ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: GENERAL SCIENCE
GRADE LEVEL: GRADE 9, LEVEL 3
CREATION DATE: October, 2001
General Science, Grade 9, Level 3
Page 1 of 15
November, 2001
Essential Question, Concept or Theme: A. The Process of Scientific Inquiry
PA Standards: 3.1.10.B; 3.2.10.ABCD; 3.4.10.ABCD
Benchmark/Skills
A.
1. Distinguish the links between the various branches
of science as they apply to the study of the
environment.
a. List and define the branches of science.
b. Investigate various careers in science in relation to
the branches of science.
2. Apply the elements of scientific inquiry to solve
problems.
a. Recognize the sequence of events required to solve
any given problem.
b. Demonstrate a proficient use of describing a
situation or an event using their senses.
c. Demonstrate an ability to distinguish between
opinion and factual information.
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
1. Exams and quizzes aimed at
evaluating concept and vocabulary
recognition and use
2. Class participation and
discussion
4. Process of writing a good
laboratory report using the adopted
rubric.
5. Supplemental worksheets
6. Note taking strategies
7. Homework
8. Class work
Primary Textbook - Modern Earth
Science - 2001, ( Holt, Rinehart,
& Winston)
Secondary Textbook Environmental Science - Person,
2001, (Lebel)
Power Point Presentation software
Internet sites
The Process of Scientific Inquiry
Spectral tubes and spectroscopes
3. Distinguish the differences between scientific
theories, hypotheses, laws and natural facts.
a. Compare and contrast Meteorite Impact Theory,
Big Bang Theory, Gaia Hypothesis, Laws of
Conservation of Energy, and the Natural Cycles as
fact.
Instructional Strategies
1. Teacher directed instruction
2. Hands on investigations including:
measuring, observation, prediction,
calculation, dissection, construction,
manipulation of instruments, graphing,
timing, testing of chemical properties.
3. Testing of physical properties,
identification, diagrams and sketches,
classification, and analysis of data
4. Group activities
5. Cooperative learning activities
6. Simulations
7. Diagrams and Illustrations
8. Class discussion
9. Group and individual presentations
10. Ecological field sampling
11. Computer generated graphs and charts
12. Use of Internet sites in student research
4. Organize and communicate data for the purpose of
supporting an argument based upon scientific
principles.
a. Construct a formal laboratory report using the
adopted RTM Science Department Rubric.
b. Construct and interpret a variety of data graphs.
c. Construct a multimedia presentation utilizing
Microsoft Power Point, scanner, and digital camera.
d. Demonstrate ability to communicate and express
research findings through oral presentations
General Science, Grade 9, Level 3
Page 2 of 15
November, 2001
Essential Question, Concept or Theme: A. The Process of Scientific Inquiry
PA Standards: 3.1.10.B; 3.2.10.ABCD; 3.4.10.ABCD
Adaptations/Inclusion
Enrichment Strategies
Techniques
A.
May include but is not limited to:
Modified assignments
Extended time
Aide in the room
Preferential seating
Visual and auditory aids
Student IEP Recommendations
General Science, Grade 9, Level 3
1.
2.
3.
4.
Additional research options
Project Options
Vocabulary building activities
Enrichment Software
Approx. Time Allotment:
Remediation Strategies
Multicultural/Interdisciplinary
Connection
1. Test Preparation Options
2. Additional practice worksheets
3. Basic Computer Instruction
4. Additional assistance in following PHS
laboratory rubric.
5. Assistance in Library research
6. After school individualized tutoring
Page 3 of 15
November, 2001
Essential Question, Concept or Theme: B. Ecology
PA Standards: 3.1.10.B; 3.2.10.ABCD; 4.3.10 C; 4.6.10.ABC; 4.7.10 ABCD; 4.8.10 ABCD
Benchmark/Skills
Assessment
B.
1. Explain the biotic and abiotic components of an ecosystem and their
interaction.
a. List biotic and abiotic components of a meadow behind school.
b. Explain how the biotic and abiotic factors influence the organisms of the
meadow.
c. Identify the components of a food web and describe the movement of
nutrients and energy through each trophic level.
B.
1. Exams and quizzes aimed
at evaluating concept and
vocabulary recognition and
use
2. Class participation and
discussion
4. Laboratory investigation
with analysis questions
5. Supplemental worksheets
6. Homework
7. Class work
8. Research
Reports/presentations
9. Software use
10. Field study
11. Spread sheets, graphs, and
diagrams
2. Determine the needs of organisms and an ecosystem's ability to support
life.
a. Identify and analyze the major limiting factors of any population.
b. Research a plant or animal species of a PA forest ecosystem and examine
their limiting factors.
c. Construct a food web of a particular biome or habitat from around the
world.
d. Create an owl food web from data gathered from owl pellets.
e. Determine importance of keystone species.
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
Barn Owl video
Forest Wars video
3. Students will perform an ecological survey of selected habitats to be
utilized as a foundation of the principles and concepts of ecology. Survey
elements will include but not be limited to the following: organism
identification, population densities, measurements, mapping, and
categorizing.
a. Examine and evaluate the health of a pond ecosystem at Glenn
Providence Pond.
b. Examine and evaluate the frequency and density of organisms in a forest
ecosystem at Ridley Creek State Park.
