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GROTON PUBLIC SCHOOLS

Groton, Connecticut

SCIENCE CURRICULUM Integrated Science

9th grade

Approved November 2007

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BOARD OF EDUCATION

Peter Bartnick, Jr. Patricia M. Doyle

Elizabeth Gianacoplos Brian Shirvell Jennifer Sim

Archie C. Swindell Rita Volkmann

Beverly H. Washington Charles Zezulka

CENTRAL OFFICE ADMINISTRATORS

James E. Mitchell, Ph.D., Superintendent of Schools Sally A. Keating, Assistant Superintendent of Administrative Services

Marie Crompton, Ed.D., Director of Curriculum and Instruction Denise Doolittle, Director of Pupil Personnel Services

Hugh J. Hunter, Business Manager Karin S. Greene, Personnel Manager

C. Wesley Greenleaf, Director of Building and Grounds

SCIENCE CURRICULUM COMMITTEE Judy Cregeur, Science Teacher, Fitch High School

Linda Ballato Science Teacher, Fitch High School

John Nason Science Teacher, Fitch High School

Elena R. Aleskiewicz, Science Teacher, Cutler Middle School

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TABLE OF CONTENTS

Groton Public Schools Pre-K–12 Science Curriculum Philosophy .........................................................................1 The Connecticut Common Core Of Learning...........................................................................................................2 The Learning Environment ........................................................................................................................................3

Resources ..............................................................................................................................................................3 Facilities ...............................................................................................................................................................3 Management..........................................................................................................................................................3 Safety.....................................................................................................................................................................3 Adequate Funding.................................................................................................................................................3

Program Goals .............................................................................................................................................................4 Science Content Standards .........................................................................................................................................5

The Nature of Science ...........................................................................................................................................5 Earth Science ........................................................................................................................................................5 Chemistry ..............................................................................................................................................................5 Physics ..................................................................................................................................................................5 Global interdependence ........................................................................................................................................5

Course Overview: ........................................................................................................................................................6 Syllabus - Integrated Science......................................................................................................................................7 Core Scientific Inquiry, Literacy and Numeracy......................................................................................................9

9.0 – How is scientific knowledge created and communicated? ...........................................................................9 Core Themes, Content Standards and Expected Performances............................................................................11

Energy Transformations .....................................................................................................................................11 9.1 - Energy cannot be created or destroyed; however, energy can be converted from one form to another.....................................................................................................................................................................11 9.2 - The electrical force is a universal force that exists between any two charged objects. ......................12 9.3 - Various sources of energy are used by humans and all have advantages and disadvantages.............13

Chemical Structures and Properties ...................................................................................................................14 9.4 - Atoms react with one another to form new molecules. ......................................................................14 9.5 – Due to its unique chemical structure, carbon forms many organic and inorganic compounds..........15 9.6 - Chemical technologies present both risks and benefits to the health and well-being of humans, plants and animals.................................................................................................................................................16

Global Interdependence......................................................................................................................................17 9.7 - Elements on Earth move among reservoirs in the solid earth, oceans, atmosphere and organisms as part of biogeochemical cycles. ...................................................................................................................17 9.8 The use of resources by human populations may affect the quality of the environment. .....................18 9.9 - Some materials can be recycled, but others accumulate in the environment and may affect the balance of the Earth systems. .....................................................................................................................19

Earth Science ......................................................................................................................................................20 9.10 - Earth's Place in the Universe............................................................................................................20 9.11 - Dynamic Earth Processes ................................................................................................................22 9.12 - Energy in the Earth System............................................................................................................23

Unwrapped Power Standards...................................................................................................................................24 Content Standard: 9.1 - Energy cannot be created or destroyed; however, energy can be converted from one form to another. ..................................................................................................................................................24 Content Standard: 9.2 - The electrical force is a universal force that exists between any two charged objects.............................................................................................................................................................................25 Content Standard: 9.3 - Various sources of energy are used by humans and all have advantages and disadvantages......................................................................................................................................................26 Content Standard: 9.4 - Atoms react with one another to form new molecules. .................................................27

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Content Standard: 9.5 - Due to its unique chemical structure, carbon forms many organic and inorganic compounds. .........................................................................................................................................................28 Content Standard: 9.6 - Chemical technologies present both risks and benefits to the health and well-being of humans, plants and animals................................................................................................................................29 Content Standard: 9.7 - Elements on Earth move among reservoirs in the solid earth, oceans, atmosphere and organisms as part of biogeochemical cycles.......................................................................................................30 Content Standard: 9.8 - The use of resources by human populations may affect the quality of the environment.............................................................................................................................................................................31 Content Standard: 9.9 - Some materials can be recycled, but others accumulate in the environment and may affect the balance of the Earth systems. ..............................................................................................................32 Content Standard: 9.10 - Earth's Place in the Universe ....................................................................................33 Content Standard: 9.11 Dynamic Earth Processes............................................................................................35 Content Standard: 9.12 Energy in the Earth System.........................................................................................36 Content Standard: 9.1 - Energy cannot be created or destroyed; however, energy can be converted from one form to another. ..................................................................................................................................................37 Content Standard: 9.6 - Chemical technologies present both risks and benefits to the health and well-being of humans, plants and animals................................................................................................................................38

Content Standard: 9.0 Core scientific inquiry literacy and numeracy........................................................... 39

Internet Resources.....................................................................................................................................................40 Bibliography...............................................................................................................................................................41 Appendixes .................................................................................................................................................................42

Appendix A - Curriculum-Embedded Laboratory Investigation Scoring Rubric ................................................43 Appendix B - Rubric for synthetic polymer research ..........................................................................................44 Appendix C - Brownfields Rubric .......................................................................................................................45 Appendix D - RUBRIC FOR CT ENERGY PROJECT........................................................................................46

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Groton Public Schools Pre-K–12 Science Curriculum Philosophy

Science education should awaken the natural sense of excitement and wonder in each child and facilitate a realization that science knowledge is power in our ever-changing world. General Beliefs: The purpose of the Groton Public Schools (GPS) science instructional program is to develop scientific literacy in all students. The scientifically literate person:

• Is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations;

• Understands key concepts and principles of science; • Is familiar with the natural world and recognizes both its diversity and unity; and • Applies scientific knowledge and ways of thinking for individual and social purposes.1

