H. S.
Physical Science
Curriculum Map
Revised 8/2011
Table of Contents
1. Preface
3–4
2. How to read the Benchmark, Big Ideas Key, Differentiated Instruction Strategies
5
3. Big Ideas by Grade Level K – 12
6
4. Reading, Writing, and Discussion in the Science Classroom
7–9
5. Foreword for Middle and High Schools – Basic course requirements
10
6. Pacing Guide for course
11
7. First Quarter
12 – 19
8. Second Quarter
20 – 26
9. Third Quarter
27 – 35
10. Fourth Quarter
36 - 42
11. Appendix A – Labs Correlated to the Textbook
43 – 44
12. Appendix B - Book List by Topic
45
13. Appendix C – Web Sites by topic
46 - 47
14. Appendix D - Labs and Activities From Within the Map – By Quarters
REVISED 6/2011
48
Preface
Teams of Lake County teachers created the curriculum maps in order to ensure that all students throughout the
district receive a common curriculum. The maps help ensure that all state requirements are taught and that the
content is divided into teachable segments with appropriate pacing. The curriculum maps will guide your
instruction but provide flexibility based on the individual needs of students. The maps are living documents and
feedback is requested of teachers to ensure continuous improvement.
All teachers are expected to use the curriculum maps, in conjunction with data, to drive instruction. The maps
were designed for the instruction to take place by quarter. There is some flexibility within the quarters for
mastery and re-teaching. The expectation is that teachers will finish the content within each quarter in its
entirety. The maps have been structured in such a way as to scaffold student learning.
Listed below are a few of the new or updated features common to all curriculum maps:
Essential Question(s):
o Provide application of the skills/concepts
o Have more than one right answer which promotes student discourse
o Increase the rigor in the classroom, by changing from teacher-centered to student-centered learning
o Are referred to at the beginning, middle, and end of the lesson
o Require you to make a decision
o Promote critical thinking and problem solving
o Encourage interdependence
o Are open-ended
Academic Vocabulary are:
o Unfamiliar vocabulary that are essential to understanding new content within explicit instruction
o Not necessarily the bold words in the chapter.
o Cumulative and continuously used throughout the year.
o Integrated into word walls, a research-based strategy that will facilitate vocabulary acquisition.
3
Revised 6/2011
Preface
Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these):
Purpose: For the student to know what is being taught and what the student will learn
o Date
o Benchmark
o Measurable, student-friendly objective
o Essential Question
o Bell work
o Agenda (Specific daily schedule)
o Homework
o Exit Strategy/Card
Lessons that infuse reading, writing, and discussion are imperative components of every subject area. There
should be daily:
o Teacher to student and student to student discourse utilizing academic vocabulary.
o Reading and authentic writing
o Writing that includes higher-order thinking
o Incorporation of effective reading and writing instructional strategies
Maps are organized to include the following:
o
o
o
o
Pacing
Objective
Essential questions, content and understanding, benchmarks, and assessment
Appendix/ resources
4
Revised 6/2011
Preface
Next Generation Sunshine State Standards
Science Benchmark Coding Scheme
SC.
5.
A.
1.
1
Subject
Grade Level
Body of Knowledge
Big Idea / Supporting Idea
Benchmark
Body of Knowledge Key
N ~ Nature of Science
L ~ Life Science
E ~ Earth Space Science
P ~ Physical Science
Big Idea Key
#1 – The Practice of Science
#2 – The Characteristics of Scientific Knowledge
#3 – The Role of Theories, Laws, Hypotheses, and Models
#4 – Science and Society
#5 – Earth in Space and Time
#6 – Earth Structures
#7 – Earth Systems and Patterns
#8 – Properties of Matter
# 9 – Changes in Matter
#10 – Forms of Energy
#11 – Energy Transfer and Transformation
#12 – Moon Objects
#13 – Forces and Changes in Motion
#14 – Organization and Development of Living Organisms
#15 – Diversity and Evolution of Living Organisms
#16 – heredity and Reproduction
#17 – Interdependence
#18 – Matter and Energy Transformations
Language Arts and Mathematic Benchmarks
The Language Arts and Mathematic benchmarks are in the course description. These benchmarks have been integrated throughout the
curriculum map.
Differentiated Instruction Strategies
The following differentiated instruction strategies should be incorporated throughout the entire course:
Cooperative Groups
Computer Assisted Instruction
Tiered Assignments
Centers
Flexible Grouping
Curriculum Compacting/Contracts Learning Stations
Scaffolding
Hands-on Instruction
Leveled Texts/Resources
Teacher Led Small Groups Web Quest
5
Revised 6/2011
This chart is to show where the Big Ideas are located by grade level.
This will help to give an understanding as to why complete coverage of the NGSSS at each grade level is essential!
Big Idea #1
The Practice
of Science
K
1st
2nd
3rd
4th
5th
6th
7th
8th
HS
#7 Earth Systems
and Patterns
2nd
5th
6th
HS
#13 Forces
and Changes
in Motion
K
1st
2nd
Big Idea #2 The
Characteristics of
Scientific Knowledge
Big Idea #3 The Role
of Theories, Laws,
Hypotheses, and
Models
Big Idea #4 Science
and
Society
K
1st
3rd
4th
3rd
4th
5th
4th
5th
6th
7th
8th
HS
#8 Properties
of Matter
K
6th
7th
8th
HS
#9 Changes
in Matter
K
8th
HS
#10 Forms
of Energy
K
2nd
3rd
4th
5th
2nd
3rd
4th
5th
2nd
3rd
4th
5th
7th
7th
3rd
4th
5th
6th
7th
HS
#15 Diversity
and Evolution of
Living Organisms
HS
#16 Heredity
and Reproduction
HS
#17
Interdependence
1st
2nd
1st
2nd
3rd
4th
5th
8th
HS
#14 Organization
and Development
of Living Organisms
K
1st
2nd
3rd
HS
6
5th
6th
HS
Big Idea #6
Earth
Structures
1st
2nd
3rd
4th
6th
7th
3rd
4th
5th
6th
Big Idea #5 Earth
in
Space and Time
5th
6th
7th
7th
HS
HS
Revised 6/2011
8th
HS
#11 Energy Transfer
and Transformations
HS
#12 Motion
of Objects
K
1st
4th
6th
HS
#18 Matter
and Energy
Transformations
7th
HS
8th
HS
FOREWORD for Middle and High School Science
¾ Reading Writing Discussion in the classroom everyday (33% R, W, and D)
This means that during each class period the students should be reading, writing, and/or talking about Science.
Many of these overlap in a combination of Reading, Writing, and Discussion.
Reading Writing Discussion in the Science Classroom:
What do these look like in the Science classroom?
What DOES the reading process look like?
•
•
•
•
•
•
Modeling - reading and thinking out loud
Students in small groups or pairs
Whole group when referring to a specific portion of the text
Use of graphic organizers
Reading and following lab instructions
Reading a section for homework at home
What DOES the writing process look like?
• Lab report
• Small group or pairs jotting down important points
• Journal writing
• Answering selected questions from the textbook in complete sentences
• Completing graphic organizer
• Entry or Exit card
• Taking notes
• Writing prompt
• Responding to open ended questions
What DOES the discussion process look like?
• Student discourse – discussion among and between the students about the topic (Could
be in small group, pair, pair share, lecture ({should involve two way communication})
7
Revised 6/2011
FOREWORD for Middle and High School Science
•
•
About labs, reading, current events, responses to open ended questions, essential
questions, etc.
Imbedding vocabulary terms/word wall, academic vocabulary, into the discussion
™ The county approved textbook is a resource.