5. Identify the major biomes and explain their similarities and differences.
a. Construct a table showing the average yearly rainfall, average yearly
temperature, soil conditions, plant and animal characteristics for each
particular biome.
b. Compare and contrast the abiotic components of each biome.
c. Construct a climatograph for a city in each of the seven major biomes.
6. Apply the structure of trophic levels to our society's ability and method
of feeding the world's population.
General Science, Grade 9, Level 3
Page 4 of 15
November, 2001
Essential Question, Concept or Theme: B. Ecology
PA Standards: 3.1.10.B; 3.2.10.ABCD; 4.3.10 C; 4.6.10.ABC; 4.7.10 ABCD; 4.8.10 ABCD
Benchmark/Skills
Assessment
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
7. Explain how cycles affect the balance in an ecosystem.
a. Describe the chemical composition of living organisms.
b. Explain the water cycle, carbon-oxygen cycle, and nitrogen cycle as they
are applied to photosynthesis and respiration.
General Science, Grade 9, Level 3
Page 5 of 15
November, 2001
Essential Question, Concept or Theme: B. Ecology
PA Standards: 3.1.10.B; 3.2.10.ABCD; 4.3.10 C; 4.6.10.ABC; 4.7.10 ABCD; 4.8.10 ABCD
Adaptations/Inclusion
Enrichment Strategies
Remediation Strategies
Techniques
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
B.
General Science, Grade 9, Level 3
Page 6 of 15
November, 2001
Essential Question, Concept or Theme: C. Astronomy
PA Standards: 3.1.10.B; 3.2.10.ABCD; 3.4.10.ABD
Benchmark/Skills
C.
1. Identify the units of a calendar from several civilizations.
a. Research ancient civilizations and their use of a calendar.
b. Construct a calendar for a civilization founded on Mars.
2.
a.
b.
Describe and identify major constellations.
Read and discuss the origin of the 12 constellations of the zodiac.
Map the stars of an evening sky and compare to commercial sky
charts.
3. Describe the Big Bang Theory as it applies to the formation of the
universe.
a. Explain the Big Bang Theory
b. Distinguish the differences between a scientific theory and fact.
4. Evaluate the scale of the universe.
a. Explain the significance of exponential notation.
a. Utilize the Powers of Ten website to show relative size changes.
Approx. Time Allotment:
Assessment
1. Exams and quizzes
aimed at evaluating concept
and vocabulary recognition
and use
2. Class participation and
discussion
4. Laboratory investigation
with analysis questions
5. Supplemental worksheets
6. Homework
7. Class work
8. Research
Reports/presentations
9. Software use
10. Sky mapping
Aligned Materials/
Resources/Technology
Instructional Strategies
C. Astronomy
Planet and star finder
Plexiglas star mapper
5. Explain the basic process of the formation of the solar system.
a. Describe the process of Cosmology
b. Relate the basic forces of nature such as gravity to the formation of
planets.
6. Compare and contrast the physical characteristics of inner and outer
planets and describe factors for the differences.
a. Research the interrelationships between the 9 planets and the sun.
7. Describe relationship between earth, moon, and sun.
a. Define and differentiate between lunar and solar eclipses.
b. Relate changes in tide to position of moon through lunar cycle.
General Science, Grade 9, Level 3
Page 7 of 15
November, 2001
Essential Question, Concept or Theme: C. Astronomy
PA Standards: 3.1.10.B; 3.2.10.ABCD; 3.4.10.ABD
Adaptations/Inclusion
Enrichment Strategies
Techniques
Approx. Time Allotment:
Remediation Strategies
Multicultural/Interdisciplinary
Connection
C.
General Science, Grade 9, Level 3
Page 8 of 15
November, 2001
Essential Question, Concept or Theme: D. Formation, Structure & Materials of the Earth
PA Standards: 3.1.10.B; 3.2.10.ABCD; 3.5.10.AB
Aligned Materials/
Resources/Technology
Benchmark/Skills
Assessment
D.
1. Students should be able to identify and
list the various characteristics and
properties of minerals.
a. Determine the characteristics of a
mineral including the elements found in
common minerals
b. List the various groups of minerals.
c. Name, describe, and observe the major
characteristics of minerals as well as their
unusual properties.
1. Exams and quizzes aimed at evaluating
concept and vocabulary recognition and
use
2. Class participation and discussion
4. Laboratory investigation with analysis
questions
5. Supplemental worksheets
6. Homework
7. Class work
8. Outlining and concept mapping
Approx. Time Allotment:
Instructional Strategies
Plate Techtonics CD-rom
Rocks and Minerals
2. Students should be able categorize
rocks into the major geological groups and
subgroups based on their formation.
a. Diagram the steps and processes of the
rock cycle.
b. List, describe, and identify various
sedimentary features.
c. Describe and identify foliated and
unfoliated metamorphic rocks.
