Strategic Thinking
INSTRUCTIONAL
STRATEGIES
Similarities and differences,
Homework and practice, Nonlinguistic
representations, Generating and testing
hypotheses
LEVEL OF
EXPECTATION
90% – Mastery Level
Resources
Student Teacher
GENERAL:
Wysession, Michael, et.al, Physical
Science Concepts and Actions. Pearson,
Needham, Massachusetts, ©2009.
www.physicsclassroom.com
Brain Pop – Newton’s Laws
GENERAL:
Wysession, Michael, et.al, Physical Science
Concepts and Actions. Pearson, Needham,
Massachusetts, ©2009.
www.physicsclassroom.com
Brain pop – Newton’s Laws
Francis Howell School District Curriculum Department
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ENRICHMENT:
ENRICHMENT:
INTERVENTION:
INTERVENTION:
NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year 1 review process.
Francis Howell School District Curriculum Department
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Content Area: Science Course: Challenge Science Strand: Energy 1
Learner Objectives:
Forces affect motion. (FM2)
Energy has a source, can be stored, and can be transferred but is conserved within a system ME2
Concepts:
A. Work transfers energy into and out of a mechanical system. (FM2F)
B. Forms of energy have a source, a means of transfer (work and heat), and a receiver. (ME2A)
C. Mechanical energy comes from the motion (kinetic energy) and/or relative position (potential energy) of an object. (ME2B)
D. Energy can be transferred within a system as the total amount of energy remains constant (i.e., Law of conservation of Energy) (ME2F)
Students Should Know Students Should Be Able to
Kinetic Energy = ½ mass · velocity2
Gravitational Potential Energy (GPE) = mass · acceleration due to gravity
· height
Work = force · distance
Power = work/time
Efficiency = (work output / work input) · 100
Relate kinetic energy to an object’s mass and its velocity. (ME2Ba)
Relate an object’s gravitational potential energy to its weight and
height relative to the surface of the Earth. (ME2Bb)
Distinguish between examples of kinetic and potential energy (i.e.,
gravitational) within a system. (ME2Bc)
Describe sources and common uses of different forms of energy:
chemical, nuclear, thermal, mechanical, and electromagnetic.
(ME2Ac)
Describe the transfer of energy that occurs as energy changes from
kinetic to potential within a system (e.g., car moving on rollercoaster
track, child swinging, diver jumping off a board) (Do NOT assess
calculations.) (ME2Fa)
Classify the different ways to store energy (i.e., chemical, nuclear,
thermal, mechanical, electromagnetic) and describe the transfer of
energy as it changes from kinetic to potential, while the total amount
of energy remains constant, within a system (e.g., using gasoline to
move a car, photocell generating electricity, electromagnetic motor
doing work, energy generated by nuclear reactor.) (ME2Fc)
Describe the relationships among work, applied net force, and the
distance an object moves. (FM2Fa)
Describe power in terms of work and time. (FM2Fc)
Francis Howell School District Curriculum Department
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Describe the effect of work on an object’s kinetic and potential energy.
(ME2Bd)
Explain how the efficiency of a mechanical system can be expressed as a
ratio of work output to work input. (FM2Fb)
Describe and analyze the relationships among force, distance, work,
efficiency, and power. (FM2Fd)
Compare the efficiency of systems (recognizing that, as work is done,
the amount of usable energy decreases.) (ME2Fb)
Instructional Support
Student Essential Vocabulary Kinetic Energy Potential Energy Law of Conservation of
Energy
Work Power Efficiency
Gravitational
Potential Energy
Mechanical Energy Energy
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Readiness & Equity Section
SLA = Sample Learning Activity & SA = Sample Assessment
21st Century Themes Non Fiction Reading & Writing
Learning & Innovation Skills SLA Enrichment Opportunity
Information, Media, & Technology Skills SLA Intervention Opportunity
Life & Career Skills Gender, Ethnic, & Disability Equity
Sample Learning Activities Sample Assessments
Learning Activity #1: (See Appendix U)
GPE, KE, ME, and Conservation of Energy Lab: Prior to beginning
the lab students must use available resources to conduct research exploring
potential energy, kinetic energy, mechanical energy, and the law of
conservation of energy. Students use their research to create a brief
summary demonstrating an understanding of the topics before completing
the lab. Students are presented with computers, Vernier software, Labpro
technology, photogates, and other materials to conduct an experiment using
the steps of the scientific method. The lab is performed to determine the
relationship between gravitational potential energy, kinetic energy,
mechanical energy, and the law of conservation of energy. A car is released
down a ramp and velocity of the car at various points is collected and
recorded. Students calculate gravitational potential energy, kinetic energy,
and mechanical energy of the car at various points on the ramp. A graph is
generated showing the relationship between gravitational potential energy,
kinetic energy, and mechanical energy. Students must use their data and
graphs as evidence to support their conclusion statements.
