STRATFORD PUBLIC SCHOOLS
Stratford, Connecticut
“Tantum eruditi sunt liberi”
Only the Educated Are Free
STUDIES IN SCIENCE
GRADE 9
Revised & Edited by
Nicole DeLuca
Reviewed by
Secondary Department Heads
Peter Bowe & Donald Mascola
Adopted by the Board of Education on June 27, 2011
Irene Cornish
Superintendent of Schools
Elaine Watson
Assistant Superintendent of Schools
DISTRICT MISSION
The mission of the Stratford Public Schools is to develop a community of learners in which
students acquire the knowledge, skills and confidence to meet the challenges of a changing and
increasingly diverse 21st century society.
DISTRICT CORE VALUES
Students will acquire content knowledge, strengthen higher-order thinking, and develop
character in order to address 21st century challenges.
BUNNELL HIGH SCHOOL BELIEFS
We believe teachers must work collaboratively in support of student learning and to model
collaboration as a social skill with students. We believe that a rigorous curriculum for all
students, an acceptance of diversity, and a culture that actively welcomes all learners will
contribute to a more knowledgeable community and society. We believe in the value of a strong
education as a means of preparing students for work and life in the remainder of the 21st century.
•
STRATFORD HIGH SCHOOL BELIEFS
a safe, positive school climate that embraces diversity is essential to ensure respect and
opportunity for each individual
•
students should understand the world beyond their community in order to contribute to a
global society
•
parents and students must share responsibility and work in partnership with the school in
order to improve academic performance and to develop lifelong learners
•
students should use technology effectively to acquire, process, and deliver information
BUNNELL HIGH SCHOOL and STRATFORD HIGH SCHOOL
LEARNING EXPECTATIONS
All students will…
•
use real-world digital and other research tools to access, evaluate and effectively apply
information appropriate for authentic tasks. (Academic)
•
work independently and collaboratively to solve problems and accomplish goals. (CivicSocial)
•
communicate information clearly and effectively using a variety of tools/media in varied
contexts for a variety of purposes. (Academic)
•
demonstrate innovation, flexibility and adaptability in thinking patterns, work habits and
working/learning conditions. (Academic)
•
effectively apply the analysis, synthesis and evaluation processes that enable productive
problem solving. (Academic)
2
•
value and demonstrate personal responsibility, character, cultural understanding and
ethical behavior. (Civic-Social)
•
show competence in all core academic subjects and other fields of interest, including the
ability to clearly and effectively communicate content information in multiple formats.
(Academic)
21st Century Skills
1. Use real-world digital and other research tools to access, evaluate, and effectively apply
information appropriate for authentic tasks.
2. Work independently and collaboratively to solve problems and accomplish goals.
3. Communicate information clearly and effectively using a variety of tools/media in varied
contexts for a variety of purposes.
4. Demonstrate innovation, flexibility, and adaptability in thinking patterns, work habits, and
working/learning conditions.
5. Effectively apply the analysis, synthesis, and evaluative processes that enable productive
problem solving.
6. Value and demonstrate personal responsibility, character, cultural understanding, and ethical
behavior.
INFORMATION LITERACY AND TECHNOLOGY STANDARDS
Standard 1: Information Strategies - Students determine their need for information and apply strategies to select,
locate, and access information resources.
Standard 2: Information Use - Students evaluate, analyze, and synthesize information and data to solve problems,
conduct research, and pursue personal interests.
Standard 3: Information and Technology Application - Students use appropriate technologies to create written,
visual, oral and multimedia products that communicate ideas and information.
Standard 4: Literacy and Literary Appreciation - Students extract meaning from fiction and non-fiction resources
in a variety of formats. They demonstrate an enjoyment of reading, including an appreciation of literature and other
creative expressions.
Standard 5: Personal Management - Students display evidence of ethical, legal, and social responsibility in regard
to information resources and project and self-management.
SCIENCE COMMON FORMATIVE ASSESSMENTS
The secondary school science curriculum includes Common Formative Assessments (CFA’s) throughout the year.
While the content of each CFA is based upon the unit’s topic, all CFA’s focus on the following same ten scientific
inquiry skills necessary for success when performing scientific investigations:
•
Question # 1 – Reading for Information (based on the content of the background information)
•
Question # 2 – Identification of the Independent and or Dependent Variable
3
•
Question # 3 – Identification of the Problem
•
Question # 4 – Identification of the Constants (Controlled Variables)
•
Question # 5 – Identification of the Control
•
Question # 6 – Identification of the Hypothesis
•
Question # 7 – Analyzing the Results
•
Question # 8 – Analyzing the Graph
•
Question # 9 – Drawing a Conclusion based on the results of the investigation
•
Question # 10 – Assessing the Validity of the investigation
STUDIES IN SCIENCE (SIS)
COURSE DESCRIPTION
This course includes topics that focus on the 2004 Connecticut Core Science Curriculum Framework from which all
students will be expected to demonstrate understanding on the CAPT Science Assessment; this is available on the
CT State Education Department website at <http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320890>.
