· the . materials . they are made of, have properties that can be used to describe and classify...

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Delta RV Physical Science Revised-2009

Science: Physical Science 9-12th Grade Content Standard: Properties and Principles of Matter and Energy GLE: Changes in properties and states of matter provide evidence of the atomic theory of matter

Concepts Measurable Learner Objective

Process Standards

Integrated Skills

DOK Instructional Strategies/Student Activities/Resources

Assessment

A Students will:

Objects, and the

materials they are made of,

have properties that can be

used to describe and

classify them

compare the densities of regular and irregular objects using their respective measures of volume and mass. identify pure substances by their physical and chemical properties (examples—color, luster/reflectivity, hardness, conductivity, density, PH, melting point, boiling point, specific heat, solubility, phase at room temperature, chemical reactivity)

2.1 3.1 3.3 3.4 3.5

Skill

/Con

cept

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Thin

king

Density lab Elements, compounds, and mixtures

Rubric for lab performance and graded lab report Oral assessments—students classifying examples at stations

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Process Standards

Integrated Skills


Assessment

A Students will:

Objects, and the

materials they are made of,

have properties that can be

used to describe

them

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). compare and contrast the common properties of metals, nonmetals, metalloids (semi-conductors) and noble gases.

2.1 3.1 3.3 3.4 3.5

Skill

/Con

cept

Individual whiteboard practice Four square “Be the Expert” two day activity

Peer and teacher checks for accuracy Check science journals for accuracy

3



Process Standards

Integrated Skills


Assessment

B Students will:

Properties of mixtures

depend upon the

concentrations, properties, and interactions of

particles

compare and contrast the properties of acidic, basic, and neutral solutions.

1.8 2.1 3.1 3.2 3.4 4.1

Skill

/Con

cept

Strong and weak acids activity 17-1

Class discussion of pooled results and teacher check of individual data tables and conclusions

4



Process Standards

Integrated Skills


Assessment

D Students will:

Physical changes in states of

matter due to thermal changes in materials

can be explained

by the Kinetic

Theory of Matter

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. predict the effect of a temperature change on the properties (examples—pressure, density, volume) of a material (solids, liquids, gases). predict the effect of pressure changes on the properties (examples—temperature, volume, density) of a material (solids, liquids, gases).

2.1 2.3 2.5 3.1 3.4 4.1

Skill

/Con

cept

Student modeling Students modeling Student modeling

Check of science journal entries Check diagrams created in science journals Check diagrams created in science journals

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Process Standards

Integrated Skills


Assessment

E Students will:

The atomic model

describes the

electrically neutral atom

describe the atom as having a dense positive nucleus surrounded by a cloud of negative electrons. calculate the number of protons, neutrons and electrons of an element/isotopes given its mass number and atomic number. describe the information provided by the atomic number and the mass number (examples—electrical charge, chemical stability).

2.1 2.5 3.5 4.1 4.5

3.2 3.3 3.4 3.5 4.1

Skill

/Con

cept

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Thin

king

Student created clay models of atoms Individual white board practice Study guide and reinforcement worksheets—p 44

Peer and teacher check of models Peer and teacher check for accuracy Teacher check for accuracy

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Process Standards

Integrated Skills


Assessment

F Students will:

The

periodic table

organized the elements according to their atomic

structure and

chemical reactivity

explain the structure of the periodic table in terms of the elements with common properties (groups/families) and repeating properties (periods). classify elements as metals, nonmetals, metalloids (semi-conductors), and noble gases according to their location on the periodic table. predict the chemical reactivity of elements, and the type or bonds that may result between them, using the periodic table

1.6 1.8 2.1 3.2 3.5 4.1 4.6

1.4 2.3 3.2 3.5 4.1

Skill

/Con

cept

Ex

tend

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hink

ing

Minilab class project—organizing a periodic table of pens and pencils Individual whiteboard practice Whiteboard practice

Peer and self check Teacher check for accuracy Teacher check for accuracy

7



Process Standards

Integrated Skills


Assessment

G Students will:

Properties of objects

and states of matter can

change chemically

and/or physically

distinguish between physical and chemical changes in matter

1.6 2.1 3.1 4.1 4.5

Skill

/Con

cept

Explore activity—p.441—oxidation of copper pennies—additional assignment of different metals

Performance task assessment list for carrying out a strategy and collecting data

H Chemical bonding is

the combining of different

pure substances (elements,

compounds) to form new substances

with different

properties

describe how the valence electron configuration determines how atoms interact and may bond compare and contrast the types of chemical bonds (examples—ionic, covalent)

2.1 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 4.1

Rec

all

Skill

/Con

cept

Models of atomic structure activity 10-1 as groups Concept cartoon of bonding types

Peer reviews of each group’s model Oral check: students decide which character in the cartoon they agree with most and why

8



Process Standards

Integrated Skills


Assessment

I Students will:

Mass is conserved during any physical or chemical change

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

2.1 3.1 3.4 3.5 3.7 4.1

Skill

/Con

cept

Minilab: Does mass change in a reaction? p 443

Teacher check for accuracy of observations and conclusions on written analysis report

9

Science: Physical Science 9-12th Grade Content Standard: Properties and Principles of Matter and Energy GLE 2: Energy has a source, can be stored, and can be transferred but is conserved within a system


Process Standards

Integrated Skills


Assessment

A Students will:

Forms of energy have a source, a means of transfer

(work and heat), and a

receiver

differentiate between thermal energy (the total internal 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).

2.1 3.1 3.4 3.7 4.1

Skill

/Con

cept

Minilab: Can shaking increase the temperature of sand?

Performance task assessment list for making observations and inferences

10

Science: Physical Science 9-12th Grade Content Standard 1: Properties and Principles of Matter and Energy GLE 2: Energy has a source, can be stored, and can be transferred but is conserved within a system


Process Standards

Integrated Skills


Assessment

A Students will:


(work and heat) and a

receiver

differentiate between the properties and examples of conductors and insulators. describe sources and common uses of different forms of energy: chemical, nuclear, thermal, mechanical, electromagnetic

2.3 3.1 3.3 3.5 3.8 4.1

2.1 3.1 3.4 3.7 4.1

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Exte

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Minilab: How is heat transferred by conduction? Research and report activity: Energy alternatives—A local plan

Oral assessment of various cooking pans and stirring tools-- students will explain, in terms of conduction, why specific materials were chosen Students will summarize their group’s proposal and will sketch one component of their power plant

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Process Standards

Integrated Skills


Assessment

A Students will:


(work and heart), and a

receiver

identify and evaluate advantages/disadvantages of using various sources of energy (examples—wind, solar, geothermal, hydroelectric, biomass, fossil fuel) for human activity. describe the effect of different frequencies of electromagnetic waves on the Earth and living organisms (examples—radio, infrared , visible, ultraviolet, gamma, cosmic rays). interpret examples of heat transfer (examples—home heating, solar panels) as convection, conduction, or radiation

2.1 3.1 3.2 3.4 3.6 3.7 3.8 4.1 4.3 4.7

Rec

all

Skill

/Con

cept

Ex

tend

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hink

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Lab: Nuclear waste disposal Study guide and reinforcement worksheets--# 78 Skill builder p. 165: create a table reflecting information about types of heating systems: students then analyze two buildings using their table

Written lab report Teacher check for accuracy Performance task assessment list for making observations and inferences

12



Process Standards

Integrated Skills


Assessment

B Students will:

Mechanical energy

comes from the motion

(Kinetic Energy) and/or relative position

(potential energy) of an object

relate kinetic energy to an object’s mass and its velocity. relate an object’s gravitational potential energy to its weight and height relative to the surface of the Earth. distinguish between examples of kinetic and potential energy (example—gravitational) within a system. describe the effect of work on an object’s kinetic and potential energy.