How to best use of the textbook to aid student comprehension:
ƒ At the beginning of each term have the students participate in a “preview” of the textbook.
o
o
o
o
o
o
o
ƒ
8
Table of contents
Chapter titles
Headings/subheadings
Graphics on the page, i.e. charts, graphs, pictures, maps tables,
Bold, italic, highlighted words
Glossary
Appendices
Incorporate the following for each chapter:
By doing the following you will enhance a student’s comprehension:
ƒ Before reading – preview, skim for new vocabulary, look at headings and
subheadings, graphics,
ƒ During reading – Review the reading column of the chart for suggested
activities.
ƒ After reading – Review writing and discussion columns of the chart for
suggested activities.
Revised 6/2011
Reading Writing Discussion in the Science Classroom
Reading
Writing
Discussion
Silent reading
Essential Question
Paired reading
At home reading
Cornell notes
Jig Saw
Oral
Small group notes
Think Pair Share
Read Aloud
Entry or Exit Card
Share out/Group presentations
Think Aloud
Graphic Organizers
Lab instructions (pre, during, post)
Writing Prompt
*Lectures (should involve two way
communication)
Silently Sustained Reading – student
choice
Selected textbook questions
(Answered with complete
sentences)
Read Aloud
Worksheet
Lab Write up
Research paper
*Reading could be from textbook,
current event, supplemental texts,
websites, etc.
3-2-1Strategy
Lab Write up
Think aloud
3-2-1Strategy
Lab instructions (pre, during, post)
Research paper
Journal writing
Responding to open ended
questions
Research paper
The above chart contains a sampling of suggestions and is not intended to be comprehensive.
9
Revised 6/2011
HS. Physical Science Pacing Guide
¾ Lab requirements:
™ Teachers will complete the “List of labs” form and a copy of the form will be given to the
department chair at the end of each quarter for both middle and high schools.
™ For ALL middle school Science courses:
ƒ a minimum of 8 labs per nine weeks
™ For high school Science course:
ƒ For Regular courses – 1 per week
ƒ For Honors courses – 2 per week
¾ Research paper requirements:
™ All Science courses in Lake County will complete a Science research paper for the content area of
the course. APA format required.
™ Science Fair or Competition:
™ All middle (6 – 7) and high schools have the traditional Science Fair option for all grade levels to
participate. All 8th graders are to complete a Science Fair Project. Each school has a Science Fair
Coordinator to help with the process for the students and the teachers.
™ There are additional types of “Science” competitions, different from the traditional Science Fair at
some schools, that students are encouraged to participate.
™ Board Approved Programs: At high School this is through the HOPE course.
™ Human Growth and Development
10
Revised 6/2011
HS. Physical Science Pacing Guide
1st Quarter
Lab/Classroom Safety {3.0 wks }
• Flynn Safety Test/contract
Practice of Science
• scientific method
• Observation & inferences
• Posing Scientific Problems
• Formal lab writing/choosing
standards of measurement
Characteristics of Scientific
Knowledge
• What is science?
• Pseudoscience
• Durable & Changing
• Scientific reliability
• Scientist’s background &
creativity
Theories, Laws, Hypotheses &
Models
• Evidence - theories vs. laws
• Role of consensus in science
• Models and uses
Science and Society
• Improvements in society
due to science
• Molecular clocks
Properties of Matter, Changes in
Matter {1.5 wks}
Classify Matter
• Element, compound, pure
substance & mixture
Differentiate - physical & chemical
• Properties
• Changes
11
2nd Quarter
3rd Quarter
Properties of Matter, Changes in
Matter (cont.) {4.5 wks}
Differentiate matter
• Solid, liquid, gas & plasma
• Properties of water
Kinetic Theory
• Molecular motion
Explore Atomic Theory & Periodic
Table
• Atom structure & function
• Relate properties of elements
as they are positioned on the
Periodic Table to their
electrons
Relate properties of Matter
• Interpret formula compounds
& molecules
• Bonding-ionic, covalent &
metallic bonding
• Compound names &
formulas
Characterize Chemical Reactions
• Types of reactions
• Distinguish endothermic &
exothermic
• Compare rates of reactionscatalysts & concentrations
{ } Above is suggested time only.
Matter con. {1.5 wks}
Relate solutions
• Solubility and concentration
• Acidity- forming hydronium
ions
• Alkalinity- forming hydroxyl
ions
• Effect of acid on the
environment
Explain-compare Nuclear
Reactions
• Radioactive decay
• Uses of fission & fusion
• Differentiate between
chemical & nuclear
reactions
Motion & Force-Changes in Energy
{3.0 wks}
Analyze Motion
• Position- Reference, velocity
acceleration
Interpret and apply Forces
• Fundamental forces
• Friction
• Newton’s Laws of Motion
• Relate Inertia, gravity &
momentum to each Law
Compare & Contrast Work & Power
• work, power in simple
machines
{ } Above is suggested time only.
Revised 6/2011
4th Quarter
Matter & Energy Transformation
{4.5 wks}
Differentiate-forms of energy
• Forms and transformations
• Conservation of energyopen, closed & isolated
systems
Relate Heat and Temperature
• temperature, energy
molecular movement
• conduction, convection &
radiation
• Conductors, semiconductors & insulators
Qualitative descriptionCharacteristics & Wave Types
•
Mechanical, electromagnetic waves & how they
relate to mediums
Explore, compare & contrast the
Electromagnetic spectrum
• Wavelength, frequency, &
energy
• Wave Properties
Investigate Electricity
• relate current, voltage
resistance & power
• differentiate conductors,
semiconductors &
insulators
{ } Above is suggested time only
HS Physical Science
st
Time Frame: 1 Quarter
Topic: Practice of Science, Characteristics of Scientific Knowledge, Role of Theories, Laws, Hypotheses and Models, Science and Society
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
*How do I stay safe in the Lab?
*Where is the safety equipment
and how do I use it?
*How do I use the scientific
method in my daily decision
making?
Practice of Science
Scientific equipment and its uses
• Uses of equipment
• Laboratory safety
1. Know safety rules and symbols
2. Employ safe laboratory
procedures.
SC.912.N.2.4 Explain that
scientific knowledge is both
durable and robust and open
to change. Scientific
knowledge can change
because it is often examined
and re-examined by new
investigations and scientific
argumentation. Because of
these frequent examinations,
scientific knowledge
becomes stronger, leading to
its durability.
SC.912.N.1.1 Define a
problem based on a specific
body of knowledge, for
example: biology, chemistry,
physics, and earth/space,
and do the following:
1. pose questions about the
natural world
2. conduct systematic
observations
3. examine books and other
sources of information to
see what is already known
4. review what is known in
light of empirical
evidence,
5. plan investigations
6. use tools to gather
analyze, and interpret
*Why do we have tools & units
of standard measurement?
*How is measurement used in
the study of physical science?
*How important is accuracy &
precision in the world of
science?
*What are ways quantitative
data can be displayed?
*What is the difference
between observation &
inference in science?
*Explain how an experiment
testing the same variable can
be conducted in various ways.
Scientific method
• Construct hypotheses from
information given.
• Design & conduct an experiment
- control, independent variable,
dependent variable
• Collect, group, analyze, regroup,
& synthesize information relative
to a problem.
• Determine standards of
measurement
• Distinguish between qualitative
and quantitative observations
• Use observations to make
inferences
*What is Science?
*How can we tell what
information is real science
verses “pseudo” science?