Students will study the properties of matter, basic chemistry, conservation of energy, electricity, magnetism, energy
sources and current environmental concerns. Throughout the course, students will practice using science inquiry
skills in developing investigations to solve scientific questions, along with the continued development of scientific
literacy and numeracy skills. By participating in Common Formative Assessments (CFA’s), the skills and content
found on the science CAPT will be reinforced.
Prerequisite: For Studies In Science Level 1 – “B” or better in Science, an above average commitment to
learning and a recommendation from the previous science teacher. For all other levels students
need a passing grade in Science 8.
CONNECTICUT CORE SCIENCE CURRICULUM FRAMEWORK
The following state science standards represent the essential content and inquiry skills students should acquire in
order to be successful in this course and demonstrate an understanding of on the science Connecticut Academic
Performance Test.
SCIENCE CONTENT STANDARDS
9.1
Energy cannot be created or destroyed; however, energy can be converted from one form to another.
9.2
The electrical force is a universal force that exists between any two charged objects.
9.3
Various sources of energy are used by humans and each source has advantages and disadvantages.
9.4
Atoms react with each other to form new molecules.
9.5
Due to its unique chemical structure, carbon forms many organic and inorganic compounds.
9.6
Chemical technologies present both risks and benefits to the health and well-being of humans, plants and
animals.
9.7
Elements on Earth move among reservoirs in the solid earth, oceans, atmosphere and organisms as part of
biogeochemical cycles.
9.8
The use of resources by human populations may affect the quality of the environment.
9.9
Some materials can be recycled, but others accumulate in the environment and may affect the balance of
the Earth systems.
SCIENTIFIC INQUIRY, LITERACY AND NUMERACY EXPECTED PERFORMANCES
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.
4
D INQ.5
Identify independent and dependent variables, including those that are kept constant and 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 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
Stratford Public Schools
Standards for Science
“What an exiting senior should be able to do in science.”
Inquiry
1.
Demonstrate an understanding and apply basic scientific concepts, principles and theories in biology, chemistry,
physics and earth/space sciences relative to the science program completed by the student.
2.
Identify and solve problems through scientific investigation, including: identification of the problem, student
design of experiments, collection of relevant evidence or data, use of logical reasoning, appropriately analyzing
quantitative and qualitative data from experiments, drawing conclusions and identifying the validity of an
experiment.
3.
Demonstrate various scientific inquiry skills including: formulating predictions, differentiating between
observations and inferences, making generalizations from observations, relating an effect to its cause,
identifying patterns or relationships, distinguishing between quantitative and qualitative observations,
comparing, sorting and/or classifying objects or events.
4.
Select and use appropriate technology, laboratory equipment and materials, including sensing devices to
measure, calculate, organize and communicate data.
5.
Demonstrate the ability to work independently and collaboratively in an organized fashion to complete a task.
6.
Demonstrate the abilities associated with accurate and effective communication. These include writing,
following written procedures, summarizing data, using language appropriately, developing diagrams and charts,
explaining statistical analysis, constructing a reasoned argument, and responding to critical comments.
7.
Demonstrate the ability to create and/or interpret scientific information provided in graphs, tables, charts and
illustrations.
8.
Distinguish between the role of science striving to understand the natural world and technology seeking
solutions to human problems.
9.
Analyze the possibilities and limits of science and technology in order to make and defend decisions about
societal issues.
Communication
STS – Science, Technology & Society
5
Safety In The Science Laboratory
Students and teachers must be aware of the potential for safety problems in the science
classrooms and laboratories. Schools should review available safety resources and develop
safety training for their teachers and students as well as safety rules for the classroom.
Teachers must choose safe labs that cover important concepts. Thought must be given to
the chemicals purchased by schools. Which chemicals are the safest for the proposed labs,
how much is needed, where will the chemicals be stored and in what arrangement? Are the
storage areas locked and well ventilated?
General Lab Safety Recommendations
1.
2.
3.
4.
5.
Always perform an experiment or demonstration prior to allowing students to
replicate the activity. Look for possible hazards. Alert students to potential dangers.
Safety instructions should be given orally and be posted each time an experiment is
begun.
Constant surveillance and supervision of student activities are essential.
Never eat or drink in the laboratory or from laboratory equipment. Keep personal
items off the lab tables.
Never use mouth suction in filling pipettes with chemical reagents. Use a suction
bulb.
General Science Safety Checklist
The following is a suggested checklist of safety concerns in K-12 science laboratories.
1.
2.
3.
4.
5.
6.
Appropriate protective equipment for the science laboratory
Enforcement of safety procedures
All students and teachers know the location of all protective equipment
All students read and sign a lab safety contract.
Sufficient, accessible lab stations per number of students in each laboratory
All students must wear proper safety goggles whenever chemicals, glassware, or
heat are used
No food products should be consumed by staff or students
as part of a lesson, unit or related course work.
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Stratford Public Schools Unit Design
Secondary Science Curriculum
Studies In Science
Grade 9
Unit 1:
The Scientific Method
Synopsis: This unit will serve as a review of the scientific method of experimentation through inquiry, literacy and numeracy.
Skills such as measurements, research, calculations, classification, observations and conclusions will be practiced throughout the
year as well as in this unit.