3.1 3.4 3.7 4.1

Rec

all

Skill

/Con

cept

Practice problems—p. 127 Teacher Demo—Marble in tube—p. 128 Science journal reflection—p. 127: Observations of forms of energy and events that result from changing of forms Partner discussions

Self check for accuracy Self check of predictions in science journal Teacher check for understanding Peer check for understanding

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Process Standards

Integrated Skills


Assessment

C Students will:

Electromagnetic energy from the

Sun (solar radiation) is a

major source of energy on Earth

identify stars as producers of electromagnetic energy. describe how electromagnetic energy is transferred through space as electromagnetic waves of varying wavelength and frequency.

1.5 4.1

Rec

all

Skill

/Con

cept

Teacher sketches of electromagnetic spectrum with FM and AM waves plotted correctly Study guide and reinforcement worksheets

Teacher demo with radio and FM/AM waves Teacher check for accuracy

14



Process Standards

Integrated Skills


Assessment

E Students will:

Nuclear energy is a

major source of energy

throughout the universe

describe how changes in the nucleus of an atom during a nuclear reaction (examples—nuclear decay, fusion, fission) result in emission of radiation. identify the role of nuclear energy for the Earth, stars, and human activity (examples—source of electromagnetic radiation, nuclear power plants, fuel for stars).

1.6 2.1 2.2 3.5

1.5 1.6 2.3 3.6 4.7

Rec

all

Skill

/ Con

cept

Explore activity: Model a nuclear reaction—p. 673 Read Science and Society Issue: Using Nuclear Reactions in Medicine

Performance task assessment used when students model additional unstable atoms every 30 seconds Group and class discussion of issues and careers related to nuclear energy with teacher and peer checks for understanding

15

Science: Physical Science 9-12th Grade Content Standard 1: Properties and Principles of Matter and Energy GLE 2: Energy has a source, can be stored, and can transferred but is conserved within a system


Process Standards

Integrated Skills


Assessment

F Students will:

Energy can be

transferred within a

system as the total amount

of energy remains constant

(example—Law of

Conservation of Energy

describe the transfer of energy that occurs as energy changes from kinetic to potential within a system(examples—car moving on roller coaster track, child swinging, diver jumping off a board) ( DO NOT assess calculations). identify the role of nuclear energy for the Earth, stars, and human activity (examples—source of electromagnetic radiation, nuclear power plants, fuel for stars).

2.1 3.5 3.7 4.1

1.3 1.8 1.10 2.1 2.3 4.1

Skill

/Con

cept

Teacher Demo: Wax paper ramp and water Minilab: Measuring the power of a toy car

Student descriptions in science journals Written lab report and analyses

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Process Standards

Integrated Skills


Assessment

F Students will:

Energy can be

transferred within a

system as the total amount

of energy remain

constant (example—

Law of Conservation

of Energy)

classify the different ways to store energy (examples—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 (examples—using gasoline to move a car, photocell generating electricity, electromagnetic motor doing work, energy generated by nuclear reactor).

1.4 1.5 1.7 1.8 2.1 2.3 2.5 4.1 4.6

Skill

/Con

cept

Construct poster of energy storage methods from research done on internet

Project rubric including group and collaborative efforts

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Science: Physical Science 9-12th Grade Content Standard 2: Properties and Principles of Force and Motion GLE 1: The motion of an object is described by its change in position relative to another object or point


Process Standards

Integrated Skills


Assessment

A Students will:

The motion of an object is described

as an change in position, direction, and speed relative to

another object

(frame of reference)

represent and analyze the motion of an object graphically. analyze the velocity of two objects in term of distance and time (examples—verbally, diagrammatically, graphically, mathematically).

1.6 1.8 4.1

Rec

all

Skill

/Con

cept

Whiteboard practice and motion and vectors worksheets Individual whiteboard practice

Teacher check for accuracy Self and peer checks for accuracy

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Science: Physical Science 9-12th Grade Content Standard 2: Properties and Principles of Force and Motion GLE 1: The motion of an object is described by its change in position relative to another object or point


Process Standards

Integrated Skills


Assessment

B Students will:

An object that is

accelerating is speeding up, slowing

down, or changing direction

measure and analyze an object’s motion in terms of speed, velocity, and acceleration (examples—verbally, diagrammatically, graphically).