Assessment #1:
Energy and a Roller Coaster Exit Card: The diagram below represents a roller coaster track. The cars on the roller
coaster move from right to left on the track. Assume friction is present. Use
the information in the diagram below to answer the following questions.
1. Which of the labeled points on the diagram will the roller coaster cars
have the most potential energy? Explain your answer.
2. Which of the labeled points on the diagram will the roller coaster cars
have the most kinetic energy? Explain your answer.
3. Where does the kinetic energy at point C originate?
4. Why must peak F of the roller coaster track be at a shorter height than
peak B?
Answers
1. B. GPE = mgh GPE increases with an increase in height. B is the
greatest height, therefore the cars will have the greatest GPE at point B.
Francis Howell School District Curriculum Department
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2. D. KE = ½ mv2 At point D the roller coaster cars will have the greatest
velocity, therefore will have the greatest amount of KE.
3. The KE at point C originate from point B. The GPE at point be is being
transferred to KE as it travels down the track. Since point C is roughly
halfway down the hill, almost half the GPE of point B has been changed
to KE at point C.
Since there is friction in the system, some of the energy is lost to other forms
(thermal, sound, etc.). With energy being lost to other forms the
coaster will not have enough energy to exceed the height of point B.
Activity’s Alignment Assessment’s Alignment
GLE/CLE/STD IN1Ab, IN1Af, IN1Ba, IN1Bb,
IN1Bc, IN1Bd, IN1Be, IN1Ca,
IN1Cb, ME2Ac, ME2Ba, ME2Bb,
ME2Bc, ME2Fa, ME2Fc
GLE/CLE/STD ME2Ac, ME2Ba, ME2Bb, ME2Bc,
ME2Fa, ME2Fc
CCSS.ELA-Literacy WHST.6-8.2; WHST.6-8.7 CCSS.ELA-Literacy RST.6-8.7
CONTENT IN 7, ME 1 CONTENT ME 1
PROCESS 1.6 – Discover/evaluate
relationships
1.8 – Organize data and ideas
3.5 – Reason logically
(inductive/deductive)
4.6 – Identify cooperative tasks
PROCESS 1.6 – Discover/evaluate relationships
3.5 – Reason logically
(inductive/deductive)
DOK 3 – Strategic Thinking DOK 2 – Skill/Concept
INSTRUCTIONAL
STRATEGIES
Similarities and differences
Summarizing and note taking
Cooperative learning
LEVEL OF
EXPECTATION
Mastery Level – 85%
Francis Howell School District Curriculum Department
66
Readiness & Equity Section
SLA = Sample Learning Activity & SA = Sample Assessment
21st Century Themes Non Fiction Reading & Writing
Learning & Innovation Skills SLA Enrichment Opportunity
Information, Media, & Technology Skills SLA Intervention Opportunity
Life & Career Skills Gender, Ethnic, & Disability Equity
Sample Learning Activities Sample Assessments
Learning Activity #2: (See Appendix V)
Efficiency of an Inclined Plane Lab: Prior to beginning the lab
students must use available resources to conduct research exploring work,
percent efficiency, and how force is used to predict efficiency. Students
use the research to create a brief summary to gain an understanding of the
topics before completing the lab. Students are presented with computers,
Vernier software, Lab pro technology, force sensors, and other materials to
conduct an experiment using the steps of the scientific method. The lab is
performed to determine the relationship between the amount of force
needed to lift an object and compare it to the force needed to pull the same
object up an inclined plane. The force needed to pull a wood block up an
incline plane will be collected and recorded using force sensor and logger
pro software. Students will calculate work, and efficiency of a mechanical
system to explain the ratio of work output to work input of the inclined
plane at various heights. A graph is generated showing the relationship
between the forces needed with an inclined plane verses just lifting. They
will also evaluate how percent efficiency of a mechanical system changes
with various heights. Students must use their data and graphs as evidence
to support their conclusion statements.