Est. # of Weeks: 3 weeks (Reinforced throughout the school year)
STUDENT LEARNING GOALS
Content-Specific Powered Standards
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 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.
Interdisciplinary Standards (Technology
Integration)
Standard 1: Information Strategies
Students determine their need for information and
apply strategies to select, locate, and access
information resources.
Standard 2: Information Use
Students evaluate, analyze, and synthesize
information and data to solve problems, conduct
research, and pursue personal interests.
Standard 3: Information and Technology
Application
Students use appropriate technologies to create
written, visual, oral and multimedia products that
communicate ideas and information.
Standard 4: Literacy and Literary Appreciation
Students extract meaning from fiction and nonfiction resources in a variety of formats. They
demonstrate an enjoyment of reading, including an
appreciation of literature and other creative
expressions.
Standard 5: Personal Management
Students display evidence of ethical, legal, and
social responsibility in regard to information
resources and project and self-management.
7
21st Century Skills
1. Use real-world digital and other research tools to access,
evaluate, and effectively apply information appropriate for
authentic tasks.
2. Work independently and collaboratively to solve problems and
accomplish goals.
3. Communicate information clearly and effectively using a
variety of tools/media in varied contexts for a variety of purposes.
4. Demonstrate innovation, flexibility, and adaptability in thinking
patterns, work habits, and working/learning conditions.
5. Effectively apply the analysis, synthesis, and evaluative
processes that enable productive problem solving.
6. Value and demonstrate personal responsibility, character,
cultural understanding, and ethical behavior.
Inquiry
Problem Statement
Independent Variable
Dependent Variable
Control
Constant (controlled variable)
Hypothesis
Observation
Analyze
Conclusion
Validity
Enduring Understandings
Essential Questions
1. SCIENTIFIC INQUIRY
• Scientific inquiry is a thoughtful and coordinated attempt to
search out, describe, explain and predict natural phenomena.
• Scientific inquiry progresses through a continuous process of
questioning, data collection, analysis and interpretation.
• Scientific inquiry requires the sharing of findings and ideas for
critical review by colleagues and other scientists.
2. SCIENTIFIC LITERACY
• Scientific literacy includes the ability to read, write, discuss and
present coherent ideas about science.
• Scientific literacy also includes the ability to search for and assess
the relevance and credibility of scientific information found in
various print and electronic media.
Key Vocabulary
• How is inquiry used to solve problems or gather data
to better understand a situation?
• How do scientists gather observations to find
answers to questions?
• How do scientists communicate their findings in
science?
• What are the characteristics of a controlled
experiment?
• How do scientists assess the validity of the data
generated from an investigation?
3. SCIENTIFIC NUMERACY
• Scientific numeracy includes the ability to use mathematical
operations and procedures to calculate, analyze and present
scientific data and ideas.
Learning Objectives / Grade Level Expectations
Students will be able to:
•
•
•
•
•
•
•
•
•
Identify questions that can be answered through scientific investigation.
Read, interpret and examine the credibility and validity of scientific claims in different sources of information.
Formulate a testable hypothesis then design and conduct appropriate types of scientific investigations
Identify independent and dependent variables, including those that are kept constant and those used as controls.
Use appropriate tools and techniques to make observations and gather data.
Assess the reliability of the data that was generated in the investigation.
Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.
Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.
Write lab reports using a standard format: Problem, Hypothesis, Procedure, Results, Conclusion, and Validity.
8
ASSESSMENT PLAN
Summative Assessment(s)
Formative and Diagnostic Assessment(s)
LEARNING PLAN COMPONENTS
Stratford Public Schools Unit Design
Secondary Science Curriculum
Studies In Science
Grade 9
Unit 2: Properties of Matter
Synopsis: Students will learn what atoms are, what they are made up of, and how they are represented by models.
The classification and organization of elements on the periodic table will be introduced. Students will also learn how elements
react to form new substances by transferring or sharing electrons.
Est. # of Weeks: 6 Weeks
STUDENT LEARNING GOALS
Content-Specific Powered Standard
9.4 - A Atoms react with one another to form new
molecules.
st
21 Century Skills
1. Use real-world digital and other research tools to
access, evaluate, and effectively apply information
appropriate for authentic tasks.
2. Work independently and collaboratively to solve
problems and accomplish goals.
3. Communicate information clearly and effectively
using a variety of tools/media in varied contexts for
a variety of purposes.
4. Demonstrate innovation, flexibility, and
adaptability in thinking patterns, work habits, and
working/learning conditions.
5. Effectively apply the analysis, synthesis, and
evaluative processes that enable productive problem
solving.
6. Value and demonstrate personal responsibility,
character, cultural understanding, and ethical
behavior.
Interdisciplinary Standards (Technology Integration)
Standard 1: Information Strategies
Students determine their need for information and apply strategies
to select, locate, and access information resources.
Standard 2: Information Use
Students evaluate, analyze, and synthesize information and data to
solve problems, conduct research, and pursue personal interests.
Standard 3: Information and Technology Application
Students use appropriate technologies to create written, visual, oral
and multimedia products that communicate ideas and information.