*Give an example of a
scientific invention or discovery
that would be considered
Characteristics of Scientific Knowledge
• Define & give examples of
science
• Define & give examples of
pseudoscience
• Compare /contrast -science &
pseudoscience
• Explain how science is robust,
12
REVISED 8/2011
Assessment
Formal: Safety Test
Informal:
See Appendix A- Quick Labs,
Inquiry Labs and Topic Labs
Formal: Test
Informal:
See Appendix A- Quick Labs,
Inquiry Labs and Topic Labs
See Appendix C Pop
Rockets- Teaching Variables
Words to reinforce:
Science, technology, Length,
mass, volume, weight,
scientific method
Word Wall:
1. scientific law
2. scientific theory
3. critical thinking
4. dependent variable
5. independent variable
6. scientific notation
7. precision
8. significant figures
9. accuracy
HS Physical Science
st
Time Frame: 1 Quarter
Topic: Practice of Science, Characteristics of Scientific Knowledge, Role of Theories, Laws, Hypotheses and Models, Science and Society
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
creative?
*Why is it important for scientists
to repeat experimental trials?
durable and examined often.
• Identify sources that illustrate &
validate scientific investigation.
• Describe instances of scientist’s
backgrounds, contributions and
creativity to science throughout
history as well as today.
Roles of Theories, Laws, Hypotheses &
Models
• Define and give examples of
Scientific theory
• Define and give examples of
Scientific Law
• Compare and contrast Scientific
Theory and law
• Relate theory to the best
explanation scientists have to
offer based on the information of
the time.
• Relate laws as descriptions of
relationships in nature that are not
necessarily explained.
• Recognize theories do not
become laws and laws do not
become theories
• Identify models and their functions
data (this includes the use
of measurement in metric
and other systems, and
also the generation and
interpretation of graphical
representations of data,
including data tables and
graphs)
7. pose answers,
explanations, or
descriptions of events,
8. generate explanations that
explicate or describe
natural phenomena
(inferences),
9. use appropriate evidence
and reasoning to justify
these explanations to
others.
10. communicate results of
scientific investigations
11. Evaluate the merits of the
explanations produced
by others.
SC.912.N.1.2 Describe and
explain what characterizes
science and its methods.
SC.912.N.1.3 Recognize that
the strength or usefulness of a
scientific claim is evaluated
through scientific
argumentation, which
depends on critical and
*Why are there so many more
theories than Laws in science?
*How important are theories to
the world of science?
*How do multiple experiments
with similar results affect the
development of a scientific
theory or scientific law?
*Why are theories constantly
being debated in the science
world?
*How can a diagram or model
improve the retention of
knowledge obtained from an
experiment?
*What are the necessary
characteristics physical
scientists would need to be
useful & effective in their field?
*Explain how a prototype can
be useful in studying a scientific
thought or fact.
Explain how the internet has
enhanced the world of
science?
13
Science and Society
• Explain how empirically based
observations inform society
• Compare observations that have
affected society. i.e. costs,
REVISED 8/2011
Assessment
HS Physical Science
st
Time Frame: 1 Quarter
Topic: Practice of Science, Characteristics of Scientific Knowledge, Role of Theories, Laws, Hypotheses and Models, Science and Society
Essential Questions
How has government funding
affected the Science world?
How have advancements in
technology benefitted
humanity?
What is meant by the phrase“molecular clock?”
14
Essential Content & Understandings
•
Essential Skills & Benchmarks
benefits, to humanity, the
environment & economy
Explain how changes over time
have given rise to the use of
molecular clock in estimating
evolutionary change over time.
logical thinking, and the
active consideration of
alternative scientific
explanations to explain the
data presented.
SC.912.N.1.4 Identify sources
of information and asses their
reliability according to the
strict standards of scientific
investigation.
SC.912.N.1.5 Describe and
provide examples of how
similar investigations
conducted in many parts of
the world result in the same
outcome.
SC.912.N.1.6 Describe how
scientific inferences are drawn
from scientific observations
and provide examples from
the content being studied.
SC.912.N.1.7 Recognize the
role of creativity in
constructing scientific
questions, methods and
explanations.
SC.912.N.2.1 Identify what is
science, what clearly is not
science, and what
superficially resembles
science (but fails to meet the
criteria for science).
SC.912.N.2.2 Identify which
REVISED 8/2011
Assessment
HS Physical Science
st
Time Frame: 1 Quarter
Topic: Practice of Science, Characteristics of Scientific Knowledge, Role of Theories, Laws, Hypotheses and Models, Science and Society
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
questions can be answered
through science and which
questions are outside the
boundaries of scientific
investigations, such as
questions addressed by other
ways of knowing, such as art,
philosophy, and religion.
SC. 912.N.2.3 Identify
examples of pseudoscience
(such as astrology,
phrenology) in society
SC.912.N.2.4 Explain that
scientific knowledge is both
durable and robust and open
to change. Scientific
knowledge can change
because it is often examined
and re-examined by new
investigations and scientific
argumentation. Because of
these frequent examinations,
scientific knowledge
becomes stringer, leading to
its durability.
SC.912.N.2.5 Describe
instances in which scientists
varied backgrounds, talents,
interests, and goals influence
the inferences and thus the
explanations that they make
about observations of natural
phenomena and describe
15
REVISED 8/2011
Assessment
HS Physical Science
st
Time Frame: 1 Quarter
Topic: Practice of Science, Characteristics of Scientific Knowledge, Role of Theories, Laws, Hypotheses and Models, Science and Society
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
that interpretations
(explanations) of scientists are
a strength of science as they
are a source of new, testable
ideas that have the potential
to add new evidence to
support one or another of the
explanations.
SC.912.N.3.1 Explain that a
scientific theory is the
culmination of many scientific
investigations drawing
together all the current
evidence concerning a
substantial range of
phenomena; thus, a scientific
theory represents the most
powerful explanation scientists
have to offer
SC.912.N.3.2 Describe the
role consensus plays in the
historical development of a
theory in any one of the
disciplines of science.
SC.912.N.3.3 Explain that
scientific laws are
descriptions of specific
relationships under given
conditions in nature, but do
not offer explanations for
those relationships.
SC.912.N.3.4 Recognize
16
REVISED 8/2011
Assessment
HS Physical Science
st
Time Frame: 1 Quarter
Topic: Practice of Science, Characteristics of Scientific Knowledge, Role of Theories, Laws, Hypotheses and Models, Science and Society
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
that theories do not
become laws, nor do laws
become theories; theories
are well supported
explanations and laws are
well supported descriptions.
SC.912.N.3.5 Describe the
function of models in science,
and identify the wide range of
models used in science.
SC.912.N.4.1 Explain how
scientific knowledge and
reasoning provide an
empirically-based perspective
to inform society's decision
making.
SC.912.N.4.2 Weigh the merits
of alternative strategies for
solving a specific societal
problem by comparing a
number of different costs and
benefits, such as human,
economic, and
environmental.
SC.912.L.15.2 Discuss the use
of molecular clocks to
estimate how long ago
various groups of organisms
diverged evolutionarily from
one another.
17
REVISED 8/2011
Assessment
HS Physical Science
st
Time Frame: 1 Quarter
Topic: Practice of Science, Characteristics of Scientific Knowledge, Role of Theories, Laws, Hypotheses and Models, Science and Society
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
*How are elements different
from pure substances?
*How are mixtures classified?
*How are elements and
compounds related?
*What are common
characteristics of substances
that have gone through a
physical change?
*What evidence is present
when chemical reactions
occur?
*What observations could be
recorded during an experiment
that illustrated physical
changes?
*What observations could be
recorded during an experiment
that illustrated chemical
changes?
*How are chemical and
physical properties similar?