The teaching of science in GPS is coordinated for Grades K–12, aligned with both state and national content standards and performance outcomes. The curriculum reflects the belief that all students can learn science. The curriculum considers the multicultural backgrounds and various abilities, achievement levels, interests, and learning styles of students. Educational strategies, methods, technologies, and resources are to be varied in order to ensure and promote the independence of students as learners. Students, teachers, parents, and community members all share the responsibility for education in GPS. Reasons for Learning Content: Science education prepares students for a global society in which environmental, social, and economic issues are related to science, mathematics, and technology. Therefore, the curriculum emphasizes the process skills of an inquiry based science program designed on a continuum through all content standards. Teaching Strategies: Scientific literacy is best achieved by meeting the individual needs of students using an assortment of developmentally appropriate, student-centered activities. Instruction actively engages students in learning and encourages enjoyment of the scientific process, while developing an understanding of important concepts and skills. Teaching strategies and methods may include individualization, remediation, flexible grouping, collaborative learning, lateral expansion, and acceleration as deemed appropriate. Furthermore, inquiry based experiences, hands-on explorations, laboratory experiences, demonstrations, field experiences, student discourse, and the use of all forms of available technologies and community resources are considered components of the learning process. Assessment: Effective assessment is an ongoing process of monitoring student learning, guiding further instruction, and improving the program. It aligns with instructional strategies and curriculum content. A variety of formal and informal assessment options are implemented to provide opportunities for success for students with different learning styles and to provide broad information about student learning. Examples include journals, projects, teacher observation, models, self-evaluations, quizzes, laboratory reports, and other types of student work. Technology: The ability to utilize technology as a tool is an essential life skill. As it evolves, technology plays a role in providing up-to-date content and variety in instructional strategies and assessment techniques in order to prepare all students for their future in the world community.

1 Based on: American Association for the Advancement of Science, 1989.

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The Connecticut Common Core of Learning

The Groton Public Schools Science Curriculum aligns with the Connecticut Common Core of Learning. The Common Core provides a set of high expectations for all K–12 students to develop to their fullest potential. It recognizes that students have different levels of readiness, interests, and aspirations. However, it sets no limits on anyone and provides all students the opportunity to achieve within one common core. The Common Core provides students with the knowledge and intellectual tools to apply scientific skills, processes, and methods of inquiry to real world settings. It develops young people who are free to ask questions, seek information, and validate explanations in thoughtful and creative ways. The students will understand the relationship of science to other curriculum areas and transfer knowledge across subject areas. The Common Core outlines skills, strategies, and competencies needed to meet the scientific demands of the 21st Century.

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The Learning Environment

An inquiry based program requires a learning environment that promotes student engagement in hands-on and minds-on scientific activities. The support of the Groton Public Schools K–12 Science Curriculum through appropriate facilities and resources is essential:

Resources • Teacher resources • Equipment and supplies • Present and emerging technologies • Print resources • Teacher training • Consumables

Facilities • Adequate wiring for emerging technologies • Sufficient electrical outlets • Sinks • Safety equipment • Ample laboratory work and storage space • Furniture that accommodates instructional needs of a diverse population of students

Management • Flexible grouping • Cooperative learning teams • Teacher as facilitator • Supportive learning environment

Safety • Appropriate equipment and teacher training

Adequate Funding • To implement and maintain the program at the highest standard

As a result of this learning environment, the students will be equipped to:

• Work successfully using flexible grouping situations • Experience inquiry based science that will develop the skills of synthesizing, predicting,

hypothesizing, and evaluating • Become scientifically literate life-long learners

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Program Goals

It is the goal of the Groton Public Schools Science Program that our graduates know the basic concepts of, and the interrelationships among, biology, chemistry, physics, and earth and space sciences, and will be able to apply scientific skills and processes to real-world settings.

To meet this goal, students will:

• Understand and apply basic concepts, principles and theories, chemistry, physics, and earth and space sciences and their interrelationships.

• Recognize and participate in scientific endeavors which are evidence-based and

encourage inquiry that leads to a greater understanding of the world.

• Identify and solve problems through scientific exploration, including the formulation of hypotheses, design of experiments, use of technology, analysis of data and drawing of conclusions.

• Select and properly use appropriate laboratory technology, equipment, and materials.

• Understand and utilize, when appropriate, existing and emerging technologies.

• Analyze the possibilities and limits of science and technology in order to make and

defend decisions about societal issues.

• Understand that the way in which scientific knowledge is formulated is crucial to the validity of the knowledge.

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Science Content Standards

Groton Public Schools

The Nature of Science Students will experience an inquiry based learning environment in which they are free to ask questions, seek information, and validate explanations in thoughtful and creative ways. Students also will understand that the processes, ways of knowing and conceptual foundations of science are interdependent and inextricably bound.

Earth Science Students will understand the structure, processes and forces that shape our ever changing universe. Students will understand the dynamic processes that effect changes to the atmosphere, hydrosphere and geosphere of our planet.

Chemistry Students will know the types and phases of matter and how energy interacts with each. Students will understand that the structure of matter determines the interrelationships with other forms of matter. Students will be able to carry these concepts into global patterns and system seen on our planet.

Physics Students will understand that energy and matter are not created or destroyed but can be transformed or transferred throughout the universe. Students will understand the relationships that exist between electricity, electromagnetic energies and magnetism.

Global Interdependence Students will understand the interrelationships between the matter and energy in the spheres and the use of resources by society. Students will evaluate the pros and cons of technology’s effects on our environment.

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Course Overview: Integrated Science

Integrated Science will encompass 5 strands of the Connecticut common core of learning; Scientific Inquiry, Literacy and Numeracy, Energy Transformations, Chemical Structures and Properties, and Earth science component. Students will be concentration on the source composition, structure of matter and energy on earth. The Connection between types of matter and energy and how they affect our planet will be made by looking at the planets main spheres and matter and energy seen in the rest of the universe. Students will perform 6 of the states performance task, design labs, analysis results mathematically and present data to a group. Students will learn how to research topics on line and to evaluate the validity of those sites. Field trips to investigate local environment will be included. Course will be presented at three ability levels – accelerated, college, and foundations level. Presentation of course topics will be made by the teacher to match ability level of students in the class. Proposed Text: Physical Science, with Earth and Space Science Holt Science Spectrum, Holt, Rinehart and Winston, 2008 With instructional resource components of the Holt program Course Evaluation: (Tentative) • The Course will use student and teacher designed labs, quiz, tests, multi media projects, Ct

curriculum embedded tasks, text reading and teacher constructed packages to evaluate student performance. Students of the same ability level will take matching final exams at the end of the course. Use of common pre and post test for each unit will be a goal of the instructors.

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Syllabus - Integrated Science

Course Major points

State standards it covers

Power standard statement

Essential question Topics to be covered Activities

1 Intro

D INQ 1-10

Inquiry, literacy, Numeracy

How do we research and present scientific data?

Scientific method Lab design and reporting Internet search Evaluation of sources presentation of data use of graphs and interpretations excel graphing common pathetical formulas – area, volume, density

Ct state performance task- • Synthetic polymer sts • Synthetic polymer lab

Graphing exercise Review metric system Review use of tool Review basic math formulas – area, volume and density

Strand 1

9.2, 9. 3’ 9.1

Energy sources, transformations and transferred

What are the sources of energy, and how does it transform and transfer around the spheres?

Sources of earths energy – solar & geothermal Types of energy – electrical, magnetic, electromagnetic, nuclear. Effect of energy on matter Latent heat Connections and Relationships between energy types Types of energy transfer How energy is stored

Ct state performance task • Solar cooker

Energy transfer demo Electromagnetic spectrum lab/demo Construction of series and parallel circuits Construction of electro magnet Induction of a current from moving magnets.