Standard 4: Literacy and Literary Appreciation
Students extract meaning from fiction and non-fiction resources in
a variety of formats. They demonstrate an enjoyment of reading,
including an appreciation of literature and other creative
expressions.
Standard 5: Personal Management
Students display evidence of ethical, legal, and social responsibility
in regard to information resources and project and selfmanagement.
Key Vocabulary
Atom, Molecule, Element, Compound
Protons, Electrons, Neutrons
Nucleus
Valence electron, Ion
Atomic Mass, Isotope
Period, Group
Ionic bond, Covalent bond
9
Chemical reaction, Reactant, Product
Polymer, hydrocarbon
Acid, Base, Neutralization reaction, pH scale, Acid Rain
Enduring Understandings
•
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
•
What is the structure of an atom?
•
How does the structure of matter affect the properties and uses of
materials?
•
How does ionic bonding differ from covalent bonding?
•
What are the characteristics of acids and bases?
•
How does a neutralization reaction affect the pH of the solution?
Learning Objectives
Students will be able to:
• 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.
Summative Assessment(s)/Performance Based
Assessments including 21st Century Learning
ASSESSMENT PLAN
Formative and Diagnostic Assessment(s)
Common Formative Assessment # 2
CAPT Embedded Performance Tasks – “Acid Rain”
LEARNING PLAN COMPONENTS
Textbook: “Physical Science” (Holt, Reinhart, and Winston) © 2006
10
Stratford Public Schools Unit Design
Secondary Science Curriculum
Studies In Science
Grade 9
Unit 3:
Energy Transfer & Transformations
Synopsis: In this unit students will explore the role of energy in our world. Students will learn about the kinetic theory of matter,
the changes of state of matter, and the laws of conservation of mass and energy.
Est. # of Weeks: 3 Weeks
STUDENT LEARNING GOALS
Content-Specific Powered Standard
9.1 - Energy cannot be created or destroyed; however, energy can be
converted from one form to another.
21st Century Skills
1. Use real-world digital and other research tools to access, evaluate,
and effectively apply information appropriate for authentic tasks.
2. Work independently and collaboratively to solve problems and
accomplish goals.
3. Communicate information clearly and effectively using a variety
of tools/media in varied contexts for a variety of purposes.
4. Demonstrate innovation, flexibility, and adaptability in thinking
patterns, work habits, and working/learning conditions.
5. Effectively apply the analysis, synthesis, and evaluative processes
that enable productive problem solving.
6. Value and demonstrate personal responsibility, character,
cultural understanding, and ethical behavior.
Interdisciplinary Standards (Technology
Integration)
Standard 1: Information Strategies
Students determine their need for information and
apply strategies to select, locate, and access
information resources.
Standard 2: Information Use
Students evaluate, analyze, and synthesize
information and data to solve problems, conduct
research, and pursue personal interests.
Standard 3: Information and Technology
Application
Students use appropriate technologies to create
written, visual, oral and multimedia products that
communicate ideas and information.
Standard 4: Literacy and Literary Appreciation
Students extract meaning from fiction and nonfiction resources in a variety of formats. They
demonstrate an enjoyment of reading, including
an appreciation of literature and other creative
expressions.
Standard 5: Personal Management
Students display evidence of ethical, legal, and
social responsibility in regard to information
resources and project and self-management.
Key Vocabulary
Law of conservation of matter and energy
Matter, Energy, Kinetic theory
Phase changes, Thermal energy, Heat, Temperature
11
Melting, Freezing, Evaporation, Condensation
Sublimation
Radiation, Convection, Conduction
Enduring Understandings
Essential Questions
• Energy enters the Earth system primarily as solar radiation, is captured
by materials and photosynthetic processes, and eventually is
transformed into heat.
• What is the role of energy in our world?
Fundamentals
• How do molecules behave in each state of matter
and throughout changes in phase?
1. The law of conservation of mass and energy states that mass and
energy cannot be created or destroyed.
• How does the law of conservation of matter and
energy apply to the changes of state?
2. The kinetic theory states that: All matter is made up of atoms and
molecules that behave like tiny particles. These particles are always
in motion. The higher the temperature of the substance, the faster
the particles move.
• How is heat energy transferred by conduction,
convection and radiation?
3. All of the states of matter are physically different. Solids have a
definite shape and volume, liquids change shape, but not volume,
and gases are free to spread in all directions.
• What type of material(s) can capture and transfer
energy as heat?
4. Temperature is a measure of the average kinetic energy of the
particles of an object.
5. A change of state is a physical change that requires or releases
energy.
6. Endothermic changes require heat and include evaporation,
sublimation, and melting.
7. Exothermic changes release heat and include condensation and
freezing.
Learning Objectives
Students will be able to:
•
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 transformation among heat, light, electricity and motion.