*Describe how something
might smell if it has gone
through a chemical change.
Matter
Classify matter
• Elements, compounds, mixtures,
pure substances
Physical Changes & Properties of matter
• Physical changes
a. Melting/boiling point
b. Density- determine density
of solids, liquids & gases
• Physical properties
a. odor
b. volume
c. conductivity
SC.912.P.8.1 Differentiate
among the four states of
matter.
SC.912.P.8.2 Differentiate
between physical and
chemical properties and
physical and chemical
changes of matter.
LA.910.2.2.3 The student will
organize information to show
understanding or relationships
among facts, ideas and
events (e.g., representing key
points within text through
charting, mapping
paraphrasing, summarizing,
comparing, contrasting, or
outlining).
LA.910.4.2.2 The student will
record information and ideas
from primary and/or
secondary sources accurately
and coherently, noting the
validity and reliability of these
sources and attributing
sources of information.
MA.912.S.1.2 Determine
appropriate and consistent
standards of measurement for
the data to be collected in a
survey or experiment.
MA.912.S.3.2 Collect,
organize, and analyze data
18
Chemical Changes & Properties of
matter
• chemical changes
a. cooking/burning
b. oxidation/ chemical
breakdown
•
Chemical properties
a. Reactivity
b. Flammability
REVISED 8/2011
Assessment
Formal: Unit Test
Informal:
See Appendix A- Quick Labs,
Inquiry Labs and Topic Labs
See Appendix C- Chemical
and physical Properties and
Changes
Words to reinforce: matter,
element, compound, atom,
Word Wall:
1. pure substance
2. mixture
3. melting point
4. boiling point
5. density
6. reactivity
7. flammability
8. physical change
9. chemical change
HS Physical Science
st
Time Frame: 1 Quarter
Topic: Practice of Science, Characteristics of Scientific Knowledge, Role of Theories, Laws, Hypotheses and Models, Science and Society
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
sets, determine the best
format for the data and
present visual summaries from
the following:
• bar graphs
• line graphs
• stem and leaf plots
• circle graphs
• histograms
• box and whisker plots
• scatter plots
• Cumulative frequency
(ogive) graphs
19
REVISED 8/2011
Assessment
HS Physical Science
Time Frame: 2nd Quarter
Topic: Matter
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
*How are solids, liquids and
gases different?
*What is a fluid?
*What properties make water
important to life?
*How do the particles of an
atom behave?
Matter cont.
Differentiate matter
• States of matter- solid, liquid gas,
plasma-characteristics
SC.912.P.8.1 Differentiate
among the four states of
matter
SC.912.P.8.2 Differentiate
between physical and
chemical properties and
physical and chemical
changes of matter.
SC.912.L.18.12 Discuss the
special properties of water that
contribute to Earth’s suitability
as an environment for life:
cohesive behavior, ability to
moderate temperature,
expansion upon freezing and
versatility as a solvent.
SC.912.P.10.4 Describe heat as
the energy transferred by
convection, conduction and
radiation, and explains the
connection of heat to change
in temperature or states of
matter.
SC.912.P.10.5 Relate
temperature to the average
molecular kinetic energy.
SC.912.P.12.10
Interpret the behavior of ideal
gases in terms of kinetic
*What are the multiple
meanings of the word kinetic?
*How is the kinetic energy of
the particles in a substance
related to its temperature?
*Describe the movement of
molecules in the various states
of matter.
* Explain how temperature
changes during phase change.
*How can pressure aide in the
lifting of heavy objects?
*How does environmental
temperature affect air particles
in an inflated balloon?
20
•
Water–properties & characteristics
•
Kinetic theory- molecule movement
as it relates to the states of matter
and phase changes.
-Solids
-Liquids-Fluids
-Gases-Fluids
-Plasma
REVISED 8/2011
Assessment
Formal: Test
Informal:
See Appendix A- Quick
Labs, Inquiry Labs and
Topic Labs
See Appendix C Chemical and physical
Properties and Changes
Reinforced words:
energy, evaporation,
solid, liquid, gas
Word Wall:
1. Fluid
2. Temperature
3. Thermal energy
4. plasma
5. sublimation
6. condensation
7. pressure
8. viscosity
HS Physical Science
Time Frame: 2nd Quarter
Topic: Matter
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
molecular theory.
SC.912.P.12.11 Describe phase
transitions in terms of kinetic
molecular theory
SC.912.N.1.1 Define a problem
based on a specific body of
knowledge, for example:
biology, chemistry, physics, and
earth/space, and do the
following:
1. pose questions about the
natural world
2. conduct systematic
observations
3. examine books and other
sources of information to
see what is already known
4. review what is known in
light of empirical
evidence,
5. plan investigations
6. use tools to gather
analyze, and interpret
data (this includes the use
of measurement in metric
and other systems, and
also the generation and
interpretation of graphical
representations of data,
21
REVISED 8/2011
Assessment
HS Physical Science
Time Frame: 2nd Quarter
Topic: Matter
Essential Questions
Essential Content & Understandings
*What do the parts of the atom
tell us about the element?
*How does the structure of the
Periodic table allows predicting
of chemical and physical
properties of elements?
*What are the trends within the
Periodic Table?
*How do properties provide
evidence of the identity of
Explore the Atomic Theory & Periodic Table
• Atomic Structure- protons, electrons
and neutrons, nucleus- mass electric
charge
22
Essential Skills & Benchmarks
including data tables and
graphs)
7. pose answers,
explanations, or
descriptions of events,
8. generate explanations that
explicate or describe
natural phenomena
(inferences),
9. use appropriate evidence
and reasoning to justify
these explanations to
others.
10. communicate results of
scientific investigations
11. Evaluate the merits of the
explanations produced
by others.
•
Properties of elements- mass
•
Arrangement of elements according
to electrons and properties
SC.912.N.1.6 Describe how
scientific inferences are drawn
from scientific observations and
provide examples from the
content being studied.
SC.912.P.8.4 Explore the
scientific theory of atoms (also
known as atomic theory) by
describing the structure of
REVISED 8/2011
Assessment
Formal: Test
Informal:
See Appendix A- Quick
Labs, Inquiry Labs and
Topic Labs
See Appendix CPeriodic TableInteractive activities
Reinforced words-
HS Physical Science
Time Frame: 2nd Quarter
Topic: Matter
Essential Questions
material?
*How does the study of
valence electrons help to
explain most chemical
phenomena?
Essential Content & Understandings
•
Essential Skills & Benchmarks
Differentiate among conductors,
semiconductors and insulators
atoms in terms of protons,
neutrons and electrons, and
differentiate among these
particles in terms of their mass,
electrical charges and
locations within the atom.
SC.912.P.8.5 Relate properties
of atoms and their position in
the periodic table to the
arrangement of their electrons.
SC.912.P.10.14 Differentiate
among conductors,
semiconductors and insulators
SC.912.N.3.5 Describe the function
of models in science, and identify
the wide range of models used in
science.
SC.912.N.1.1
SC.912.N.1.6
SC.912.N.1.7 Recognize the role of
creativity in constructing scientific
questions, methods and
explanations
SC.912.N.4.1 Explain how scientific
knowledge and reasoning provide
an empirically-based perspective
to inform society's decision
making.
SC.912.N.4.2 Weigh the merits of
alternative strategies for solving a
23
REVISED 8/2011
Assessment
nucleus, proton,
electron, neutron, metal,
nonmetal, mass number
Word Wall:
1. orbital
2. valence electron
3. periodic law
4. period
5. group
6. ion
7. atomic number
8. isotope
9. average atomic mass
10. semiconductor
HS Physical Science
Time Frame: 2nd Quarter
Topic: Matter
Essential Questions
Essential Content & Understandings
*How can the number of atoms
in a formula be determined?