Strand 2

9.4. 9.5 Matters structure and properties

How does the structure of matter affect the behavior, properties and uses of materials?

Type of matter (elements, compounds and mixtures) Phases of matter (solid, liquid, gas and plasma) Structure of the atom Use of periodic table Types of bonds (ionic, covalent, and metallic) Types of reactions (decomposition, synthesis, replacement and acid/base or double replacement) Writing of formulas and balanced equations Diatomic and polar bonds Polyatomic molecules Carbon structures and bonds

Ct state performance task- • Acid base lab

Grow crystals Balancing equations and formulas from information the periodic table Solutions lab Practice sheets – using periodic table data

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Course Major points

State standards it covers

Power standard statement

Essential question Topics to be covered Activities

General properties of carbon compound types. Strand 3

9.7,9.11,9.12

Patterns of matter and energy cycles

How does matter and energy transfer or transform in and among the spheres of earth

Water cycle Rock cycle Plate tectonics Carbon dioxide/ oxygen cycle Nitrogen cycle Photosynthesis, chemosynthesis Phase changes in the sphere

Multi media materials Student and teacher designed labs Flow charts or labeling of diagrams

Strand 3

9.6,9.8, 9.9

Effects of technology on natural resources and the environment.

How does science and technology affect our lives?

Use of natural and man made resources Effect of energy sources on the environment Global warming Ozone hole Sea level rise Waste disposal Land, sea and air pollution

Ct state performance task • Brownfield’s sites • Energy sources

Multi media materials Student and teacher designed labs Flow charts or labeling of diagrams

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9.10 Planetary cycles vs cycles in the rest of the universe.

How do patterns and cycles seen on earth compare to those seen in the area outside of earth (exosphere)

Nuclear fusion and nucleosynthesis Stellar evolution Types of stars Spectroscopy Scale in space and time Planetary evolution Small bodies in space Space missions & history Big bang Dark energy and matter Electromagnetic spectrum as tool and energy source

Multi media materials Student and teacher designed labs Flow charts or labeling of diagrams Projects

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Core Scientific Inquiry, Literacy and Numeracy

9.0 – How is scientific knowledge created and communicated? PERFORMANCE STANDARD

Evident when students: STRATEGIES/ACTIVITIES MATERIALS/RESOURCES ASSESSMENT

D INQ.1 Identify questions that can be answered through scientific investigation.

D INQ.2 Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

D INQ.3 Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

D INQ.4 Design and conduct appropriate types of scientific investigations to answer different questions.

D INQ.5 Identify independent and dependent variables, including those that are kept constant and those used as controls.

D INQ.6 Use appropriate tools and techniques to make observations and gather data.

D INQ.7 Assess the reliability of the data that was generated in the investigation.

D INQ.8 Use mathematical operations to analyze and interpret data, and

Strategies: • Inquiry model - full (open) - guided • Observation • Scientific Method • Science journal/abstracts

Activities:

• Grade specific • Brainstorming • Predictions • Problem recognition • Hypothesis formation and

testing • Cooperative Learning • Modeling • Teacher directed instruction • Discussion/discourse • Field trips/guest speakers • Demonstrations • Hands-on activities • Student presentations • Use of audio-visual materials • Multi-media • Assigned reading • Comprehension questions • Role play • Journal writing • Graphic organizers • Computer software programs

• Ct curriculum embedded task • Non-fiction leveled texts • Audio-visual materials • Student guided labs • Teacher guided labs • Science journals/abstracts • Computer based resources • Curriculum support • Materials/supplies • Calculators/computers • Library/ MC materials • Computer software • Internet • Literature • Supplemental materials • Consumable replacement items • Model kits • Manipulatives • Materials/articles relating to

topics under study

• Teacher designed assessments/rubrics

• Common grade level designed assessments/rubrics

• Performance tasks • Self-Assessments • Journals • Abstracts • Additional on-going assessment • Lab reports • Projects/presentations • Audio-visual presentations • Discussions • Cooperative group assessments • Technology related assessments

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PERFORMANCE STANDARD Evident when students:

STRATEGIES/ACTIVITIES MATERIALS/RESOURCES ASSESSMENT

present relationships between variables in appropriate forms.

D INQ.9 Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.

D INQ.10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

• Internet activities • Pencil and paper activities • Literature connections • Research/location and access

of information

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Core Themes, Content Standards and Expected Performances

Energy Transformations

9.1 - Energy cannot be created or destroyed; however, energy can be converted from one form to another. Energy Transfer and Transformations – What is the role of energy in our world?



D 1. Describe the effects of adding energy to matter in terms of the motion of atoms and molecules, and the resulting phase changes.

D 2. Explain how energy is transferred by conduction, convection and radiation.

D 3. Describe energy transformations among heat, light, electricity and motion.

• Labs • Student guided labs • Teacher guided labs • field experiences

• Text reading • Ct curriculum embedded task • Abstracts & journals • Teacher/student demonstration • Related technological

applications • Cooperative learning groups • Student research • Projects • Oral Presentations • Direct Instruction

• Ct curriculum embedded task • Non-fiction leveled texts • Audio-visual materials • Student guided labs • Teacher guided labs • Science journals/abstracts • Computer based resources • Curriculum support • Materials/supplies • Calculators/computers • Library/ MC materials • Computer software • Internet • Literature • Supplemental materials • Consumable replacement items • Model kits • Manipulative Materials/articles relating to topics under study



• Performance tasks • Self-Assessments • Journals • Abstracts • Additional on-going assessment • Lab reports • Projects/presentations • Audio-visual presentations • Discussions • Cooperative group assessments Technology related assessments

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9.2 - The electrical force is a universal force that exists between any two charged objects. Energy Transfer and Transformations – What is the role of energy in our world?



D 4. Explain the relationship among voltage, current and resistance in a simple series circuit.

D 5. Explain how electricity is used to produce heat and light in incandescent bulbs and heating elements.

D 6. Describe the relationship between current and magnetism.








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9.3 - Various sources of energy are used by humans and all have advantages and disadvantages. Energy Transfer and Transformations – What is the role of energy in our world?



D 7. Explain how heat is used to generate electricity.

D 8. Describe the availability, current uses and environmental issues related to the use of fossil and nuclear fuels to produce electricity.

D 9. Describe the availability, current uses and environmental issues related to the use of hydrogen fuel cells, wind and solar energy to produce electricity.








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Chemical Structures and Properties

9.4 - Atoms react with one another to form new molecules. How does the structure of matter affect the properties and uses of Materials?



D 10. Describe the general structure of the atom, and explain how the properties of the first 20 elements in the Periodic Table are related to their atomic structures.

D 11. Describe how atoms combine to form new substances by transferring electrons (ionic bonding) or sharing electrons (covalent bonding).

D 12. Explain the chemical composition of acids and bases, and explain the change of pH in neutralization reactions.