Assessment #2: (See Appendix W)
Efficiency of an Inclined Plane Exit Card Students will analyze diagrams and match the calculated efficiencies with the
appropriate diagram. Students must justify their responses.
Activity’s Alignment Assessment’s Alignment
GLE/CLE/STD IN1Aa, IN1Ab, IN1Ac, IN1Af,
IN1Ag, IN1Ba, IN1Bb, IN1Bc,
IN1Bd, IN1Ca, IN1Cb, IN1Cc,
IN1Da, FM2Aa, FM2Fb, FM2Fa,
GLE/CLE/STD FM2Aa, FM2Fb
Francis Howell School District Curriculum Department
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FM2Fd
CCSS.ELA-Literacy WHST.6-8.2 CCSS.ELA-Literacy RST.6-8.7
CONTENT IN 7, FM 2 CONTENT FM 2
PROCESS 1.2 – Conduct research
1.3 – Design/conduct investigations
1.6 – Discover/evaluate
relationships
3.2 – Apply others’ strategies
4.6 – Identify cooperative tasks
PROCESS 1.6 – Discover/evaluate relationships
3.5 – Reason logically
(inductive/deductive)
DOK 3 – Strategic Thinking DOK 3 – Strategic Thinking
INSTRUCTIONAL
STRATEGIES
Similarities and differences
Summarizing and note taking
Cooperative learning
Generating and testing hypothesis
LEVEL OF
EXPECTATION
Mastery Level – 80%
Resources
Student Teacher
GENERAL:
Wysession, Michael, et.al, Physical
Science Concepts and Actions.
Pearson, Needham, Massachusetts,
©2009.
http://www.physicsclassroom.com/class
/energy/u5l1b.cfm
http://www.energyeducation.tx.gov/ene
rgy/section_1/topics/what_is_energy/in
dex.html
http://brainpop.com
http://www.physicsclassroom.com/class
/energy/u5l1c.cfm
http://library.thinkquest.org/2745/data/k
e.htm
http://www.physicsclassroom.com/class
GENERAL:
Wysession, Michael, et.al, Physical Science
Concepts and Actions. Pearson, Needham,
Massachusetts, ©2009.
http://physics.info/acceleration/
www.brainpop.com
http://www.youtube.com/watch?v=wWPiY6Of6-
U&safe=active
http://www.youtube.com/watch?v=iLeIQ_5YmH
U
http://scienceforkids.kidipede.com/physics/mach
ines/inclinedplane.htm
http://edheads.org/activities/simple-machines/
http://www.leydenscience.org/physics/work/effic
.htm
Francis Howell School District Curriculum Department
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/energy/u5l1d.cfm
http://www.universetoday.com/73598/what
-is-mechanical-energy/
http://www.wisegeek.org/what-is-
mechanical-energy.htm#did-you-know
http://www.physicsclassroom.com/mmedia
/energy/ce.cfm
http://www.sparknotes.com
http://www.nuffieldfoundation.org/node/18
42
http://physics.tutorvista.com/energy/conser
vation-of-energy.html
https://www.youtube.com/watch?v=BSWl_
Zj-CZs
https://www.youtube.com/watch?v=vl4g7T
5gw1M
https://www.youtube.com/watch?v=7K4V0
NvUxRg
https://www.youtube.com/watch?v=Jnj8mc
04r9E
https://www.youtube.com/watch?v=haannJ
_7w-k
https://www.youtube.com/watch?v=51RCy
Br_nGk
http://physics.info/acceleration/
www.brainpop.com
http://www.youtube.com/watch?v=wWPiY
6Of6-U&safe=active
http://www.youtube.com/watch?v=iLeIQ_
5YmHU
http://scienceforkids.kidipede.com/physics/
machines/inclinedplane.htm
http://edheads.org/activities/simple-
machines/
http://www.leydenscience.org/physics/wor
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k/effic.htm
ENRICHMENT:
ENRICHMENT:
INTERVENTION:
INTERVENTION:
NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year 1 review process.