* How are molecules different
then compounds?
*What is the difference
between a whole number and
a subscript in a chemical
formula?
*What information can be
taken from analyzing a
chemical formula?
*Why do atoms bond? How do
they bond? What types of
bonds are there?
*What holds a bond together?
How can bonds be broken?
*What is the relationship
between a chemical structure
and its bonding pattern?
Relate properties of Matter
*What happens to energy in a
chemical reaction?
*How are chemical reactions
different?
*How are single and double
Characterize types of Chemical Reactions
24
•
Essential Skills & Benchmarks
specific societal problem by
comparing a number of different
costs and benefits, such as
human, economic, and
environmental.
Interpret formulas of molecule
•
Interpret formulas of compounds
•
Bonding- ionic, covalent and
metallic
•
Compound names and formulas
•
Redox, acid-base, synthesis,
single and double replacement
SC.912.P.8.7 Interpret formula
representations of molecules
and compounds in terms of
composition and structure.
SC.912.N.1.1
SC.912.N.1.6
SC.912.P.8.8 Characterize types
of chemical reactions, for
example: redox, acid-base,
synthesis, and single and
REVISED 8/2011
Assessment
Formal: Test
Informal:
See Appendix A- Quick
Labs, Inquiry Labs and
Topic Labs
See Appendix C
Interactive Periodic
Table Activities
Reinforced wordschemical bond
Word Wall:
1. ionic bond
2. covalent bond
3. metallic bond
4. empirical formula
5. molecular formula
Formal: Chapter Test
Informal:
See Appendix A- Quick
Labs, Inquiry Labs and
Topic Labs
HS Physical Science
Time Frame: 2nd Quarter
Topic: Matter
Essential Questions
replacement reactions
different?
*What are the physical
outcomes of an endothermic
reaction?
*What are the physical
outcomes of an exothermic
reaction?
*How do factors such as
temperature, surface area,
and concentration affect
chemical reactions
25
Essential Content & Understandings
Essential Skills & Benchmarks
•
Distinguish endothermic and
exothermic
•
Compare factors affecting reactions
- temperature, surface area,
concentration, catalysts
double replacement reactions.
SC.912.P.10.1 Differentiate
among the various forms of
energy and recognize that
they can be transformed
from one form to others.
SC.912.P.10.7 Distinguish
between endothermic and
exothermic chemical
processes.
SC 912.P12.12 Explain how
various factors, such as
concentration, temperature
and presence of a catalyst
affect the rate of a chemical
reaction.
SC.912.N.1.1
SC.912.N.1.6
SC.912.N.1.7
LA.910.2.2.3 The student will
organize information to show
understanding or relationships
among facts, ideas and events
(e.g., representing key points
within text through charting,
mapping paraphrasing,
summarizing, comparing,
contrasting, or outlining).
REVISED 8/2011
Assessment
See Appendix C
Chemical Bonding and
Chemical Reactions
Word Wall:
1. reactant
2. product
3. chemical energy
4. exothermic reaction
5. endothermic reaction
6. synthesis reaction
7. decomposition
reaction
8. single replacement
9. double replacement
10. catalyst
HS Physical Science
Time Frame: 2nd Quarter
Topic: Matter
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
LA.910.4.2.2 The student will
record information and ideas
from primary and/or secondary
sources accurately and
coherently, noting the validity
and reliability of these sources
and attributing sources of
information.
MA.912.S.1.2 Determine
appropriate and consistent
standards of measurement for
the data to be collected in a
survey or experiment.
MA.912.S.3.2 Collect, organize,
and analyze data sets,
determine the best format for
the data and present visual
summaries from the following:
• bar graphs
• line graphs
• stem and leaf plots
• circle graphs
• histograms
• box and whisker plots
• scatter plots
Cumulative frequency (ogive)
graphs
26
REVISED 8/2011
Assessment
HS Physical Science
rd
Time Frame: 3 Quarter
Topic: Properties of Matter, Changes in Matter, Forces in Objects, Forces and Changes in Motion, Forms of Energy
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
*What is a solution?
Relate Solutions
• Heterogeneous, homogeneous
SC.912.P.8.11 Relate acidity
and basicity to hydronium and
hydroxyl ion concentration and
pH.
SC.912.L.18.12
Discuss the special properties of
water that contribute to Earth's
suitability as an environment for
life: cohesive behavior, ability
to moderate temperature,
expansion upon freezing, and
versatility as a solvent
SC.912.L.17.11 Evaluate the
costs and benefits of
renewable and nonrenewable
resources, such as water,
energy, fossil fuels, wildlife, and
forests.
SC 912.L.17.16 Discuss the
*How would you describe
the properties of solutions?
•
Water
•
Solubility
•
acidity- hydronium ions
*How does the solution
concentration affect the
properties of the solution?
•
basicity- hydroxyl ions
•
concentration
*Why is water considered to
be the universal solvent?
•
pH
*How do you measure the
concentration of a solution?
What occurs for a saturated
solution to be produced?
What are properties of
acids?
What are properties of
bases?
How is pH related to the
concentration of hydronium
and hydroxyl ions in a solution?
27
large-scale environmental
impacts resulting from
human activity, including
waste spills, oil spills, runoff,
greenhouse gases, ozone
depletion, and surface and
groundwater pollution.
SC.912.L.17.19
Describe how different natural
REVISED 8/2011
Assessment
Formal: Unit Test
Informal:
See Appendix A- Quick
Labs, Inquiry Labs and
Topic Labs
See Appendix C
Solubility and
Immiscibility
Acids and Bases
Words to reinforce:
solute, solvent, solution,
pH
Word Wall:
1. solubility
2. concentration
3. unsaturated solution
4. saturated solution
5. supersaturated
solution
6. Hydronum ion
7. Hydroxyl ion
HS Physical Science
rd
Time Frame: 3 Quarter
Topic: Properties of Matter, Changes in Matter, Forces in Objects, Forces and Changes in Motion, Forms of Energy
Essential Questions
How do acids affect the
environment?
28
Essential Content & Understandings
Essential Skills & Benchmarks
resources are produced and
how their rates of use and
renewal limit availability.
SC.912.L.17.20
Predict the impact of
individuals on environmental
systems and examine how
human lifestyles affect
sustainability.
SC.912.L.16.10 Evaluate the
biotechnology on the
individual, society and the
environment, including
medical and ethical issues.
SC.912.P.12.11 Describe phase
transitions in terms of kinetic
molecular theory
SC.912.N.1.1 Define a problem
based on a specific body of
knowledge, for example:
biology, chemistry, physics, and
earth/space, and do the
following:
1. pose questions about the
natural world
2. conduct systematic
observations
3. examine books and other
REVISED 8/2011
Assessment
HS Physical Science
rd
Time Frame: 3 Quarter
Topic: Properties of Matter, Changes in Matter, Forces in Objects, Forces and Changes in Motion, Forms of Energy
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
sources of information to
see what is already known
4. review what is known in
light of empirical
evidence,
5. plan investigations
6. use tools to gather
analyze, and interpret
data (this includes the use
of measurement in metric
and other systems, and
also the generation and
interpretation of graphical
representations of data,
including data tables and
graphs)
7. pose answers,
explanations, or
descriptions of events,
8. generate explanations that
explicate or describe
natural phenomena
(inferences),
9. use appropriate evidence
and reasoning to justify
these explanations to
others.