ES23. Describe the general structure and composition of the earth spheres.








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9.5 – Due to its unique chemical structure, carbon forms many organic and inorganic compounds.



D 13. Explain how the structure of the carbon atom affects the type of bonds it forms in organic and inorganic molecules.

D 14. Describe combustion reactions of hydrocarbons and their resulting by-products.

D 15. Explain the general formation and structure of carbon-based polymers, including synthetic polymers, such as polyethylene, and biopolymers, such as carbohydrate.








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9.6 - Chemical technologies present both risks and benefits to the health and well-being of humans, plants and animals. How do science and technology affect the quality of our lives?



D 16. Explain how simple chemical monomers can be combined to create linear, branched and/or cross-linked polymers.

D 17. Explain how the chemical structure of polymers affects their physical properties.

D 18. Explain the short- and long-term impacts of landfills and incineration of waste materials on the quality of the environment.








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Global Interdependence

9.7 - Elements on Earth move among reservoirs in the solid earth, oceans, atmosphere and organisms as part of biogeochemical cycles.

The Changing Earth – How do materials cycle through the Earth’s systems?



D 19. Explain how chemical and physical processes cause carbon to cycle through the major earth reservoirs.

D 20. Explain how solar energy causes water to cycle through the major earth reservoirs.

D 21. Explain how internal energy of the Earth causes matter to cycle through the magma and the solid earth.

ES24. Explain how photosynthesis, chemosynthesis, and nucleosynthesis are involved in the global cycles we see in the universe.








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9.8 The use of resources by human populations may affect the quality of the environment.

The Changing Earth – How do materials cycle through the Earth’s systems? PERFORMANCE STANDARD


D 22. Explain how the release of sulfur dioxide (SO2) into the atmosphere can form acid rain, and how acid rain affects water sources, organisms and human-made structures.

D 23. Explain how the accumulation of carbon dioxide (CO2) in the atmosphere increases Earth’s “greenhouse” effect and may cause climate changes.

D 24. Explain how the accumulation of mercury, phosphates and nitrates affects the quality of water and the organisms that live in rivers, lakes and oceans.








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9.9 - Some materials can be recycled, but others accumulate in the environment and may affect the balance of the Earth systems.

The Changing Earth – How do materials cycle through the Earth’s systems? PERFORMANCE STANDARD


D 25. Explain how land development, transportation options and consumption of resources may affect the environment.

D 26. Describe human efforts to reduce the consumption of raw materials and improve air and water quality.








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Earth Science

9.10 - Earth's Place in the Universe

Earth-based and space-based astronomy reveal the structure, scale and changes in stars, galaxies and the universe over time. PERFORMANCE STANDARD

Evident when students: STRATEGIES/ACTIVITIES MATERIALS/RESOURC

ES ASSESSMENT

ES-1 The differences and similarities among the sun, the terrestrial planets and the gas planets may have been established during the formation of the solar system.

ES-2 Evidence from Earth and moon rocks indicates that the solar system was formed from a nebular cloud of dust and gas approximately 4.6 billion years ago.

ES-3 Evidence from geological studies of Earth and other planets suggests that the early Earth was very different from Earth today.

ES-4 The sun is a typical star and is powered by nuclear reactions, primarily the fusion of hydrogen to form helium.

ES-5 Asteroids and meteorites had a significant role in shaping the surface of planets and their moons and in mass extinctions of life on Earth.

ES-6 The solar system is located in an outer edge of the disc-shaped Milky Way galaxy, which spans 100,000 light years.

ES-7 Galaxies are made of billions of stars and comprise most of the visible mass of the universe.




• Ct curriculum embedded task

• Non-fiction leveled texts • Audio-visual materials • Student guided labs • Teacher guided labs • Science journals/abstracts • Computer based

resources • Curriculum support • Materials/supplies • Calculators/computers • Library/ MC materials • Computer software • Internet • Literature • Supplemental materials • Consumable replacement

items • Model kits • Manipulative Materials/articles relating to topics under study




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ES-8 Evidence indicates that all elements with an atomic number greater than that of lithium have been formed by nuclear fusion in stars.

ES-9 Visual, radio and X-ray telescopes may be used to collect data that reveal those differences in the life cycles of stars.

ES-10 All parts of the electromagnetic spectrum can be used to study the universe both from the surface of earth and from satellites or probes above our atmosphere

ES-11 Discuss the Big Bang model of the universe and other theories of the universes evolution - other topics would be dark energy and matter

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9.11 - Dynamic Earth Processes

Plate tectonics operating over geologic time have changed the patterns of land, sea and mountains on Earth's surface. PERFORMANCE STANDARD


ES-12 Features of the ocean floor, as well as the shape and rock composition of the major plates, provide evidence of plate tectonics.

ES-13 Volcanic eruptions and earthquakes are the result of the movement of matter and energy within the Earth.

ES-14 The properties of rocks and minerals can be explained based on the physical and chemical conditions in which they were formed, including plate tectonic processes.











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9.12 - Energy in the Earth System

How energies enter and circulate through the earth system. PERFORMANCE STANDARD


ES-15 The sun is a major source of energy for Earth and other planets.

ES-16 Some of the solar radiation is reflected back into the atmosphere and some is absorbed by matter and photosynthetic processes.

ES-17 Different atmospheric gases absorb the Earth's thermal radiation.

ES-18 The greenhouse effect may cause climatic changes.

ES-19 Differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat.

ES-20 The rotation of Earth influences the circular motions of ocean currents and air.

ES-21 Properties of ocean water, such as temperature and salinity, can be used to explain the layered structure of the oceans, the generation of horizontal and vertical ocean currents, and the geographic distribution of marine organisms

ES-22 The interaction of wind patterns, ocean currents, and the distribution of land masses result in a global pattern of latitudinal bands of rain forests and deserts.


• Text reading • Ct curriculum embedded task • Abstracts & journals • Teacher/student

demonstration • Related technological









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Unwrapped Power Standards Facilitators: Content Area: Integrated Science Grade Level: 9 Document Used: State Framework Date of Document: 2005

Content Standard: 9.1 - Energy cannot be created or destroyed; however, energy can be converted from one form to another. Performance Expectations: Performance Objectives: Unwrap Power Standards. Include Content Standard number (CS#) and Power Standard. Unwrap by underlining the nouns and circling the verbs.

CS# Power Standards 9.1 D 1 Describe the effects of adding energy to matter in terms of the motion of atoms and

molecules, and the resulting phase changes.

D 2 Explain how energy is transferred by conduction, convection and radiation.

D 3 Describe energy transformations among heat, light, electricity and motion.

Concepts/Content

Students need to know about (nouns):

Skills

Students need to be able to do (verbs): D1 Energy, matter, motion, atoms, molecules, phase

changes Describe

D2 Energy, conduction, convection, radiation Explain

D3 Energy transformation, heat, light, electricity, motion

Describe

Topics or Context: (Information, lessons, activities) Outside speakers, use of solar radiation maps, demos, season’s labs, Internet research on solar energy, CT Embedded Task – Student designed lab for Solar Cooker Big Ideas: (Main points for entire unit) Energy enters the Earth system primarily as solar radiation, is captured by materials and photosynthetic processes, and eventually is transformed into heat. Essential Questions: What is the role of energy in our world?

