Science Content Standards and Objectives 9th Grade Physical Science
Standard 1: Nature and Application of Science (SC.S.PS.1)
Students will
 demonstrate an understanding of history and nature of science as a human endeavor encompassing the contributions of
diverse cultures and scientists.
 demonstrate the ability to use the inquiry process to solve problems.
 relate science-technology-societal issues while using a variety of sources to construct and defend their solutions.
Essential Important
SC.O.PS.1.1
SC.O.PS.1. 2
SC.O.PS.1.3
implement safe procedures and
practices when manipulating
equipment, materials, organisms,
and models.
X
formulate scientific explanations
based on historical observations
and experimental evidence,
accounting for variability in
experimental results.
conduct and/or design
investigations that incorporate the
skills and attitudes and/or values
of scientific inquiry: established
research protocol, accurate record
keeping, replication of results and
peer review, objectivity, openness,
Compact
X
X
Page 1 of 26
skepticism, fairness, or creativity
and logic.
SC.O.PS.1.4
SC.O.PS.1.5
design, conduct, evaluate and
revise experiments: compose a
question to be investigated, design
a controlled investigation that
produces numeric data, evaluate
the data in the context of scientific
laws and principles, construct a
conclusion based on findings,
propose revisions to investigations
based on manipulation of variables
and/or analysis of error, or
communicate and defend the
results and conclusions.
draw conclusions from a variety of
data sources to analyze and
interpret systems and models: use
graphs and equations to measure
and apply variables such as rate
and scale, evaluate changes in
trends and cycles, or predict the
influence of external variances
such as potential sources of error,
or interpret maps.
X
X
Page 2 of 26
SCO.PS.1.6
SC.O.PS.1.7
SC.O.PS.1.8
SC.O.PS.1.9
investigate, compare and design
scientific and technological
solutions to address personal and
societal problems.
given current science- technologysocietal issues, construct and
defend potential solutions.
relate societal, cultural and
economic issues to key scientific
innovations.
synthesize concepts across
various science disciplines to
better understand the natural
world (e.g., form and function,
systems, and change over time.
X
X
X
X
Standard 2: Content of Science (SC.S.PS.2)
Students will
 demonstrate knowledge understanding and applications of scientific facts, concepts, principles, theories, and models
delineated in the objectives.
Page 3 of 26
 demonstrate an understanding of the interrelationships among physics, chemistry, biology, earth/environmental
science, and astronomy; and apply knowledge, understanding and skills of science subject matter/concepts to daily
life.
Essential Important Compact
SC.O.PS.2.1
apply dimensional analysis and
scientific notation in making
metric calculations.
X
SC.O.PS.2.2 predict chemical and physical
properties of an element using its
position in the periodic table.
X
SC.O.PS.2.3 collect data to infer the
relationships among density,
mass and volume and apply to
earth models: plate
tectonics, weather systems,
ocean currents.
X
SC.O.PS.2.4 relate molecular motion and the
amount of kinetic energy to the
temperature of a system.
X
Page 4 of 26
SC.O.PS.2.5 characterize compounds as ionic,
nonpolar covalent or polar
covalent and distinguish the
difference between molecular and
ionic structures.
SC.O.PS.2.6 write formulas and name
compounds given oxidation
numbers of monatomic and
polyatomic ions.
X
X
SC.O.PS.2.7 determine the coefficients and
classify the reaction type of a
chemical equation: synthesis
or combination, decomposition,
single replacement, or double
replacement and combustion.
X
SC.O.PS.2.8 cite evidence for the occurrence
of a chemical reaction from
student generated experimental
data: production of color,
light, heat, sound, smell, gas, or
precipitate..
X
Page 5 of 26
SC.O.PS.2.9 qualitatively and quantitatively
describe the law of conservation
of mass/energy: mechanical
thermal, chemical, electrical and
nuclear.
X
SC.O.PS.2.10 compare the types of particles
liberated in nuclear decay and
interpret half-life graphs :
radiometric dating, nuclear
medicine and nuclear waste
disposal.
X
SC.O.PS.2.11 experimentally demonstrate the
SC.O.PS.2.12
relationship between heat and
temperature: specific heat,
melting point, latent heat.