10. communicate results of
scientific investigations
29
REVISED 8/2011
Assessment
HS Physical Science
rd
Time Frame: 3 Quarter
Topic: Properties of Matter, Changes in Matter, Forces in Objects, Forces and Changes in Motion, Forms of Energy
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
11. Evaluate the merits of the
explanations produced
by others.
SC.912.N.1.6 Describe how
scientific inferences are drawn
from scientific observations and
provide examples from the
content being studied.
SC.912.N.4.1 Explain how
scientific knowledge and
reasoning provide an
empirically-based perspective
to inform society's decision
making.
SC.912.N.4.2 Weigh the merits
of alternative strategies for
solving a specific societal
problem by comparing a
number of different costs and
benefits, such as human,
economic, and environmental.
*What is radioactivity?
*What makes something
radioactive?
30
Explain and compare Nuclear Reactions
• Radioactive decay
•
Uses of Fission
SC.912.P.10.11 Explain and
compare nuclear reactions
(radioactive decay, fission and
fusion), the energy changes
associated with them and their
associated safety issues.
REVISED 8/2011
Formal: Unit Test
Informal:
See Appendix A- Quick
Labs, Inquiry Labs and
Topic Labs
HS Physical Science
rd
Time Frame: 3 Quarter
Topic: Properties of Matter, Changes in Matter, Forces in Objects, Forces and Changes in Motion, Forms of Energy
Essential Questions
*What is the difference
between fusion and fission?
*How is radioactive material
used in the field of medicine?
*How do radioactive tracers
work?
*How is fission used in the field
of energy?
*How is nuclear chemistry
beneficial to our lives? How is it
harmful?
*Would you live near a nuclear
power plant? Why or why not?
*Would you live near a nuclear
waste dump site?
*How are nuclear and
chemical reactions different?
31
Essential Content & Understandings
•
•
Essential Skills & Benchmarks
Uses of Fusion
Differentiate between chemical
and nuclear reactions
SC.912.P.10.12 Differentiate
between chemical and
nuclear reactions.
SC.912.L.15.2 Discuss the use of
molecular clocks to estimate
how long ago various groups of
organisms diverged
evolutionarily from one
another.
SC.912.P.10.10
Compare the magnitude and
range of the four fundamental
forces (gravitational,
electromagnetic, weak
nuclear, strong nuclear).
SC.912.P.10.11 Explain and
compare nuclear reactions
(radioactive decay, fission and
fusion), the energy changes
associated with them and their
associated safety issues.
SC.912.L.16.10
SC.912.L.17.11
SC.912.L.17.15 Discuss the
effects of technology on
environmental quality.
SC.912.L.17.16
SC.912.L.17.20
SC.912.N.1.1
REVISED 8/2011
Assessment
Word Wall:
1. radioactivity
2. nuclear radiation
3. gamma rays
4. half-life
5. fission
6. nuclear chain
reaction
7. fusion
8. radioactive tracer
HS Physical Science
rd
Time Frame: 3 Quarter
Topic: Properties of Matter, Changes in Matter, Forces in Objects, Forces and Changes in Motion, Forms of Energy
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
SC.912.N1.6
SC.912.N.3.5 Describe the
function of models in science,
and identify the wide range of
model use.
Motion and Force- Changes in Energy
*What is “frame of reference?”
*What causes acceleration?
Analyze motion- with respect to frame of
reference- as functions of time
• Position
*How is speed calculated?
•
Velocity
*What is the difference
between speed and velocity?
•
Acceleration
SC.912.P.12.1 Analyze the
motion of an object in terms of
its position, velocity, and
acceleration (with respect to a
frame of reference) as
functions of time.
SC.912.N.1.1
SC.912.N1.6
SC.912.P.10.10
*How would a graph appear
showing constant speed and
acceleration?
32
REVISED 8/2011
Formal: Unit Test
Informal:
See Appendix A- Quick
Labs, Inquiry Labs and
Topic Labs
See Appendix C
Interactive Science
Simulations
Motion and Force
Physics Tutorials
Words to reinforce:
force, friction, speed,
velocity
Word Wall:
1. Motion
2. Frame of
reference
3. displacement
4. acceleration
HS Physical Science
rd
Time Frame: 3 Quarter
Topic: Properties of Matter, Changes in Matter, Forces in Objects, Forces and Changes in Motion, Forms of Energy
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
*How is friction useful?
*What are the results of friction
& does this help our business or
manufacturing economy?
*What stops an object’s
motion?
*How does an objects mass
determine its ability to start &
stop?
*How is gravity a force?
*What forces act on an object
that is falling freely?
*Explain how a skydiver
reaches terminal velocity.
*Why does space feel
“weightless” even though it is
not?
*Differentiate gravity of a semi
truck & a VW “Bug.”
*What shape is made when
following the path of a thrown
object?
*Why do archers aim above
their projected target?
Interpret and apply forces
SC.912.P.12.3 Interpret and
apply Newton’s three laws of
motion.
SC.912.P.12.4 Describe how the
gravitational force between
two objects depends on their
masses and the distance
between them.
SC.912.P.10.10
SC.912.N.1.1
SC.912.N1.6
SC.912.N1.7
•
Fundamental forces-friction
•
Newton’s First Law- inertia
•
Newton’s Second Law
Force= mass x acceleration F= ma
•
Newton’s Third Law- momentum
Relate inertia, gravity and momentum to
each Law
Assessment
Formal: Unit Test
Informal:
See Appendix A- Quick
Labs, Inquiry Labs and
Topic Labs
Words to reinforce:
Friction, motion, weight
Word Wall:
1. inertia
2. free fall
3. Terminal velocity
4. projectile motion
4. simple machines
5. momentum
Formal: Unit Test
Informal:
33
REVISED 8/2011
HS Physical Science
rd
Time Frame: 3 Quarter
Topic: Properties of Matter, Changes in Matter, Forces in Objects, Forces and Changes in Motion, Forms of Energy
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
*How are work and power
different?
Compare and Contrast Work and Power
SC.912.P.10.3 Compare and
contrast work and power
qualitatively and
quantitatively
•
*How do simple machines
make work easier?
•
*Explain the relationship
between energy and work.
*How is energy transformed in
various simple machines?
*Trace the path of energy in
that occurs as a person sweeps
the floor.
34
Work
*work= Force x distance
power
*Power = work
Time
•
w=Fd
Simple machines
P= W
t
SC.912.P.10.1 Differentiate
among the various forms of
energy and recognize that
they can be transformed from
one form to another.
SC.912.P.10.2 Explore the Law
of Conservation of Energy by
differentiating among open,
closed and isolated systems
and explain that the total
energy in an isolated system is
a conserved quantity.
SC.912.N.1.1
SC.912.N1.6
SC.912.N.4.1
SC.912.N.4.2
LA.910.2.2.3 The student will
organize information to show
understanding or relationships
among facts, ideas and events
(e.g., representing key points
within text through charting,
mapping paraphrasing,
summarizing, comparing,
REVISED 8/2011
Assessment
See Appendix A- Quick
Labs, Inquiry Labs and
Topic Labs
Words to reinforce:
energy, potential
energy, kinetic energy
Word Wall:
1. work
2. power
3. mechanical
advantage
4. simple machines
5. compound machines
6. mechanical energy
7. efficiency
HS Physical Science
rd
Time Frame: 3 Quarter
Topic: Properties of Matter, Changes in Matter, Forces in Objects, Forces and Changes in Motion, Forms of Energy
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
contrasting, or outlining).