Summative Assessment(s)/Performance Based
Assessments including 21st Century Learning
ASSESSMENT PLAN
Formative and Diagnostic Assessment(s)
Common Formative Assessment # 2
CAPT Embedded Performance Task [E.P.T.] – “Solar Cooker”
LEARNING PLAN COMPONENTS
Textbook: “Physical Science” (Holt, Reinhart, and Winston) © 2006
12
13
Stratford Public Schools Unit Design
Secondary Science Curriculum
Studies In Science
Grade 9
Unit 4: Carbon Chemistry
Synopsis: Students will the importance of the unique chemical structure of carbon and how carbon atoms bond covalently to
form organic compounds including alkanes and alkenes. Students will study both synthetic and natural polymers. The advantages
and disadvantages of synthetic polymers will be addressed.
Est. # of Weeks: 3 Weeks
STUDENT LEARNING GOALS
Content-Specific Powered Standard
9.5 - Due to its unique chemical structure, carbon
forms many organic and inorganic compounds.
21st Century Skills
1. Use real-world digital and other research tools to
access, evaluate, and effectively apply information
appropriate for authentic tasks.
2. Work independently and collaboratively to solve
problems and accomplish goals.
3. Communicate information clearly and effectively
using a variety of tools/media in varied contexts for
a variety of purposes.
4. Demonstrate innovation, flexibility, and
adaptability in thinking patterns, work habits, and
working/learning conditions.
5. Effectively apply the analysis, synthesis, and
evaluative processes that enable productive problem
solving.
6. Value and demonstrate personal responsibility,
character, cultural understanding, and ethical
behavior.
Interdisciplinary Standards (Technology Integration)
Standard 1: Information Strategies
Students determine their need for information and apply strategies
to select, locate, and access information resources.
Standard 2: Information Use
Students evaluate, analyze, and synthesize information and data to
solve problems, conduct research, and pursue personal interests.
Standard 3: Information and Technology Application
Students use appropriate technologies to create written, visual, oral
and multimedia products that communicate ideas and information.
Standard 4: Literacy and Literary Appreciation
Students extract meaning from fiction and non-fiction resources in
a variety of formats. They demonstrate an enjoyment of reading,
including an appreciation of literature and other creative
expressions.
Standard 5: Personal Management
Students display evidence of ethical, legal, and social responsibility
in regard to information resources and project and selfmanagement.
Key Vocabulary
Enduring Understandings
•
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.
Polymer
Organic compounds
Hydrocarbon
Alkanes; methane, ethane, propane, butane
Alkenes; ethane, propene, butene
Combustion
Essential Questions
•
How does bonding affect the ability of carbon to form various
structures?
•
How does the structure of carbon molecules affect its properties?
•
How does the amount of oxygen available during the combustion of
hydrocarbons affect the resulting by-product?
Learning Objectives
Students will be able to:
14
• 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.
Summative Assessment(s)/Performance Based
Assessments including 21st Century Learning
ASSESSMENT PLAN
Formative and Diagnostic Assessment(s)
Common Formative Assessment # 3
CAPT Embedded Performance Task [E.P.T.] – “Synthetic
Polymers”
LEARNING PLAN COMPONENTS
Textbook: “Physical Science” (Holt, Reinhart, and Winston) © 2006
15
Stratford Public Schools Unit Design
Secondary Science Curriculum
Studies In Science
Grade 9
Unit 5:
Polymers
Synopsis: Students will compare and contrast the advantages and disadvantages of synthetic polymers and their impact on the
environment.
Est. # of Weeks: 4 Weeks
STUDENT LEARNING GOALS
Content-Specific Powered Standard
9.6 - Chemical technologies present both risks and
benefits to the health and well-being of humans,
plants and animals.
21st Century Skills
1. Use real-world digital and other research tools to
access, evaluate, and effectively apply information
appropriate for authentic tasks.
2. Work independently and collaboratively to solve
problems and accomplish goals.
3. Communicate information clearly and effectively
using a variety of tools/media in varied contexts for
a variety of purposes.
4. Demonstrate innovation, flexibility, and
adaptability in thinking patterns, work habits, and
working/learning conditions.
5. Effectively apply the analysis, synthesis, and
evaluative processes that enable productive problem
solving.
6. Value and demonstrate personal responsibility,
character, cultural understanding, and ethical
behavior.
Interdisciplinary Standards (Technology Integration)
Standard 1: Information Strategies
Students determine their need for information and apply strategies
to select, locate, and access information resources.
Standard 2: Information Use
Students evaluate, analyze, and synthesize information and data to
solve problems, conduct research, and pursue personal interests.
Standard 3: Information and Technology Application
Students use appropriate technologies to create written, visual, oral
and multimedia products that communicate ideas and information.
Standard 4: Literacy and Literary Appreciation
Students extract meaning from fiction and non-fiction resources in
a variety of formats. They demonstrate an enjoyment of reading,
including an appreciation of literature and other creative
expressions.
Standard 5: Personal Management
Students display evidence of ethical, legal, and social responsibility
in regard to information resources and project and selfmanagement.
Key Vocabulary
Polymer
Synthetic
Petroleum
Tensile strength
Abrasion resistance
Puncture resistance
Enduring Understandings
•
•
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?
How can a monomer link to form polymers of various structures?
How does the structure of a polymer affect its strength?
How does the structure of a polymer affect its recycling code?
16
Learning Objectives
Students will be able to:
• 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.