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Facilitators: Content Area: Integrated Science Grade Level: 9. Document Used: State Framework Date of Document: June 22, 2007

Content Standard: 9.2 - The electrical force is a universal force that exists between any two charged objects.

Performance Expectations:

Performance Objectives: Unwrap Power Standards. Include Content Standard number (CS#) and Power Standard. Unwrap by underlining the nouns and circling the verbs. CS# Power Standards 9.2 D4 Explain the relationship among voltage, current and resistance in a simple series circuit.

D5 Explain how electricity is used to produce heat and light in incandescent bulbs and heating elements.

D6 Describe the relationship between current and magnetism.

Concepts/Content


Skills

Students need to be able to do (verbs): D4 Voltage, current and resistance, series circuit. Explain

D5 Electricity, heat, light, incandescent bulbs, heating elements.

Explain

D6 Current and magnetism Describe

Topics or Context: (Information, lessons, activities) Outside speakers, Internet research, multimedia, manipulatives, Big Ideas: (Main points for entire unit)

♦ Moving electrical charges produce magnetic forces, and moving magnets can produce electrical force.

♦ Electrical current can be transformed into light through the excitation of electrons.

Essential Questions: What is the relationship between electrical forces and other types of force in the universe?

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Facilitators: Content Area: Integrated Science Grade Level: 9 Document Used: State Framework Date of Document: 2005

Content Standard: 9.3 - Various sources of energy are used by humans and all have advantages and disadvantages. Performance Expectations: Performance Objectives: Unwrap Power Standards. Include Content Standard number (CS#) and Power Standard. Unwrap by underlining the nouns and circling the verbs. CS# Power Standards 9.3 D7 Explain how heat is used to generate electricity.

D8 Describe the availability, current uses and environmental issues related to the use of fossil and nuclear fuels to produce electricity.

D9 Describe the availability, current uses and environmental issues related to the use of hydrogen fuel cells, wind and solar energy to produce electricity.

Concepts/Content


Skills

Students need to be able to do (verbs): D7 Heat, matter, electricity Explain

D8 Fossil fuels, nuclear fuels, environmental concerns, electricity

Describe

D9 Hydrogen fuel cells, wind energy, solar energy, electricity

Describe

Topics or Context: (Information, lessons, activities) Outside speakers, Internet research for fossil and nuclear fuels in order to write a paper about fossil fuel usage in CT, CT Embedded Task – generate graphs for energy uses of CT Big Ideas: (Main points for entire unit)

♦ During the burning of fossil fuels, stored chemical energy is converted to electrical energy through heat transfer processes.

♦ In nuclear fission, matter is transformed directly into energy in a process that is several million times as energetic as chemical burning.

♦ Alternative energy sources are being explored and used to address the disadvantages of using fossil and nuclear fuels.

Essential Questions: How do science and technology affect the quality of our lives?

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Facilitators: Content Area: Integrated Science Grade Level: 9 Document Used: State Framework Date of Document: 2005

Content Standard: 9.4 - Atoms react with one another to form new molecules. Performance Expectations:

Performance Objectives: Unwrap Power Standards. Include Content Standard number (CS#) and Power Standard. Unwrap by underlining the nouns and circling the verbs. CS# Power Standards

9.4 D10. Describe the general structure of the atom, and explain how the properties of the first 20 elements in the Periodic Table are related to their atomic structures.

D11. Describe how atoms combine to form new substances by transferring electrons (ionic bonding) or sharing electrons (covalent bonding).

D12. Explain the chemical composition of acids and bases, and explain the change of pH in neutralization reactions.

Concepts/Content


Skills

Students need to be able to do (verbs):

D10 Atoms, elements, Periodic Table, properties Describe

D11 Atoms, chemical bonding Describe

D12 Acids, bases, pH, reactions Explain

Topics or Context: (Information, lessons, activities) Atomic and molecular diagrams and models, discuss/demonstrate physical and chemical properties/changes, Internet research for acid rain facts, CT Embedded Task – student designed lab for Acid Rain Big Ideas: (Main points for entire unit)

♦ Atoms have a positively charged nucleus surrounded by negatively charged electrons.

♦ The configuration of atoms and molecules determines the properties of the materials. Essential Questions: How does the structure of matter affect the properties and uses of materials?

28

Facilitators: Content Area: Integrated Science Grade Level: 9 Document Used: State Framework Date of Document: June 22, 2007

Content Standard: 9.5 - Due to its unique chemical structure, carbon forms many organic and inorganic compounds.


Performance Objectives: Unwrap Power Standards. Include Content Standard number (CS#) and Power Standard. Unwrap by underlining the nouns and circling the verbs. CS# Power Standards 9.5 D 13 Explain how the structure of the carbon atom affects the type of bonds it forms in organic and

inorganic molecules.

D 14 Describe combustion reactions of hydrocarbons and their resulting by-products.

D 15 Explain the general formation and structure of carbon-based polymers, including synthetic polymers, such as polyethylene, and biopolymers, such as carbohydrate.

Concepts/Content


Skills

Students need to be able to do (verbs): D13 Structure, carbon atom, bonds, organic ,inorganic

molecules explain

D14 Combustion, reactions, hydrocarbons, by-products. describe

D15 formation and structure, carbon-based polymers Explain

Topics or Context: (Information, lessons, activities) Outside speakers, Internet research, multimedia, manipulatives, Ct curriculum embedded task- synthetic polymers Big Ideas: (Main points for entire unit)

♦ Carbon atoms can bond to one another in chains, rings and branching networks to form a variety of structures, including fossil fuels, synthetic polymers and the large molecules of life.

Essential Questions: Properties of Matter – How does the structure of carbon based polymers affect the properties and use of the materials?

29

Facilitators: Content Area: Integrated Science Grade Level: 9 Document Used: State Frameworks Date of Document: 2005

Content Standard: 9.6 - Chemical technologies present both risks and benefits to the health and well-being of humans, plants and animals. Performance Expectations:

Performance Objectives: Unwrap Power Standards. Include Content Standard number (CS#) and Power Standard. Unwrap by underlining the nouns and circling the verbs. CS# Power Standards 9.6 D16. Explain how simple chemical monomers can be combined to create linear, branched and/or cross-

linked polymers.

D17. Explain how the chemical structure of polymers affects their physical properties.

D18. Explain the short- and long-term impacts of landfills and incineration of waste materials on the quality of the environment.