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Content Area: Science Course: Challenge Science Strand: Energy 2
Learner Objectives:
Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces. (UN2)
Energy has a source, can be stored, and can be transferred but is conserved within a system ME2
Human activity is dependent upon and affects Earth’s resources and systems. (ES3)
Earth’s Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes. (ES2)
Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science
knowledge and technology evolve over time. (ST2)
Science and technology affect, and are affected by, society. (ST3)
Concepts:
A. The regular and predictable motions of a planet and moon relative to the Sun explain natural phenomena, such as day, month, year, shadows,
moon phases, eclipses, tides, and seasons. (UN2C)
B. Gravity is a force of attraction between objects in the solar system that governs their motion. (UN2D)
C. Forms of energy have a source, a means of transfer (work and heat), and a receiver. (ME2A)
D. Electromagnetic energy from the Sun (solar radiation) is a major source of energy on Earth. (ME2C6)
E. Nuclear energy is a major source of energy throughout the universe. ME2E
F. Earth’s materials are limited natural resources affected by human activity. (ES3A7)
G. Changes in the Earth over time can be inferred through rock and fossil evidence. (ES2D6, 8)
H. Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and
tested for validity. (ST2B)
I. Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science
and technology. (ST3B)
Students Should Know Students Should Be Able to
All electromagnetic waves travel at the same speed (speed of light)
As frequency increases, wave length decreases if wave speed remains
constant
Wave Speed = frequency · wavelength
Doppler Effect is the shift in frequency of a wave due to a moving
Describe how changes in the nucleus of an atom during a nuclear reaction
(i.e., nuclear decay, fusion, fission) result in emission of radiation .
(ME2Ea)
Identify the role of nuclear energy as it serves as a source of energy for
the Earth, star, and human activity (e.g., source of electromagnetic
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source, receiver, or both.
EM waves are transverse waves created by the interaction of electric and
magnetic fields in space and do not require a medium in which to travel.
Sound waves are longitudinal waves.
As the frequency of a wave increases, the energy increases.
radiation, nuclear power plants, fuel for stars.) (ME2Eb)
Use fossil evidence to make inferences about changes on Earth and in its
environment (i.e., superposition of rock layers, similarities between
fossils in different geographical locations, fossils of seashells indicate the
area was once underwater.) (ES2D6b, DOK 3)
Describe the methods used to estimate geologic time and the age of the
Earth (e.g., techniques used to date rocks and rock layers, presence of
fossils.) (ES2D8a, DOK 1)
Identify and analyze current theories that are being questioned, and
compare them to new theories that have emerged to challenge older ones
(e.g., theories of evolution, extinction, global warming.) (ST2Bb, DOK
3)
Describe sources and common uses of different forms of energy:
chemical, nuclear, thermal, mechanical, electromagnetic. (ME2Ac)
Distinguish between renewable (e.g., geothermal, hydroelectric) and
nonrenewable (e.g., fossil fuel) energy sources. (ES3A7a)
Identify and evaluate advantages/disadvantages of using various sources
of energy (e.g., wind, solar, geothermal, hydroelectric, biomass, fossil
fuel) for human activity. (ME2Ad)
Analyze and evaluate the drawback (e.g., design constraints, unintended
consequences, risk) and benefits of technological solutions to a given
problem (e.g., use of alternative energies to reduce the use of carbon
fuels, use of satellite communications to gather information.) (ST3Bc,
DOK 3)
Identify and evaluate the physical, social, economic, and/or
environmental problems that may be overcome using science and
technology (e.g., the need for alternative fuels, human travel in space,
AIDS.) (ST3Bb)
Describe the effect of different frequencies of electromagnetic waves on
the Earth and living organisms (e.g., radio, infrared, visible, ultraviolet,
gamma, cosmic rays.) (ME2Ae)
Identify stars as producers of electromagnetic energy. (ME2Ca)
Describe how electromagnetic energy is transferred through space as
electromagnetic waves of varying wavelength and frequency.