Summative Assessment(s)/Performance Based
Assessments including 21st Century Learning
ASSESSMENT PLAN
Formative and Diagnostic Assessment(s)
Common Formative Assessment # 5
CAPT Embedded Performance Task [E.P.T.] – “Synthetic
Polymers”
LEARNING PLAN COMPONENTS
Textbook: “Physical Science” (Holt, Reinhart, and Winston) © 2006
Video: “Trashed”
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Stratford Public Schools Unit Design
Secondary Science Curriculum
Studies In Science
Grade 9
Unit 6: Electricity & Magnetism
Synopsis: Students will learn about electric charge, the electric force and the electric field. They will also study electric current
and related concepts including potential difference, resistance and the classification of materials as conductors, insulators,
superconductors, and semiconductors.
Est. # of Weeks: 5 Weeks
STUDENT LEARNING GOALS
Content-Specific Powered Standard
9.2 – The electrical force is a universal force that exists between any
two charged objects
__________________________________________________________
21st Century Skills
1. Use real-world digital and other research tools to access,
evaluate, and effectively apply information appropriate for
authentic tasks.
2. Work independently and collaboratively to solve problems and
accomplish goals.
3. Communicate information clearly and effectively using a variety
of tools/media in varied contexts for a variety of purposes.
4. Demonstrate innovation, flexibility, and adaptability in thinking
patterns, work habits, and working/learning conditions.
5. Effectively apply the analysis, synthesis, and evaluative processes
that enable productive problem solving.
6. Value and demonstrate personal responsibility, character,
cultural understanding, and ethical behavior.
Interdisciplinary Standards (Technology
Integration)
Standard 1: Information Strategies
Students determine their need for information and
apply strategies to select, locate, and access
information resources.
Standard 2: Information Use
Students evaluate, analyze, and synthesize
information and data to solve problems, conduct
research, and pursue personal interests.
Standard 3: Information and Technology
Application
Students use appropriate technologies to create
written, visual, oral and multimedia products that
communicate ideas and information.
Standard 4: Literacy and Literary Appreciation
Students extract meaning from fiction and nonfiction resources in a variety of formats. They
demonstrate an enjoyment of reading, including an
appreciation of literature and other creative
expressions.
Standard 5: Personal Management
Students display evidence of ethical, legal, and
social responsibility in regard to information
resources and project and self-management.
Key Vocabulary
Electric charge, Electric force, Electric field
Friction, Conduction
Ohm’s Law, Voltage, Current, Resistance
Series circuit, Parallel circuit, Schematic diagram
Magnetic force, Magnetic field
Solenoid, Electromagnet, Electromagnetic induction
Generator, Motor
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Enduring Understandings
Essential Questions
• Moving electrical charges produce magnetic forces, and moving
magnets can produce electrical force
• In what three ways can neutral objects acquire a
charge?
• Electrical current can be transformed into light through the excitation
of electrons
• How does Ohm’s Law relate voltage, current and
resistance?
Fundamentals
1. An object’s electric charge depends on the imbalance of its
protons and electrons.
2. Like charges exhibit the electrical force of repulsion (positive,
positive; negative, negative) and opposite charges exhibit the
electrical force of attraction (positive, negative).
3. A neutral object can acquire a charge in three ways: the
transfer of electrons by friction, contact with a charged object
and induction.
4. According to Ohm’s Law, the amount of electrical current
produced can be calculated by using the equation: current is
equal to the voltage divided by the resistance.
5. A schematic diagram is used to depict the construction of
simple series circuits and parallel circuits.
6. All magnets produce a magnetic field; like poles of a magnet
exhibit the force of repulsion and opposite poles exhibit the
force of attraction.
7. An electric current-carrying wire exerts a magnetic force; this
magnetic force can be increased by creating a solenoid, an
electromagnet and by increasing the number of loops.
8. Faraday’s Law states that an electric current can be produced
in a circuit by changing the magnetic field; electromagnetic
induction.
9. An electric motor is a device that converts electrical energy
into mechanical energy.
10. A generator is a device that converts mechanical energy into
electrical energy.
• How does the type of circuit, simple or parallel,
affect the electrical current?
• What is the difference between an electrical motor
and generator?
• How is the concept of electromagnet induction
essential to our everyday lives?
Learning Objectives
Students will be able to:
• 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.
Summative Assessment(s)/Performance Based
Assessments including 21st Century Learning
ASSESSMENT PLAN
Formative and Diagnostic Assessment(s)
Common Formative Assessment # 6
Electromagnet
LEARNING PLAN COMPONENTS
Textbook: “Physical Science” (Holt, Reinhart, and Winston) © 2006
19
Stratford Public Schools Unit Design
Secondary Science Curriculum
Studies In Science
Grade 9
Unit 7 : Energy Sources
Synopsis: Students will explore various energy sources and distinguish between renewable and nonrenewable energy sources.
The advantages and disadvantages for each will be compared and contrasted. Students will assess state wide energy uses over the
past fifty years and global impact of fossil fuels.
Est. # of Weeks: 5 Weeks
STUDENT LEARNING GOALS
Content-Specific Powered Standard
9.3 – Various sources of energy are used by humans and all have
advantages and disadvantages.
st
21 Century Skills
1. Use real-world digital and other research tools to access,
evaluate, and effectively apply information appropriate for
authentic tasks.