Concepts/Content


Skills

Students need to be able to do (verbs): D16 Monomers, polymers Explain

D17 Polymer structure, physical properties Explain

D18 Landfill, incineration, waste materials, environment Explain

Topics or Context: (Information, lessons, activities) Outside speakers, modeling, diagrams, Internet research, credibility assessment for CT Embedded Task on Polymers, CT Embedded Task – Student designed polymer lab. Big Ideas: (Main points for entire unit) Materials produced from the cracking of petroleum are the starting points for the production of many synthetic compounds.

The products of chemical technologies include synthetic fibers, pharmaceuticals, plastics and fuels. Essential Questions: How do science and technology affect the quality of our lives?

30


Content Standard: 9.7 - Elements on Earth move among reservoirs in the solid earth, oceans, atmosphere and organisms as part of biogeochemical cycles. Performance Expectations:

Performance Objectives: Unwrap Power Standards. Include Content Standard number (CS#) and Power Standard. Unwrap by underlining the nouns and circling the verbs. CS# Power Standards 9.7 D19. Explain how chemical and physical processes cause carbon to cycle through the major earth

reservoirs.

D20. Explain how solar energy causes water to cycle through the major earth reservoirs.

D21. Explain how internal energy of the Earth causes matter to cycle through the magma and the solid earth.

Concepts/Content


Skills

Students need to be able to do (verbs): D19 Carbon cycle Explain

D20 Solar Energy, water cycle Explain

D21 Earth’s internal structure, matter, energy, magma Explain

Topics or Context: (Information, lessons, activities) Diagrams/models of the carbon cycle and water cycle, structure of the earth, volcanoes and plate tectonics, seismic wave labs, Internet research about solar energy, CT Embedded Task – student designed lab for Solar Cooker Big Ideas: (Main points for entire unit) Elements on Earth exist in essentially fixed amounts and are located in various chemical reservoirs.

The cyclical movement of matter between reservoirs is driven by the Earth’s internal and external sources of energy.

Essential Questions: How do materials cycle through the Earth’s systems?

31


Content Standard: 9.8 - The use of resources by human populations may affect the quality of the environment. Performance Expectations:

Performance Objectives: Unwrap Power Standards. Include Content Standard number (CS#) and Power Standard. Unwrap by underlining the nouns and circling the verbs. CS# Power Standards 9.8 D22. Explain how the release of sulfur dioxide (SO2) into the atmosphere can form acid rain, and how

acid rain affects water sources, organisms and human-made structures.

D23. Explain how the accumulation of carbon dioxide (CO2) in the atmosphere increases Earth’s “greenhouse” effect and may cause climate changes.

D24. Explain how the accumulation of mercury, phosphates and nitrates affects the quality of water and the organisms that live in rivers, lakes and oceans.

Concepts/Content


Skills

Students need to be able to do (verbs): D22 Acid rain, water cycle, man-made structures, sulfur

dioxide, atmosphere, pollution Explain

D23 Carbon dioxide, greenhouse effect, greenhouse gases, climates

Explain

Topics or Context: (Information, lessons, activities) Outside speakers, groundwater labs, greenhouse effect models, Internet research about acid rain facts, CT Embedded Task – student designed lab for Acid Rain Big Ideas: (Main points for entire unit) Emission of combustion by-products, such as SO2, CO2 and NOx by industries and vehicles is a major source of air pollution.

Accumulation of metal and non-metal ions used to increase agricultural productivity is a major source of water pollution.

Essential Questions: How do science and technology affect the quality of our lives?

32


Content Standard: 9.9 - Some materials can be recycled, but others accumulate in the environment and may affect the balance of the Earth systems. Performance Expectations:

Performance Objectives: Unwrap Power Standards. Include Content Standard number (CS#) and Power Standard. Unwrap by underlining the nouns and circling the verbs. CS# Power Standards 9.9 D25. Explain how land development, transportation options and consumption of resources may affect

the environment.

D26. Describe human efforts to reduce the consumption of raw materials and improve air and water quality.

Concepts/Content


Skills

Students need to be able to do (verbs): D25 Environment, natural and man-made resources Explain

D26 Raw materials, air/water quality Describe

Topics or Context: (Information, lessons, activities) Speakers, models, diagrams, generate maps, Internet research about CT Brownfield sites and cleanup methods, CT Embedded Task – write a paper about one CT Brownfield site. Big Ideas: (Main points for entire unit) New technologies and changes in lifestyle can have positive and/or negative effects on the environment. Essential Questions: How do science and technology affect the quality of our lives?

33

Facilitators: Content Area: Integrated Science Grade Level: 9 Document Used: State Frameworks Date of Document: June 22, 2007

Content Standard: 9.10 - Earth's Place in the Universe Earth-based and space-based astronomy reveal the structure, scale and changes in stars, galaxies and the universe over time. Performance Expectations:

Performance Objectives: Unwrap Power Standards. Include Content Standard number (CS#) and Power Standard. Unwrap by underlining the nouns and circling the verbs.

CS# Power Standards 9.10 ES-1 The differences and similarities among the sun, the terrestrial planets and the gas planets

may have been established during the formation of the solar system.

ES-2 Evidence from Earth and moon rocks indicates that the solar system was formed from a nebular cloud of dust and gas approximately 4.6 billion years ago.

ES-3 Evidence from geological studies of Earth and other planets suggests that the early Earth was very different from Earth today.

ES-4 The sun is a typical star and is powered by nuclear reactions, primarily the fusion of hydrogen to form helium.

ES-5 Asteroids and meteorites had a significant role in shaping the surface of planets and their moons and in mass extinctions of life on Earth.

ES-6 The solar system is located in an outer edge of the disc-shaped Milky Way galaxy, which spans 100,000 light years.

ES-7 Galaxies are made of billions of stars and comprise most of the visible mass of the universe.

ES-8 Evidence indicates that all elements with an atomic number greater than that of lithium have been formed by nuclear fusion in stars.

ES-9 Visual, radio and X-ray telescopes may be used to collect data that reveal those differences in the life cycles of stars.

ES-10 All parts of the electromagnetic spectrum can be used to study the universe both from the surface of earth and from satellites or probes above our atmosphere

ES-11 Discuss the Big Bang model of the universe and other theories of the universes evolution - other topics would be dark energy and matter

34

Concepts/Content


Skills

Students need to be able to do (verbs): ES-1 Sun, terrestrial planets, gas planets, solar system Explain

ES-2 Earth, moon rocks, solar system, nebular cloud, dust, gas

Describe

ES-3 Earth, planets Describe

ES-4 Sun, star, nuclear reaction, hydrogen, helium Define

ES-5 Asteroids, meteorites, surface, planets, moon, life Describe

ES-6 Solar system, Milky Way Galaxy Explain

ES-7 Galaxies, stars, visible mass, universe Explain

ES-8 Elements, atomic number, lithium, stars Describe

ES-9 Telescopes, data, life cycle of stars Define

ES-10 Electromagnetic spectrum, universe, surface of Earth, satellites, probes, atmosphere

ES-11 Big Bang model, universe, dark energy, dark matter, stellar evolution

Explain

Topics or Context: (Information, lessons, activities) Speakers, models, diagrams, manipulatives, multi-media resources, Internet research Big Ideas: (Main points for entire unit) Earth-based and space-based astronomy reveal the structure, scale and changes in stars, galaxies and the universe over time. Essential Questions: What is Earth’s place in the universe?