X
predict, experimentally
determine and diagram
magnetic fields of magnets.
X
Page 6 of 26
SC.O.PS.2.13 construct and diagram DC
SC.O.PS.2.14
circuits and solve for unknown
variables using Ohm’s Law and
power equations.
X
qualitatively explain the
relationship between electricity
and magnetism.
X
SC.O.PS.2.15 conduct experiments to verify
the inverse square relationship
between gravity, distance and
intensity of light and sound.
X
SC.O.PS.2.16 experimentally obtain data and
apply graphs, vectors and
mathematical models to
quantify Newton’s Laws of
motion: velocity,
acceleration, force, momentum,
and time.
SC.O.PS.2.17
X
conduct an experiment to
X
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calculate the mechanical
advantages, work in/out and
efficiencies of simple machines.
SC.O.PS.2.18
SC.O.PS.2.19
design, conduct and analyze
experiments to determine
variables affecting the period of
pendulums.
differentiate between
transverse and longitudinal
waves and model examples of
each type and relate to water,
light and sound waves.
X
X
SC.O.PS.2.20 examine seismographic
and geologic evidence to
determine structure,
composition and age of
the Earth.
SC.O.PS.2.21
predict and present a weather
forecast using a weather map
and meteorological data
X
X
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SC.O.PS.2.22 analyze latitude, altitude and
surface features to predict
climatic conditions.
SC.O.PS.2.23
SC.O.PS.2.24
SC.O.PS.2.25
X
research and organize evidence to
support the theory and effects of plate
tectonics including density, force,
mountain building, fossil and/or
magnetic evidence.
apply fusion, heat transfer, gravity, and
electromagnetism to the sun’s evolution
and its impact on the solar system.
investigate theories for the origin and
configuration of the solar system:
nebular theory, Earth-Moon formation,
heliocentric and geocentric models.
X
X
X
Fayette County Schools
Learning Map
Content Area: Physical Science
Grade 9
First Nine Weeks
Scientific Procedures Unit
Page 9 of 26
Key Learning/
Power Standards
Power Standard 10:
The student will demonstrate sound scientific procedures by designing appropriate investigations, using safe
data collection techniques, comparing the relationship between dependent and independent variables, and
carefully analyzing data to draw conclusions or revise experiments.
Benchmark CSOs
SC.O.PS.1.1 - implement safe
procedures and practices when
manipulating equipment,
materials, organisms, and
models.
Unit EQ
Textbook
Correlation
Lab
Activities/Resource
s
Lesson EQ’s
SC.O.PS.1.4 - design, conduct, evaluate
and revise experiments: compose a
question to be investigated, design a
controlled investigation that produces
numeric data, evaluate the data in the
context of scientific laws and principles,
construct a conclusion based on findings,
propose revisions to investigations based
on manipulation of variables and/or
analysis of error, or communicate and
defend the results and conclusions.
How do scientists do science?
SC.O.PS.1.5 - draw conclusions
from a variety of data sources to
analyze and interpret systems
and models: use graphs and
equations to measure and apply
variables such as rate and scale,
evaluate changes in trends and
cycles, or predict the influence of
external variances such as
potential sources of error, or
interpret maps.
Holt Physical Science
Chapter 1, Safety in the Laboratory, and Lab Skills (Appendix A) features
1. Lab Safety
a. http://www.hschem.org/Laboratory/labs.htm
b. http://www.hschem.org/Resources/labsafety.htm
c. http://mjksciteachingideas.com/safety.html
d. http://www.sciencespot.net/Pages/classgen.html
2. Scientific Inquiry
a. http://www.sciencespot.net/Pages/classgen.html#Anchor3
b. http://www.k12station.com/k12link_library.html?subject=NST&sub_cat=105323&final=105324
c. http://www.sciencespot.net/Pages/classgenlsn.html
d. http://www.cloudnet.com/~edrbsass/edsci.htm
e. http://www.coolschool.k12.or.us/courses/174102/lessons/units/inquiry/l1_seltzer.html
1. Why is it important to
1. How do scientists conduct scientific experimentation?
Page 10 of 26
implement safe
procedures and
practices when
manipulating
equipment, materials,
organisms, and
models?