(ME2Cb)
Recognize and describe how energy from the Sun is transferred to Earth
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in a range of wavelengths and energy levels, including visible light,
infrared radiation, and ultraviolet radiation. (ME2C6a, DOK 2)
Instructional Support
Student Essential Vocabulary Chemical Energy Nuclear Energy Thermal Energy Mechanical Energy Electromagnetic Energy Fission
Fusion Nuclear Decay Radiation Radioactivity Fossil Half Life
Frequency Mechanical Waves Electromagnetic Waves Doppler Effect Wavelength Renewable Resource
Nonrenewable
Resource
Electromagnetic
Spectrum
Alternative Energy
Sources
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Readiness & Equity Section
SLA = Sample Learning Activity & SA = Sample Assessment
21st Century Themes Non Fiction Reading & Writing
Learning & Innovation Skills SLA Enrichment Opportunity
Information, Media, & Technology Skills SLA/SA Intervention Opportunity
Life & Career Skills SLA Gender, Ethnic, & Disability Equity
Sample Learning Activities Sample Assessments
Learning Activity #1: (See Appendix X)
Layers of Rock Project – Students will create a drawing from a geologist
notebook identifying features and rock layers exposed on two cliffs. They
will compare how rock layers can be correlated with other rock layers by
using fossil evidence to assign relative age of the rocks. They will
distinguish between absolute and relative dating of the rock layers and
relate fossil evidence to past environments.
Assessment #1:
Layers of Rock Assessment
1. Which sedimentary rock layer is older, A or B? Explain your answer
and name the scientific law that you applied to reach your
conclusion.
2. If layer C is sedimentary rock and layer E is an igneous extrusive
rock, which would be more likely to contain fossils? Explain your
answer.
3. Layer B contains the fossil Trilobite. What can the fossil tell
geologist about the earth?
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Answer
Key:
1. Rock layer B is older. The Law of Superposition states that in
horizontal sedimentary rock layers, the oldest layer is at the bottom.
Each higher layer is younger than the layers below it.
2. Layer C is sedimentary and would be more likely to contain fossils.
The heat of the magma would have destroyed any fossils in the
igneous rock layer E.
3. Fossils are ancient remains of once living organisms. Geologist can
use them to correlate rock layers and help determine the relative age
of rock layers. Fossils can also give us an idea of what past
environments were like on earth as well as possible plate movement.
Activity’s Alignment Assessment’s Alignment
GLE/CLE/STD ES2D6b, ES2D8a, ES2D8b GLE/CLE/STD ES2D6b, ES2D8a, ES2D8b
CCSS.ELA-Literacy RST.6-8.3, 6-8.7 CCSS.ELA-Literacy RST.6-8.4, WHST.6-8.1b, 6-8.2d
CONTENT SC5 CONTENT SC5
PROCESS 1.6 -- Discover/evaluate relationships
1.8 – Organize data and ideas
3.5 – Reason logically (inductive/deductive)
PROCESS 1.10 – Apply information, ideas and skills
3.5 – Reason logically (inductive/deductive)
DOK 3 – Strategic Thinking DOK 3 – Strategic Thinking
INSTRUCTIONAL
STRATEGIES
Similarities/differences,
Nonlinguistic representations LEVEL OF
EXPECTATION
Mastery Level – 85%
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Readiness & Equity Section
SLA = Sample Learning Activity & SA = Sample Assessment
21st Century Themes Non Fiction Reading & Writing
Learning & Innovation Skills SLA/SA Enrichment Opportunity
Information, Media, & Technology
Skills
SLA Intervention Opportunity
Life & Career Skills SLA Gender, Ethnic, & Disability Equity
Sample Learning Activities Sample Assessments
Learning Activity #2: (See Appendix Y)
Radioactive Half-Life Simulation Lab In this activity, students will simulate how an ‘element’
radioactively decays by according to its particular half-life. Students
will gather data by performing a number of trials, and then graph this
data to show that half-life is an exponentially decreasing process.
Students use pennies to represent a radioactive element in the activity,
but following the lab the students must apply their knowledge of
radioactive material and half-life by answering application questions.