35


Content Standard: 9.11 Dynamic Earth Processes Plate tectonics operating over geologic time ahs changed the patterns of land, sea and mountains on Earth’s surface.


Performance Objectives: Unwrap Power Standards. Include Content Standard number (CS#) and Power Standard. Unwrap by underlining the nouns and circling the verbs. CS# Power Standards 9.11 ES-12 Features of the ocean floor, as well as the shape and rock composition of the major plates,

provide evidence of plate tectonics.

ES-13 Volcanic eruptions and earthquakes are the result of the movement of matter and energy within the Earth.

ES-14 The properties of rocks and minerals can be explained based on the physical and chemical conditions in which they were formed, including plate tectonic processes.

Concepts/Content


Skills

Students need to be able to do (verbs): ES-12 Features, ocean floor, plates Describe

ES-13 Volcanic eruptions, earthquakes, matter energy, Earth

Explain

ES-14 Rocks, minerals, physical, chemical conditions, Explain

Topics or Context: (Information, lessons, activities) Speakers, models, diagrams, manipulatives, multi-media resources, Internet research Big Ideas: (Main points for entire unit) Plate tectonics operating over geologic time has changed the patterns of land, sea and mountains on Earth’s surface. Essential Questions: How do Earth’s internal processes affect the surface of the Earth?

36


Content Standard: 9.12 Energy in the Earth System How energies enter and circulate through the earth system Performance Expectations: Performance Objectives: Unwrap Power Standards. Include Content Standard number (CS#) and Power Standard. Unwrap by underlining the nouns and circling the verbs.

CS# Power Standards 9.12 ES-15 The sun is a major source of energy for Earth and other planets.

ES-16 Some of the solar radiation is reflected back into the atmosphere and some is absorbed by matter and photosynthetic processes.

ES-17 Different atmospheric gases absorb the Earth's thermal radiation.

ES-18 The greenhouse effect may cause climatic changes.

ES-19 Differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat.

ES-20 The rotation of Earth influences the circular motions of ocean currents and air.

ES-21 Properties of ocean water, such as temperature and salinity, can be used to explain the layered structure of the oceans, the generation of horizontal and vertical ocean currents, and the geographic distribution of marine organisms

ES-22 The interaction of wind patterns, ocean currents, and the distribution of land masses result in a global pattern of latitudinal bands of rain forests and deserts.

Concepts/Content


Skills

Students need to be able to do (verbs): ES-15 Sun, energy, Earth, planets Explain ES-16 Radiation, atmosphere, matter Define ES-17 Atmospheric gases, radiation Explain ES-18 Greenhouse effect, climate Describe ES-19 Earth, circulation patterns, atmosphere, ocean,

heat Explain

ES-20 Rotation, ocean currents, air Explain ES-21 Ocean water, salinity, layered structure, ocean,

ocean currents, marine organisms Describe

ES-22 Wind patterns, ocean currents, land masses, rainforest, desert

Explain

Topics or Context: (Information, lessons, activities) Speakers, models, diagrams, manipulatives, multi-media resources, Internet research

Big Ideas: (Main points for entire unit) Energy enters the Earth system primarily as solar radiation and eventually escapes as heat. Essential Questions: How does the Sun’s energy cycle through our world?

37

Facilitators: Content Area: Integrated Science Grade Level: 9 Document Used: Math Matrix & State Frameworks Date of Document:

Content Standard: 9.1 - Energy cannot be created or destroyed; however, energy can be converted from one form to another. Performance Expectations: Interdisciplinary Standards: Include Content Standard number (CS#) of content area Power Standard. Also, include Interdisciplinary (Math or LA) Content Standard number (ICS#). Unwrap by underlining the nouns and circling the verbs. CS# ICS# Content Area and Math/ Language Arts Power Standard MA

1.2 Represent and analyze quantitative relationships in a variety of ways.

91. D 1. Describe the effects of adding energy to matter in terms of the motion of atoms and molecules, and the resulting phase changes.

D 2. Explain how energy is transferred by conduction, convection and radiation.

D 3. Describe energy transformations among heat, light, electricity and motion.

Concepts/Content


Skills

Students need to be able to do (verbs):

Text, Internet Represent, analyze, relate, determine

Energy transformations Quantitfy

Topics or Context: (Information, lessons, activities) Summarize articles Collect, collate and analyze data – CT Embedded Task (Solar Cooker) Write lab report Tabulate and graph data Big Ideas: (Main points for entire unit) Energy is transferred and transformed between Earth’s spheres. Science can be represented as quantitative data. Essential Questions: How do we quantify scientific data?

38

Facilitators: Content Area: Integrated Science Grade Level: 9 Document Used: LA Curr. Power stds/State Frameworks Date of Document:

Content Standard: 9.6 - Chemical technologies present both risks and benefits to the health and well-being of humans, plants and animals. Performance Expectations: Interdisciplinary Standards: Include Content Standard number (CS#) of content area Power Standard. Also, include Interdisciplinary (Math or LA) Content Standard number (ICS#). Unwrap by underlining the nouns and circling the verbs. CS# ICS# Content Area and Math/ Language Arts Power Standard 1.2LA Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

9.6 D16. Explain how simple chemical monomers can be combined to create linear, branched and/or cross- linked polymers.

D17. Explain how the chemical structure of polymers affects their physical properties.

D18. Explain the short- and long-term impacts of landfills and incineration of waste materials on the quality of the environment.

Concepts/Content


Skills

Students need to be able to do (verbs): Text, Internet research Interpret, understand, analyze, appreciate,

evaluate

Monomers, polymers, physical properties, landfills, incineration, waste material, pollution, environment

Discuss, assess credibility, respond, reflect

Topics or Context: (Information, lessons, activities) Research polymers Summarize articles Assess credibility of resources Big Ideas: (Main points for entire unit) Scientific information comes from multiple sources Not all sources are credible Essential Questions: How do we determine credible information? How does scientific research and technology apply to mankind?

39

Facilitators: Content Area: Integrated Science Grade Level: 9.0 Used: State Frameworks Date of Document: June 22, 2007

Content Standard: 9.0 Inquiry, literacy, Numeracy Performance Expectations: Performance Objectives: Unwrap Power Standards. Include Content Standard number (CS#) and Power Standard. Unwrap by underlining the nouns and circling the verbs.

CS# Power Standards 9.0 How is scientific Knowledge created and communicated? D INQ.11 Identify questions that can be answered through scientific investigation.

D INQ.12 Read, interpret and examine the credibility and validity of scientific claims in different sources of information.

D INQ.13 Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

D INQ.14 Design and conduct appropriate types of scientific investigations to answer different questions.

D INQ.15 Identify independent and dependent variables, including those that are kept constant and those used as controls.