3. Students should be able to identify the
major geological and biological events in
the Earth's history as well as the
experimental techniques and theories used
to explain these events.
a. Apply the law of superposition to
relative dating.
b. Explain the process of radioactive
decay in regards to absolute age.
c. State geological events and organisms
associated with certain eras, periods, and
epochs in a geological timeline.
General Science, Grade 9, Level 3
Page 9 of 15
November, 2001
Essential Question, Concept or Theme: D. Formation, Structure & Materials of the Earth
PA Standards: 3.1.10.B; 3.2.10.ABCD; 3.5.10.AB
Adaptations/Inclusion
Enrichment Strategies
Remediation Strategies
Techniques
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
D.
General Science, Grade 9, Level 3
Page 10 of 15
November, 2001
Essential Question, Concept or Theme: E. Formation & Structure of Earth’s Atmosphere
PA Standards: 3.1.10.B; 3.2.10.ABCD; 3.5.10 C
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
E.
1. Students should be able to explain the
various physical interactions of solar energy
on the atmosphere, Earth's surface, and the
environment.
a. Order the different gases that comprise the
atmosphere by abundance.
b. Order the layer of the atmosphere by
altitude.
c. Explain the necessity of the ozone layer
and the cause of its destruction.
d. Explain the concept of the greenhouse
effect and how it may be related to global
warming.
e. Explain the concept of conduction and
convection in regards to weather.
f. Describe how the jet stream effects our
nation’s weather patterns.
g. Diagram the flow of local breezes.
1. Exams and quizzes aimed at
evaluating concept and vocabulary
recognition and use
2. Class participation and discussion
4. Laboratory investigation with
analysis questions
5. Supplemental worksheets
6. Homework
7. Class work
8. Research reports/presentations
9. Software Use
10. Tracking weather using weather
station at Indian Lane
Approx. Time Allotment:
Instructional Strategies
Weather videos: Hurricanes, Lightning,
and Tornadoes (NOVA)
Weather Analysis software
Indian Lane Weather Station
2. Students should be able to explain how
the presence of water in the atmosphere
creates various measurable and identifiable
components of the atmosphere.
a. Determine the dew point and relative
humidity of the surrounding air
b. Identify cloud types and their
characteristics
c. List and describe various forms of
precipitation.
3. Students should be able to identify the
effects of various pressure systems, storms,
and weather patterns found in the United
States.
a. Explain the formation of an air mass and
describe the various types of air masses.
b. Compare the characteristic weather
General Science, Grade 9, Level 3
Page 11 of 15
November, 2001
Essential Question, Concept or Theme: E. Formation & Structure of Earth’s Atmosphere
PA Standards: 3.1.10.B; 3.2.10.ABCD; 3.5.10 C
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Approx. Time Allotment:
Instructional Strategies
conditions associated with cold, warm,
stationary, and occluded fronts.
c. Compare the characteristics of high and
low-pressure systems .
d. Compare the characteristics of hurricanes
to tornadoes.
e. Explain the step by step process involved
in the formation of thunderstorms and
lightning.
f. Label and identify various weather
symbols.
g. List characteristics of the three major
climate zones.
General Science, Grade 9, Level 3
Page 12 of 15
November, 2001
Essential Question, Concept or Theme: E. Formation & Structure of Earth’s Atmosphere
PA Standards: 3.1.10.B; 3.2.10.ABCD; 3.5.10 C
Adaptations/Inclusion
Enrichment Strategies
Remediation Strategies
Techniques
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
E.
General Science, Grade 9, Level 3
Page 13 of 15
November, 2001
Essential Question, Concept or Theme: F. Science, Technology and Human Endeavors
PA Standards: 4.6.10.AC; 4.8.10 C; 4.4.10 AB; 4.2.10 BC
Benchmark/Skills
F.
1. Describe how the cultures and
economies of Native American tribes were
influenced by the forests and other natural
resources.
a. Read and discuss how Native
Americans managed and utilized their
natural resources, especially the forests.
b. Describe the basic components of an
economic system.
2. Identify some of the values of early
American pioneers and analyze the factors
that contributed to changes in Americans
attitudes towards the environment since
the 1800’s.
a. Compare early forestry techniques with
current models of forest management.
b. Explain the influence of technology on
environmental change.
c. Analyze how people’s views towards
trees and forests have changed over time.
General Science, Grade 9, Level 3
Aligned Materials/
Resources/Technology
Assessment
1. Exams and quizzes aimed at evaluating
concept and vocabulary recognition and
use
2. Class participation and discussion
4. Laboratory investigation with analysis
questions
5. Supplemental worksheets
6. Homework
7. Class work
8. Research reports/presentations
9. Software Use
Approx. Time Allotment:
Instructional Strategies
Sustaining Penn’s Woods Resource
package designed by PDE
Page 14 of 15
November, 2001
Essential Question, Concept or Theme: F. Science, Technology and Human Endeavors
PA Standards: 4.6.10.AC; 4.8.10 C; 4.4.10 AB; 4.2.10 BC
Adaptations/Inclusion
Enrichment Strategies
Remediation Strategies
Techniques
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
F.
General Science, Grade 9, Level 3
Page 15 of 15
November, 2001