LA.910.4.2.2 The student will
record information and ideas
from primary and/or secondary
sources accurately and
coherently, noting the validity
and reliability of these sources
and attributing sources of
information.
MA.912.S.1.2 Determine
appropriate and consistent
standards of measurement for
the data to be collected in a
survey or experiment.
MA.912.S.3.2 Collect, organize,
and analyze data sets,
determine the best format for
the data and present visual
summaries from the following:
• bar graphs
• line graphs
• stem and leaf plots
• circle graphs
• histograms
• box and whisker plots
• scatter plots
Cumulative frequency (ogive)
graphs
35
REVISED 8/2011
Assessment
HS Physical Science
th
Time Frame: 4 Quarter
Topic: Energy Transfer and Transformations, Matter and Energy Transformations
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Energy transfer and Transformations
*What is energy?
*How does energy change?
*Explain how temperature
changes during energy
transfer.
*How can light energy also be
heat energy?
When can chemical energy
also be light energy?
36
Assessment
Formal: Unit Test
Differentiate- forms of energy
• Forms of energy
•
Energy transformations
•
Conservation of Energy in open,
closed and isolated systems.
SC.912.P.10.1 Differentiate
among the various forms of
energy and recognize that
they can be transformed from
one form to another.
SC.912.P.10.2 Explore the Law
of Conservation of Energy by
differentiating among open,
closed and isolated systems
and explain that the total
energy in an isolated system is
a conserved quantity.
SC.912.P.10.4 Describe heat as
the energy transferred by
convection, conduction and
radiation, and explains the
connection of heat to change
in temperature or states of
matter.
SC.912.N.1.1 Define a problem
based on a specific body of
knowledge, for example:
biology, chemistry, physics, and
earth/space, and do the
following:
1. pose questions about the
natural world
REVISED 8/2011
Informal:
See Appendix A- Quick
Labs, Inquiry Labs and
Topic Labs
See Appendix C Energy
Words to reinforce:
temperature.
thermometer
Word Wall:
1. Law of Conservation
of Energy
2. mechanical energy
3. chemical energy
4. electrical energy
5. nuclear energy
HS Physical Science
th
Time Frame: 4 Quarter
Topic: Energy Transfer and Transformations, Matter and Energy Transformations
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
2. conduct systematic
observations
3. examine books and other
sources of information to
see what is already known
4. review what is known in
light of empirical
evidence,
5. plan investigations
6. use tools to gather
analyze, and interpret
data (this includes the use
of measurement in metric
and other systems, and
also the generation and
interpretation of graphical
representations of data,
including data tables and
graphs)
7. pose answers,
explanations, or
descriptions of events,
8. generate explanations that
explicate or describe
natural phenomena
(inferences),
9. use appropriate evidence
and reasoning to justify
37
REVISED 8/2011
Assessment
HS Physical Science
th
Time Frame: 4 Quarter
Topic: Energy Transfer and Transformations, Matter and Energy Transformations
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
these explanations to
others.
10. communicate results of
scientific investigations
11. Evaluate the merits of the
explanations produced
by others.
SC.912.N.1.6 Describe how
scientific inferences are drawn
from scientific observations and
provide examples from the
content being studied.
*How is energy transferred
through conduction,
convection and radiation?
*How does heat get from the
sun to the Earth?
*How can an insulator keep
something cold as well as hot?
*Why is there a scale that
includes absolute zero?
*What does temperature
change feel like?
38
Relate Heat and Temperature
• Temperature & energy molecular
movement
•
Heat transfer- conduction
convection, radiation—change in
temperature or states of matter
•
Differentiate - Conductors,
semiconductors and insulators
SC.912.P.10.2
SC.912.P.10.5 Relate
temperature to the average
molecular kinetic energy.
SC.912.P.10.4
SC.912.P.12.10
Interpret the behavior of ideal
gases in terms of kinetic
molecular theory.
SC.912.P.12.11 Describe phase
transitions in terms of kinetic
molecular theory
SC.912.N.1.1
SC.912.N1.6
REVISED 8/2011
Formal: Unit Test
Informal:
See Appendix A- Quick
Labs, Inquiry Labs and
Topic Labs
See Appendix C Heat
and Temperature
Conduction, Convection
and radiation
Words to reinforce
Temperature,
HS Physical Science
th
Time Frame: 4 Quarter
Topic: Energy Transfer and Transformations, Matter and Energy Transformations
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
thermometer,
Word Wall:
1. absolute zero
2. heat
3. thermal conduction
4. convection
5. convection current
6. radiation
7. specific heat
*How do waves transfer
energy?
*What differentiates a
mechanical wave and an
electromagnetic wave?
*What is the relationship
between particle vibration and
wave action?
*Identify the parts of a wave
and explain the importancecrest, trough, amplitude and
wavelength
*How are energy and
frequency related?
*Describe the Doppler effect
and where you would
encounter this?
39
Explore the electromagnetic spectrum
Waves
• Wavelength, frequency and energy
Compare the electromagnetic spectrum
Waves
• Wavelength, frequency and energy
Contrast the electromagnetic spectrum
Waves
• Wavelength, frequency and energy
Explore wave properties- sound and light
SC.912.P.10.18 Explore the
theory of electromagnetism by
comparing and contrasting the
different parts of the
electromagnetic spectrum in
terms of wavelength,
frequency, and energy, and
relate them to phenomena
and application.
SC.912.P.10.21 Qualitatively
describe the shift in frequency
in sound or electromagnetic
waves due to the relative
motion of a source or a
receiver
SC.912.P.12.7 Recognize that
nothing travels faster than the
REVISED 8/2011
Formal: Unit Test
Informal:
See Appendix A- Quick
Labs, Inquiry Labs and
Topic Labs
See Appendix C
Electromagnetic
Spectrum
Sound Wave Tutorial;
and Animations
Words to reinforce:
wave, crest, trough,
frequency, wavelength
Word Wall:
1. medium
2. mechanical wave
HS Physical Science
th
Time Frame: 4 Quarter
Topic: Energy Transfer and Transformations, Matter and Energy Transformations
Essential Questions
Essential Content & Understandings
*Describe how a wave
behaves when it meets an
obstacle or passes into another
medium?
*What affects the speed of
sound?
*How can light have both
wave and particle
characteristics?
*Describe the electromagnetic
spectrum.
*What are the various uses of
this spectrum?
*What factors affect the
strength of the electric force?
*Describe the electric field due
to a charge?
*Distinguish between series and
parallel circuits?
*Differentiate between
conductors, semiconductors
and insulators.
How do fuses and circuit
breakers work?
40
Essential Skills & Benchmarks
speed of light in a vacuum
which is the same for all
observers no matter how they
or the light source are moving.
SC.912.N.1.1
SC.912.N1.6
Differentiate among conductors,
semiconductors and insulators in the
Investigation of Electricity
•
current
•
voltage
•
resistance
•
Power
SC.912.P.10.14 Differentiate
among conductors,
semiconductors, and insulators
SC.912.P.10.15 Investigate and
explain the relationships
among current, voltage,
resistance, and power.
SC.912.N.1.1
SC.912.N1.6
LA.910.2.2.3 The student will
organize information to show
understanding or relationships
among facts, ideas and events
REVISED 8/2011
Assessment
3. electromagnetic
wave
4. transverse wave
5. longitudinal wave
6. amplitude
7. period
8. Doppler effect
Formal: Unit Test
Informal:
See Appendix A- Quick
Labs, Inquiry Labs and
Topic Labs
See Appendix C
Interactive Science
Simulations
Words to reinforce:
conductor, insulator
Word Wall:
1. electric force
2. electric field
HS Physical Science
th
Time Frame: 4 Quarter
Topic: Energy Transfer and Transformations, Matter and Energy Transformations
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
(e.g., representing key points
within text through charting,
mapping paraphrasing,
summarizing, comparing,
contrasting, or outlining).