1.2 1.4 1.8 2.1 2.2 3.5 4.1

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Two day lab: Track team try-outs Group lab reports including analyses and conclusions

C

Momentum depends on the mass of the object and the velocity

with which it is

traveling

compare the momentum of two objects in terms of mass and velocity (DO NOT assess calculations) explain that the total momentum remains constant within a system

1.2 1.6 2.3 3.5 4.1

Skill

/Con

cept

Lab: Constant speed buggy Lab reports

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Science: Physical Science 9-12th Grade Content Standard 2: Properties and Principles of Force and Motion GLE 2: Forces affect motion


Process Standards

Integrated Skills


Assessment

A Students will:

Forces are classified as

wither contact forces

(pushes, pulls,

friction, buoyancy)

or non-contact forces

(gravity, magnetism), that can be

described in terms of direction

and magnitude

identify and describe the forces acting on an object (examples—type of force, direction, magnitude in Newtons) using a force diagram (DO NOT assess calculations)

1.5 1.8 2.1 4.1

Rec

all

Illustrate with vectors and labels the man with hand trucks and boxes photograph

Exit ticket check for understanding

20



Process Standards

Integrated Skills


Assessment

B Students will:

Every object

exerts a gravitational

force on every other

object

describe gravity as an attractive force among all objects. compare and describe the gravitational forces between two objects in terms of their masses and the distances between them.

2.2 2.3 4.6

1.5 3.2 3.5 4.1

Rec

all

Force or shoulder partner practice Students circle sets of objects that contain more gravity on worksheet

Peer check for understanding Teacher check for accuracy

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Process Standards

Integrated Skills


Assessment

B Students will:

Every object

exerts a gravitational

force on every other

object

describe weight in terms of the force of a planet’s or moon’s gravity acting on a given mass. recognize all free falling bodies accelerate at the same rate due to gravity regardless of their mass.

1.5 1.6 2.3

1.3 1.8 2.1 3.2 4.1

1.5

Skill

/Con

cept

Practice reading “Weight Comparison Table” p. 85 and class discussion Lab: Balancing forces against gravity Class discussion of photograph p. 96

Oral check for understanding Lab report checked for data interpretations Oral check for understanding

22



Process Standards

Integrated Skills


Assessment

D Students will:

Newton’s laws of motion

explain the interaction of mass and forces, and are used to

predict changes in

motion

recognize that inertia is a property of matter that can be described as an object’s tendency to resist a change in motion, and is dependent upon the object’s mass (Newton’s First Law of Motion).

1.2 1.6 2.1 3.2 3.3

Skill

/Con

cept

Activity: Air hockey tournament Science journal entries

23



Process Standards

Integrated Skills


Assessment

D Students will:

Newton’s Laws of Motion


predict changes in

motion

determine the effect (example—direction and magnitude) of the sum of the forces acting on an object (example—net force). using information about a net force and mass determine the effect on acceleration (Newton’s Second Law of Motion).

1.2 2.3 3.1 4.1

1.2 1.3 2.3 3.2 3.3

Skill

/Con

cept

Minilab: How does friction act as a force? Lab activity: Launching bottle rockets

Oral assessment: Students will predict results of using other materials for experiment Teacher constructed rubric

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Science: Physical Science 9-12th Grade Content Standard: Properties and Principles of Force and Motion GLE 2: Forces affect motion


Process Standards

Integrated Skills


Assessment

D Students will:

Newton’s Laws of Motion


predict changes in

motion

identify forces acting on a falling object (examples—weight, air resistance) and how those forces affect the rate of acceleration. analyze force pairs (examples—action/reaction forces) when given a scenario (examples—handball hits concrete wall, shotgun firing) and describe their magnitudes and directions (Newton’s Third Law of Motion).

1.2 1.5 2.3 3.5 4.1

Skill

/Con

cept

St

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Thin

king

Minilab: How can air resistance change the acceleration of a falling object? Lab activity: Balloon rocket races

Science journal extension—how would experiment differ if conducted on the moon? Check for understanding Science journal entries checked for accuracy

25



Process Standards

Integrated Skills


Assessment

E Students will:

Perpendicular forces act

independently of each other

predict the path of an object when the net force changes.