D INQ.16 Use appropriate tools and techniques to make observations and gather data.

D INQ.17 Assess the reliability of the data that was generated in the investigation.

D INQ.18 Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms.

D INQ.19 Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.

D INQ.20 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

Concepts/Content


Skills

Students need to be able to do (verbs): Scientific method Identify parts of method , design experiment Hypothesis Formulate hypothesis Observations Record Reliability of data evaluate Mathematical operations Analyze and interpreted Communication science ideas Articulate , communicate ,

Topics or Context: (Information, lessons, activities) Design labs, find and evaluate net sources, multi-media resources, Internet research Big Ideas: (Main points for entire unit) Students must be able to recognize and communicate findings done in a scientific way

Essential Questions: How is scientific Knowledge created and communicated?

40

Internet Resources American Association for the Advancement of Science (www.aaas.org) Eisenhower National Clearinghouse (www.enc.org) ERIC Clearinghouse for Science, Mathematics and Environmental Education (www.eric.ed.gov) Frank Potter’s Science Gems (www.sciencegems.com) National Science Teachers’ Association (www.nsta.org) Science Education Associations Homepages (http://sciencepage.org/scied.htm) Yahoo.Com Math & Science Education (dir.yahoo.com/science/education)

Science, Technology & Society – Student Materials 41

Bibliography American Association for the Advancement of Science, Project 2061, Benchmarks for Science Literacy (print, 1993 and MAC and DOS disks, 1994), Oxford University Press, New York, NY.

Core Science Curriculum Framework, an Invitation for Students and Teachers, to Explore Science and Its Role in Society. Ct State Department of Education National Research Council (1996), National Science Education Standards, National Academy Press, Washington, D.C. Groton’s Science K-12 Curriculum Guide, 2007


Appendixes

Ice caps Glaciers Sea ice

Permafrost

Planets & moons Smaller bodies

Stars Nebulae

Dark matter & energy

Oceans Ground Water Mix Zone Zone Of Aeration Thermocline Water Table Deep Zone Zone Of Saturation

Troposphere Stratosphere Mesosphere

Thermosphere

Inner core Outer core

Mantle Asthenosphere

Human influence in the

Atmosphere Hydrosphere Geosphere

Plants Animals

Simple life forms

Our Planet Earth


Appendix A - Curriculum-Embedded Laboratory Investigation Scoring Rubric Statement of Problem and Hypothesis 3 The problem and hypothesis are stated clearly and completely. Clear identification of

independent and dependent variables. 2 The problem and hypothesis are stated adequately. Adequate identification of

independent and dependent variables. 1 The problem and/or hypothesis are poorly stated. Poor identification of independent and

dependent variable. 0 The statement of the problem and/or hypothesis is very limited or missing altogether. No

identification of independent and dependent variables. Experimental Design 3 The experimental design matches the stated problem. Variables are held constant. The

procedures are clear, complete and replicable. A control is included when appropriate. 2 The experimental design generally matches the stated problem. Attempt at holding

variables constant is made. Procedures are generally complete. Minor modifications or clarifications may be needed.

1 The experimental design matches the stated problem to some extent. Little attempt to hold variables constant. Procedures are incomplete. Major modifications or clarifications may be needed.

0 The experimental design does not match the stated problem, is very incomplete or missing. There is no attempt to hold variables constant.

Data Presentation 3 Data are well organized and presented in an appropriate manner. 2 Data are organized and presented in an appropriate manner. Minor errors or omissions

may be present. 1 Data are poorly organized or presented in an inappropriate manner. Major omissions or

errors may be present. 0 Data are very poorly organized or presented in an inappropriate manner or missing

altogether. Conclusions 3 Conclusions are fully supported by data and address the hypothesis. Reliability of data

and validity of conclusions are thoroughly discussed. 2 Conclusions are generally supported by data and address the hypothesis. Minor errors in

interpretation of results may be present. Discussion of reliability of data and validity of conclusions is limited.

1 Conclusions are supported by data and address the hypothesis to a limited extent. Major errors in interpretation of results may be present. There is little discussion of the reliability of the data or validity of conclusions.

0 Conclusions are not supported by data, do not address the hypothesis or are missing. There is no discussion of the reliability of data or validity of conclusions.

Excellent performance 10-12 points Proficient performance 7-9 points Marginal performance 4-6 points Unsatisfactory performance 0-3 points


Appendix B - Rubric for synthetic polymer research Project item 1(done but not well) 2 adequate job 3 excellent Individual abstract 1 or less per member and

or poorly done

At least one per member and all well-done

More than one per group member

Group summary sheet-list pros and cons Definitions

Group - Website analysis sheet

1 or less per member and or poorly done

At least one per member and all well-done

More than one per group member

Group journal

Individual journal

Individual -Extra credit (extra journals and abstracts)

Total points

A B C D F

15-13 12-10 9-7 6-4 3 and below


Appendix C - Brownfields Rubric Contaminated analysis sheet

Possible points Points you got

Abstract or journal on topic -Was the article a good source of information and good write up of the article -Could the group locate their articles with out assistance from teacher

3 - good article - good write up - able to find source

on their own

Your summary of findings Has a questions Has method of testing Has limits establish Worked independently

4 - stated a logical or important

question - described methods - established limits - worked independently

People were able to work as group – were on task without being told

3 3-needed no help 2-need some help 1-could not work on their own 0- did nothing

A= 10-9 B= 7-8 C= 4-6 D = 1-3 F = less than 1 Extra credit – can be done by finding addition article to abstract Or do journals that explains – What is a Brownfield site? How are they determined? What are the procedures for cleaning up any type of site? How do we decide who has to pay for the cleanup?


Appendix D - RUBRIC FOR CT ENERGY PROJECT

Introductory Paragraph: 3 – Reader knows exactly what the paper is about by reading the introduction;

appropriate terms are defined. 2 – Reader vaguely knows what the paper is about by reading the introduction; few terms

are defined. 1 – Reader does not understand what the paper is about by reading the introduction; no

terms defined. 0 – There was no introductory paragraph. Focus: 3 – Focused on the topic, clear and specific. 2 – Addresses topic but contain ideas that are loosely connected to the topic. 1 – Vaguely addresses topic 0 – Does not address the topic Support: 3 – Includes specific details about the data. 2 – Gives some details about the data. 1 – Lacks specific details about the data. 0 – There is no support given using the data. Graphs: 3 – Graph is easy to read, includes title, labeled axes. 2 – Graph is easy to read, does not include title but does include labeled axes. 1 – Graph is difficult to read and nothing is labeled. 0 – Graph is not included. Organization: 3 – Paper is well organized and neat. 2 – Paper is somewhat organized and neat. 1 – Paper is somewhat disorganized and messy. 0 – Paper is not written. Your Score: Your Grade: Category Points Introduction Focus Support Graph Organization Total Score

Score Grade 14 – 15 A- to A 11 – 13 B- to B+ 8 – 10 C- to C+ 6 – 7 D- to D+ 5 and below F

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