LA.910.4.2.2 The student will
record information and ideas
from primary and/or secondary
sources accurately and
coherently, noting the validity
and reliability of these sources
and attributing sources of
information.
MA.912.S.1.2 Determine
appropriate and consistent
standards of measurement for
the data to be collected in a
survey or experiment.
MA.912.S.3.2 Collect, organize,
and analyze data sets,
determine the best format for
the data and present visual
summaries from the following:
• bar graphs
• line graphs
• stem and leaf plots
• circle graphs
• histograms
41
REVISED 8/2011
Assessment
3. cell
4. current
5. resistance
6. electric circuit
7. series circuit
8. parallel circuit
HS Physical Science
th
Time Frame: 4 Quarter
Topic: Energy Transfer and Transformations, Matter and Energy Transformations
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
• box and whisker plots
• scatter plots
Cumulative frequency (ogive)
graphs
42
REVISED 8/2011
Assessment
Appendix A – Lab Correlation
To the Pearson Physical Science Concepts in Action textbook
1st Quarter
Quick Lab -Making Observations-Observations-Page 16
Measurement- Making Measurements- Pp. 30 & 31-Temperature, length, mass and
volume
Inquiry Lab- Finding Density- Pg. 43
Quick Lab- Mystery Mixture- Pg. 48
Quick Lab- Density of Water- Pg. 55
Quick Lab- Reactivity- Pg. 58
Inquiry Lab-Can you separate a Mixture- Pg. 63
Physical Properties of Metals- Pp.66-67
2nd Quarter
Inquiry Lab- Changes in Density- Pg. 75
Quick Lab- Hot or Cold? Pg. 81
Quick Lab- Boiling Water- Pg.86
Quick Lab- Density and Shape- Pg. 91
Inquiry Lab- How are Temperature and Volume Related?- Pg. 99
Boiling and Freezing- Pg. 102-103
Inquiry Lab- Making a Model- Pg.111
Quick Lab-Evidence for Atoms- Pg. 114
Quick Lab- Modeling Isotopes- pg. 123
Building Isotopes- Pg. 134-135
Inquiry Lab- A Periodic Table- Pg.143
Exploring Periodic Trends- Pg. 166-167
Inquiry Lab- Melting Sugar and Salt- Pg.175
Inquiry Lab- Matter and Chemical Reactions-Pg. 217
Quick Lab- An Endothermic Reaction- Pg.222
Inquiry Lab- Determining the Products of a Reaction- Pg. 235
Inquiry Lab- What affects the Rates of Chemical Reactions? - Pg. 239
Quick Lab- Catalysts in Action- Pg. 241
Rate and Temperature of s Chemical Reaction- Pp. 248-249
3rd Quarter
Inquiry Lab- Dissolving Salt and Sugar- Pg.257
Inquiry Lab-What will Dissolve a Nonpolar Substance? Pg. 270
How Temperature Affects Gas Solubility- Pp.282-283
Inquiry Lab-Acid-Base Reaction- Pg. 291
Inquiry Lab-Which Household Products are Acidic, and Which are Basic? Pg. 296
Quick Lab- Detergents Pg. 309
Inquiry Lab-What Does an Antacid Do?-Pg 312
Quantities in and Acid-Base Reaction- Pp. 314-315
Inquiry Lab- Radiation and Film- Pg. 325
Inquiry Lab Modeling and Decay and Half-Life- Pg. 335
Simulating Nuclear decay Reactions- Pp.352-353
Inquiry Lab-Motion on Motion- Pg. 363
Quick Lab- Measuring Speed- Pg. 368
Static, Sliding, and Rolling Friction- Pg. 386-387
43
Revised 8/2011
Appendix A – Lab Correlation
To the Pearson Physical Science Concepts in Action textbook
Inquiry Lab- Earth’s Attraction- Pg. 395
Quick Lab-Newton’s First Law- Pg. 398
Quick Lab- Action and Reaction Forces- Pg. 414
Building a Catapult- Pp.418-419
Quick Lab- Power Output- Pg. 433
Quick Lab- Energy Transfer- Pg. 455
Inquiry Lab- Is energy conserved by a Pendulum? - Pg.457
Energy of a Rolling Ball- Pp. 462-463
4th Quarter
Inquiry Lab- Color and Temperature- Pg. 471
Quick Lab- Sensing Hot and Cold- Pg. 474
Inquiry Lab- Temperature and Energy- Pg. 478
Inquiry Lab- Absorption and Radiated Heat- Pg. 482
Quick Lab- Conductors and Insulators- Pg. 484
Conduction of Heat by Metals- Pp. 494-495
Quick Lab- Particle Motion in a Wave- Pg. 509
Quick Lab- Wave Speed- Pg. 520
Transverse Waves- Pp.530-531
Quick Lab- Sound in Different Mediums- pg. 544
Inquiry Lab- A Simple Circuit- Pg. 583
Quick Lab-Using a Lemon as a Cell- Pg.595
Constructing Electric Circuits- Pp. 608-609
44
Revised 8/2011
Appendix B – Book List by Topic
45
Revised 8/2011
Appendix C – Web Sites by Topic
1st Quarter
Scientific Method
http://www.sciencespot.net/Media/scimthdexps.pdf
Length Lab
http://www.sciencespot.net/Media/lengthlab.pdf
Mass Lab
http://sciencespot.net/Media/masslab.pdf
Volume Lab
http://sciencespot.net/Media/volumelab.pdf
Pop Rockets- Teaching Variables
http://genesismission.jpl.nasa.gov/educate/scimodule/LaunchPropulsion/LP_PDFs/
B2_SApoprocketvar.pdf
Chemical and physical Properties and Changes
http://grants.coehd.utsa.edu/crest/WebQuest/CREST%20WebQuests/Grade%208/
8-5/Introduction.html
2nd Quarter
Interactive- Periodic Table http://education.jlab.org/indexpages/index.php
Chemical Bonding
http://www.powayusd.com/pusdphs/WebQuests/ChemWebQuest/ChemSite.htm
#Objectives
Chemical Reactions http://serc.carleton.edu/sp/mnstep/activities/27596.html
3rd Quarter
Solubility and Immiscibility
http://serc.carleton.edu/sp/mnstep/activities/34724.html
Acids and Bases
http://www.saskschools.ca/curr_content/chem30_05/5_acids_bases/teach
er/acids_teacher_labs.htm
Interactive Science Simulations
http://phet.colorado.edu/
Motion and Force
http://science-class.net/Physics/force_motion.htm
Physics Tutorials
http://www.physicsclassroom.com/class/energy/
4th Quarter
Energy
http://www.svsu.edu/mathsci-center/uploads/science/hP4_FEET.htm
Heat and Temperature
http://www.wvpt4learning.org/lessons/pdf01/heat.pdf
Conduction, Convection and Radiation
[DOC]
46
Revised 8/2011
Appendix C – Web Sites by Topic
Conduction, Convection and Radiation OH! MY! Lab
Electromagnetic Spectrum Tutorial
http://www.darvill.clara.net/emag/index.htm
Sound Wave Tutorial and animations
http://www.isvr.soton.ac.uk/spcg/tutorial/tutorial/startcd.htm
Interactive Science Simulations
http://phet.colorado.edu/
47
Revised 8/2011
Appendix D – Labs and Activities from Within the Maps – By Quarters
48
Revised 8/2011