1.6 2.1 3.1 3.3 3.5 4.1

Skill

/ C

once

pt

Problem solving: An icy challenge Teacher check for understanding written journal entries

F

Work transfers

energy into and out of a mechanical

system

describe the relationships among work, applied net force, and the distance an object moves. explain how the efficiency of a mechanical system can be expressed as a ratio of work output to work input.

1.2 1.3 3.2 3.3 4.1

1.6 3.1 3.2

Rec

all

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Activity 4-2: A massive problem (dynamics carts) Practice problems—Calculating efficiency

Performance task assessment list for making observations and inferences Teacher check for accuracy

26



Process Standards

Integrated Skills


Assessment

F Students will:

Work transfers

energy into and out of a mechanical

system

describe power in terms of work and time. describe and analyze the relationship among force, distance, work, efficiency and power.

1.6 2.2 2.3 4.1 4.5 4.6

1.6 2.1 3.2 4.1

Rec

all

Skill

/Con

cept

Partner discussions of two students unpacking books—one completes job in ten minutes and one completes job in twenty minutes. Which did more work? Which worked harder? Justified true/false statements

Peer check for understanding Oral check for understanding: students must justify the reasoning they used in deciding true or false

27

Science: Physical Science 9-12th Grade Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It GLE 1: The universe has observable properties and structure


Process Standards

Integrated Skills


Assessment

B Students will:

The Earth has a composition and location suitable to sustain life

explain how Earth’s environmental characteristics and location in the universe (examples—atmosphere, temperature, orbital path, magnetic field, mass-gravity, location in solar system) provide a life-supporting environment.

1.2 1.6 2.3 3.1 3.5 3.7 3.8 4.7

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Ultraviolet beads activity Science journal entries check for understanding

C

Most of the information we know about the universe comes

from the electromagnetic

spectrum

identify information that the electromagnetic spectrum provides about the stars and the universe (examples—chemical composition, temperature, age of stars, location of black holes, notion of celestial bodies).

1.1 1.4 1.6 1.7 1.8 2.1 2.7 4.5 4.6

Rec

all

Internet research in pairs producing a four slide PowerPoint

Rubric for PowerPoint and oral presentation to class regarding findings

28

Science: Physical Science 9-12th Grade Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It GLE 2: Regular and predictable motions of objects in the universe can be described and explained


Process Standards

Integrated Skills


Assessment

C Students will:

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

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

1.2 1.4 1.6 1.7 1.8 2.1 4.3 4.7

Internet research regarding planet, moon, and Sun alignment, tides and tsunamis

Teacher check for accuracy on written reports

29

Science: Physical Science 9-12th Grade Content Standard : GLE :


Process Standards

Integrated Skills


Assessment

D Students will:

30



Process Standards

Integrated Skills


Assessment

A Students will:

Gravity is a force of

attraction

31

Science: Physical Science 9-12th Grade Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It GLE 2: Regular and predictable motions of objects in the universe can be described and explained


Process Standards

Integrated Skills


Assessment

A Students will:

Gravity is a force of

attraction between

objects in the solar

system that governs

their motion

32



Process Standards

Integrated Skills


Assessment

A Students will:

33



Process Standards

Integrated Skills


Assessment

B Students will:

34



Process Standards

Integrated Skills


Assessment

B Students will:

35



Process Standards

Integrated Skills


Assessment

C Students will:

36



Process Standards

Integrated Skills


Assessment

C Students will:

37



Process Standards

Integrated Skills


Assessment

D Students will:

38



Process Standards

Integrated Skills


Assessment

D Students will:

39



Process Standards

Integrated Skills


Assessment

B Students will:

40



Process Standards

Integrated Skills


Assessment

A Students will:

41



Process Standards

Integrated Skills


Assessment

B Students will:

42

Science: Physical Science 9-12th Grade Content Standard : GLE : Concepts Measurable Learner

Objective Process

Standards Integrated

Skills DOK Instructional Strategies/Student

Activities/Resources Assessment

Students will:

43



Process Standards

Integrated Skills


Assessment

D Students will:

· the . materials . they are made of, have properties that can be used to describe and classify...

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