Unit Vocabulary
controlled experiment
dependent variable
independent variable
data
Fayette County Schools
Learning Map
Content Area: Physical Science
Grade 9
First Nine Weeks
The Nature of Matter Unit
Key Learning/
Power Standards
Power Standard 4:
Students will use the Periodic Table and common household substances to predict chemical and physical
properties, write formulas and name compounds, characterize compounds as ionic, nonpolar covalent or polar
covalent, cite evidence for chemical reactions, and determine the coefficients and classify the reaction types.
Benchmark CSOs
SC.O.PS.2.2 - predict chemical and
physical properties of an element
using its position in the periodic
table.
SC.O.PS.2.5 - characterize
compounds as ionic, nonpolar
covalent or polar covalent and
distinguish the difference between
molecular and ionic structures.
SC.O.PS.2.6 - write formulas and
name compounds given oxidation
numbers of monatomic and
polyatomic ions.
Page 11 of 26
Unit EQ
What is the relationship between matter, atoms, elements, and compounds?
Holt Physical Science Chapter 4
Textbook
Correlation
techSteps
Integration
Lab
Activities/Resources
Holt Physical Science Chapter 5
Holt Physical Science
Chapters 2 and 5
Core Project: Visualize Ionic Compounds
1. Periodic Table
a. http://www.nclark.net/PeriodicTable#Labs
b. http://web.buddyproject.org/web017/web017/
c. http://www.sciencespot.net/Pages/classchem.html#Anchor-ptable
1. How does the periodic table
help one learn about atoms and
elements?
1. How does atomic structure affect 1. How are the formulas and
properties of matter?
names for compounds
2. How does the molecular structure
determined?
of a compound affect its
properties?
Unit Vocabulary
elements
compounds
periodic table
ionic
covalent
polar
nonpolar
oxidation
Fayette County Schools
Learning Map
Content Area: Physical Science
Grade 9
First/Second Nine Weeks
Chemical Reactions
Page 12 of 26
Key Learning/ Power
Standards
Power Standard 4:
Students will use the Periodic Table and common household substances to predict chemical and
physical properties, write formulas and name compounds, characterize compounds as ionic, nonpolar
covalent or polar covalent, cite evidence for chemical reactions, and determine the coefficients and
classify the reaction types.
SC.O.PS.2.7 - determine the coefficients and
SC.O.PS.2.8 - cite evidence for the occurrence of a
classify the reaction type of a chemical equation:
chemical reaction from student generated
synthesis or combination, decomposition, single
experimental data: production of color, light, heat,
replacement, or double replacement and
sound, smell, gas, or precipitate.
combustion.
How do elements and compounds interact in chemical reactions?
Benchmark CSOs
Unit EQ
Holt Physical Science
Chapter 6
Textbook Correlation
Lab Activities/Resources
Lesson EQ’s
1. Chemical Reactions
a. http://www.nclark.net/ChemicalReactions
b. http://www.slideshare.net/projecteciencies/topic-4-chemical-reactions-lab
c. http://homeschooling.gomilpitas.com/explore/chemistry.htm
d. http://www2.vernier.com/sample_labs/PSV-05-COMP-endo_exothermic.pdf
1. How are chemical reactions classified?
1. How can experimental data be used as evidence
of chemical reactions?
Unit Vocabulary
chemical reaction
precipitate
combination reaction
synthesis reaction combustion reaction
reactants
products
replacement reaction
endothermic reaction
coefficients
exothermic reaction
Fayette County Schools
Learning Map
Content Area: Physical Science
Page 13 of 26
Grade 9
Second Nine Weeks
Forces, Energy, and Motion
Key Learning/
Power
Standards
Benchmark
CSOs
Unit EQ
Textbook
Correlation
Lab
Activities/Res
ources
Lesson EQ’s
Power Standard 6: Students will use apply dimensional analysis and scientific notation as they construct and use
simple machines, they will obtain data to calculate mechanical advantage and efficiency, apply graphs and
mathematical models to quantify Newton’s Laws of motion, and design experiments to determine variables affecting
the period of pendulums.