2. Work independently and collaboratively to solve problems
and accomplish goals.
3. Communicate information clearly and effectively using a
variety of tools/media in varied contexts for a variety of
purposes.
4. Demonstrate innovation, flexibility, and adaptability in
thinking patterns, work habits, and working/learning
conditions.
5. Effectively apply the analysis, synthesis, and evaluative
processes that enable productive problem solving.
6. Value and demonstrate personal responsibility, character,
cultural understanding, and ethical behavior.
Interdisciplinary Standards (Technology Integration)
Standard 1: Information Strategies
Students determine their need for information and apply
strategies to select, locate, and access information
resources.
Standard 2: Information Use
Students evaluate, analyze, and synthesize information
and data to solve problems, conduct research, and
pursue personal interests.
Standard 3: Information and Technology Application
Students use appropriate technologies to create written,
visual, oral and multimedia products that communicate
ideas and information.
Standard 4: Literacy and Literary Appreciation
Students extract meaning from fiction and non-fiction
resources in a variety of formats. They demonstrate an
enjoyment of reading, including an appreciation of
literature and other creative expressions.
Standard 5: Personal Management
Students display evidence of ethical, legal, and social
responsibility in regard to information resources and
project and self-management.
Key Vocabulary
Turbine, Generator
Nonrenewable resources, Renewable resources
Combustion reaction
Fossil fuels, Nuclear energy
Solar, Wind, Hydropower, Geothermal power
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Enduring Understandings
Essential Questions
•
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.
Fundamentals
1.
Most of the energy used in the world comes from fossil fuels,
which are nonrenewable resources.
•
What is the difference between nonrenewable and
renewable resources?
•
How is electricity generated?
•
What are the advantages and disadvantages to using
fossil fuels?
•
Why must we find alternatives to fossil fuels?
•
How does a nuclear power plant generate electricity?
•
What are the advantages and disadvantages to using
fossil fuels?
•
What are the advantages and disadvantages to using
solar energy?
2.
Energy from the sun produces solar energy and wind energy.
3.
Hydroelectric power can be generated from large reservoirs of
water. Moving water produces energy
•
What are the advantages and disadvantages to using
wind energy?
4.
Geothermal energy is generated from underground reservoirs
in volcanically active areas.
•
What are the advantages and disadvantages to using
geothermal energy?
5.
Energy is lost each time it is converted to another form. Some
wasted energy has the potential for other uses.
•
What are the advantages and disadvantages to using
hydropower?
Learning Objectives
Students will be able to:
• 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.
Summative Assessment(s)/Performance Based
Assessments including 21st Century Learning
ASSESSMENT PLAN
Formative and Diagnostic Assessment(s)
Common Formative Assessment # 4
CAPT Embedded Performance Task [E.P.T.] – “Energy Uses in
Connecticut”
•
•
LEARNING PLAN COMPONENTS
Textbook: “Physical Science” (Holt, Reinhart, and Winston) © 2006
Informational Websites:
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Stratford Public Schools Unit Design
Secondary Science Curriculum
Studies In Science
Grade 9
Unit 8:
The Changing Earth
Synopsis: Students will learn about how chemical and physical processes cycle elements through the major earth reservoirs as
part of biogeochemical cycles.
Est. # of Weeks: 3 Weeks
STUDENT LEARNING GOALS
Content-Specific Powered Standard
9.7 - Elements on Earth move among reservoirs in the solid earth,
oceans, atmosphere and organisms as part of biogeochemical
cycles.
21st Century Skills
1. Use real-world digital and other research tools to access,
evaluate, and effectively apply information appropriate for
authentic tasks.
2. Work independently and collaboratively to solve problems and
accomplish goals.
3. Communicate information clearly and effectively using a
variety of tools/media in varied contexts for a variety of purposes.
4. Demonstrate innovation, flexibility, and adaptability in
thinking patterns, work habits, and working/learning conditions.
5. Effectively apply the analysis, synthesis, and evaluative
processes that enable productive problem solving.
6. Value and demonstrate personal responsibility, character,
cultural understanding, and ethical behavior.
Interdisciplinary Standards (Technology Integration)
Standard 1: Information Strategies
Students determine their need for information and
apply strategies to select, locate, and access
information resources.
Standard 2: Information Use
Students evaluate, analyze, and synthesize
information and data to solve problems, conduct
research, and pursue personal interests.
Standard 3: Information and Technology Application
Students use appropriate technologies to create
written, visual, oral and multimedia products that
communicate ideas and information.
Standard 4: Literacy and Literary Appreciation
Students extract meaning from fiction and nonfiction resources in a variety of formats. They
demonstrate an enjoyment of reading, including an
appreciation of literature and other creative
expressions.
Standard 5: Personal Management
Students display evidence of ethical, legal, and social
responsibility in regard to information resources and
project and self-management.
Key Vocabulary
Carbon cycle
Photosynthesis, Transpiration, Respiration, Emissions
Decomposition, Deposition, Combustion, Deforestation,
Water cycle
Evaporation, Condensation, Precipitation, Runoff
Plate tectonics, Magma, Convection currents
Convergent boundary, Divergent boundary
Subduction, Mountain building.