Assessment #2
Radioactive Half-life Simulation Assessment
1. What is the approximate half-
life of Strontium-90?
a. 10 – 15 yrs c. 15- 20 yrs
b. 20 – 25 yrs d. 25 – 30 yrs
2. How much Strontium-90 is left
after 2 half-lives?
a. 26 grams c. 55 grams
b. 87 grams d. 120 grams
3. Suppose element Q has a half-life of 100 years. If there are 80 grams of the
element at year one. How many will be left after three half-lives?
a. 60 grams c. 20 grams
b. 40 grams d. 10 grams
Answer Key:
1. d 2. c 3. d
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Activity’s Alignment Assessment’s Alignment
GLE/CLE/STD ME2Ea GLE/CLE/STD ME2Ea
CCSS.ELA-Literacy RST.6-8.3, RST.6-8.4, RST.6-8.7,
RST.6-8.8 CCSS.ELA-Literacy RST.6-8.3, RST.6-8.7
CONTENT SC1 CONTENT SC1
PROCESS 1.6 – Discover/evaluate
relationships, 1.10 – Apply
information, ideas and skills
PROCESS 1.6 – Discover/evaluate relationships,
1.10 – Apply information, ideas and
skills, 3.5 – Reason logically
(inductive/deductive)
DOK 2 – Skill/Concept DOK 3 – Strategic Thinking
INSTRUCTIONAL
STRATEGIES
Homework and practice,
Nonlinguistic representations,
Cooperative learning
LEVEL OF
EXPECTATION
85% – Mastery Level
Resources
Student Teacher
GENERAL:
Wysession, Michael, et.al, Physical
Science Concepts and Actions. Pearson,
Needham, Massachusetts, ©2009.
Jenner, Jan, et. al, Earth Science.
Pearson-Prentice Hall, Boston,
Massachusetts, ©2009.
What are Fossils:
http://www.youtube.com/watch?v=3rkGu0
BItKM&feature=fvwrel
Relative and absolute dating:
http://www.youtube.com/watch?feature=e
ndscreen&v=JNOmpXo2xlU&NR=1
Radiometric Dating (relative and absolute
dating )
http://evolution.berkeley.edu/evosite/evo1
GENERAL:
Wysession, Michael, et.al, Physical Science
Concepts and Actions. Pearson, Needham,
Massachusetts, ©2009.
Jenner, Jan, et. al, Earth Science. Pearson-
Prentice Hall, Boston, Massachusetts, ©2009.
Prentice Hall Earth Science: Chapter 10
o Section Summary: The Relative Age of
Rocks
o Skills video/DVD – Relative Age of Rocks
o Chapter 10 Video/CD-Trip Through
Geologic Time
What are Fossils?:
http://www.youtube.com/watch?v=3rkGu0BItK
M&feature=fvwrel
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01/IIE1aAtomicclocks.shtml
ENRICHMENT:
Radiometric Dating:
http://www.phschool.com/webcodes10/ind
ex.cfm?fuseaction=home.gotoWebCode&
wcprefix=cfd&wcsuffix=2043
ENRICHMENT:
Prentice Hall Earth Science online interactive:
Radiometric Dating
INTERVENTION:
INTERVENTION:
Prentice Hall Earth Science:
o Chapter 10, Sec 2 Skills Lab.
Chapter 10, Sec 2 Review and Reinforcement: The
Relative Age of Rocks
NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year 1 review process.
Francis Howell School District Curriculum Department
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Challenge Science 8 Appendix Documents
A-Sci Discoveries-The Year I Was Born
B-Scientific Discoveries Assessment
C-A Sticky Design
D-Scientific Inquiry Formative
E-Sink the Titanic
F-Flame Test Lab
G-Types of Chemical Reactions Lab
H-Law of Conservation of Mass Lab
I-Conservation of Mass Exit Card
J- Convection in the Atmo.-Land-Sea Br
K-Land and Sea Breezes Assessment
L-Energy Content of Food
M-Bubble Tube Lab
N-Wheel and Axle Lab
O-Acceleration Exit Card
P-Friction Lab
Q-Friction Lab Exit Questions
R-Solar Intensity
S-Newton’s Laws Project
T-Momentum of Colliding Objects
U-GPE KE Conservation of Energy Lab
V-Efficiency of an Inclined Plane Lab
W-Efficiency of an Inclined Plane Exit Card
X-Layers of Rock Project
Y-Radioactive Half-life Simulation Lab
Z-CCSS-Science Literacy Standards