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Enduring Understandings
Essential Questions
•
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.
•
•
•
How does water cycle through the Earth?
How does magma cycle through the Earth?
How does carbon cycle through the Earth?
Fundamentals
1.
All life is based on the element carbon, the major chemical
constituent of most organic matter.
2.
Carbon is stored on our planet in the following major reservoirs:
as organic molecules in living and dead organisms found in the
biosphere, as the gas carbon dioxide in the atmosphere, as
organic matter in soil, in the lithosphere as fossil fuels and
sedimentary rock, in the oceans as dissolved atmospheric carbon
dioxide and as calcium carbonate shells in marine organisms.
3.
Carbon cycles through the Earth’s reservoirs by the processes of
photosynthesis, transpiration, respiration, decomposition,
deposition, the combustion of fossil fuels, deforestation and
emissions.
4.
Water cycles through the Earth’s reservoirs by the processes of
evaporation, condensation, precipitation; the water cycle is
driven by the sun.
5.
Magma cycles through the Earth destroying matter by the
processes of subduction at convergent boundaries and creating
new matter through the process of mountain/volcano building at
convergent boundaries; the magma cycle is thought to be driven
by convection currents within the Earth produced by the high
internal temperatures found in the iron and nickel core.
Learning Objectives
Students will be able to:
• 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.
Summative Assessment(s)/Performance Based
Assessments including 21st Century Learning
ASSESSMENT PLAN
Formative and Diagnostic Assessment(s)
Common Formative Assessment # 6
LEARNING PLAN COMPONENTS
Textbook: “Physical Science” (Holt, Reinhart, and Winston) © 2006
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Stratford Public Schools Unit Design
Secondary Science Curriculum
Studies In Science
Grade 9
Unit 9:
Pollution & Solutions
Synopsis: Students will learn about how the increasing use of resources by human populations may affect the quality of the
environment by water, air and land, with global consequences. They will explore how the use of fossil fuels contributes to
formation of acid rain. Connecticut brownfield sites will be researched and methods such as bioremediation and phytoremediation
will be presented. In addition students will learn about local brownfield remediation and questions dealing with long term impact.
Est. # of Weeks: 3 Weeks
STUDENT LEARNING GOALS
Content-Specific Powered Standard
9.8 - The use of resources by human populations may
affect the quality of the environment.
9.9 - Some materials can be recycled, but others
accumulate in the environment and may affect the balance
of the Earth systems.
21st Century Skills
1. Use real-world digital and other research tools to
access, evaluate, and effectively apply information
appropriate for authentic tasks.
2. Work independently and collaboratively to solve
problems and accomplish goals.
3. Communicate information clearly and effectively
using a variety of tools/media in varied contexts for a
variety of purposes.
4. Demonstrate innovation, flexibility, and adaptability
in thinking patterns, work habits, and
working/learning conditions.
5. Effectively apply the analysis, synthesis, and
evaluative processes that enable productive problem
solving.
6. Value and demonstrate personal responsibility,
character, cultural understanding, and ethical
behavior.
Enduring Understandings
• 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.
•
New technologies and changes in lifestyle can have
positive and/or negative effects on the environment.
Interdisciplinary Standards (Technology Integration)
Standard 1: Information Strategies
Students determine their need for information and apply
strategies to select, locate, and access information resources.
Standard 2: Information Use
Students evaluate, analyze, and synthesize information and data
to solve problems, conduct research, and pursue personal
interests.
Standard 3: Information and Technology Application
Students use appropriate technologies to create written, visual,
oral and multimedia products that communicate ideas and
information.
Standard 4: Literacy and Literary Appreciation
Students extract meaning from fiction and non-fiction resources
in a variety of formats. They demonstrate an enjoyment of
reading, including an appreciation of literature and other
creative expressions.
Standard 5: Personal Management
Students display evidence of ethical, legal, and social
responsibility in regard to information resources and project and
self-management.
Key Vocabulary
Greenhouse effect, Global warming
Acid precipitation
Algal bloom, Euttrophication
Landfill, Incineration, Brownfield
Essential Questions
•
•
•
•
•
•
How do science and technology affect the quality of our lives?
What are the major contributors of SO2, CO2 and NOx?
What effects do SO2, CO2 and NOx have on the quality air?
How do fertilizers and pesticides contribute to water pollution?
What are the short and long term impacts of landfills?
What affect does incineration and the combustion of fossil fuels
have on the environment?
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Learning Objectives
Students will be able to:
• D.18 - Explain the short- and long-term impacts of landfills and incineration of waste materials on the quality of the
environment.
• 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.
• 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.
Summative Assessment(s)/Performance Based
Assessments including 21st Century Learning
ASSESSMENT PLAN
Formative and Diagnostic Assessment(s)
CFA #7
CAPT Embedded Performance Task –
“CT Brownfields” Stratford: Former Raymark Site
LEARNING PLAN COMPONENTS
Textbook: “Physical Science” (Holt, Reinhart, and Winston) © 2006
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