SC.O.PS.2.1 SC.O.PS.2.16 SC.O.PS.2.17 SC.O.PS.2.18 SC.O.PS.2.9 apply dimensional
experimentally obtain
conduct an
design, conduct and qualitatively and
analysis and
data and apply graphs, experiment to
analyze experiments quantitatively describe
the law of conservation
scientific notation in vectors and
calculate the
to determine
of mass/energy:
making metric
mathematical models
mechanical
variables affecting
mechanical, thermal,
calculations.
to quantify Newton’s
advantages, work
the period of
chemical, electrical and
Laws of motion:
in/out and efficiencies pendulums.
nuclear.
velocity, acceleration,
of simple machines
force, momentum, and
time.
How are forces, motion, and energy related?
Holt Physical Science
Appendix A
Holt Physical
Science Chapter 11
Holt Physical
Holt Physical Science
Holt Physical Science
Science Chapter
Chapter 12
Chapters 12 and 23
12
1. Simple Machines/Newton’s Laws of Motion
a. http://www.cln.org/themes/force_motion.html
b. http://w3.shorecrest.org/~Lisa_Peck/Physics/syllabus/mechanics/newtonlaws/newtonlaws.html
c. http://teachertech.rice.edu/Participants/dawsonm/CAST/CAST94.html
d. http://staffweb.plattscsd.org/ksciole/Physical_Science_Handouts_and_PowerPoints/Machines/Si
mple_Machines_Lab.pdf
1. How can metric
measurements be
calculated?
1. How can
experimental
data be used to
quantify
1. How are
forces and
work related
to the
1. How can the
movement of a
pendulum be altered?
1.How is energy
transformed?
Page 14 of 26
Newton’s Laws
of Motion?
2. Where does
energy go when
it seems to
disappear?
Unit Vocabulary
energy
pendulum
momentum
forces
variable
scientific notation
work
velocity
motion
force
efficiency of
simple
machines?
machines
acceleration
Mechanical advantage
Newton’s Laws of Motion
Fayette County Schools
Learning Map/ Pacing Guide
Content Area: Physical Science
Grade 9
Third Nine Weeks
Geologic Forces
Key Learning/
Power Standards
Benchmark CSOs
Power Standard 5: As students will collect data to infer relationships among density, mass, and volume, use
advanced technological tools to research the structure, composition, and age of the earth, and examine
seismographic activities and geologic forces and features; they will organize and relate this evidence to the
theory of plate tectonics.
SC.O.PS.2.20 - SC.O.PS.2.10 - compare SC.O.PS.2.23 - research
SC.O.PS.2.3 - collect data to infer
the types of particles
examine
and organize evidence to
the relationships among density,
liberated
in
nuclear
decay
seismographic
support the theory and
mass and volume and apply to
and interpret half-life
and geologic
effects of plate tectonics
earth models: plate tectonics,
graphs:
radiometric
dating,
evidence to
including density, force,
weather systems, ocean currents.
nuclear medicine and
determine
mountain building, fossil
nuclear waste disposal
structure,
and/or magnetic evidence.
composition and
age of the Earth.
Page 15 of 26
Unit EQ
How do tectonic plates move?
Textbook
Correlation
Lab
Activities/Resources
Holt Physical Science
Chapters 9 and 21
Lesson EQ’s
1. Structure of the Earth
a. http://www.biol.wwu.edu/donovan/SciEd491/EarthComposition.doc
b. http://www.schools.utah.gov/CURR/Science/sciber00/7th/earth/sciber/earthden.htm
c. http://www.earth2class.org/curr_units/eq,%20v%20&%20pt%20labs.php
2. How are the Earth’s age, structure,
and composition determined?
1. How are density, force,
mountain building, fossil
evidence, and magnetic
evidence related to the
theory of plate tectonics?
1. How are density, mass, and
volume related to plate
tectonics?
2. How are density, mass, and
volume related to weather
systems?
3. How are density, mass, and
volume related to ocean
currents?
Unit Vocabulary
plate tectonics
continental drift
density
volume
mass
lithosphere
seismology
Fayette County Schools
Learning Map
Content Area: Physical Science
Grade 9
Third Nine Weeks
Heat and Temperature Unit
Page 16 of 26
Key Learning/ Power
Standards
Benchmark CSOs
Unit EQ
Power Standard 12:
Students will determine the relationship between heat and temperature and relate molecular motion to
kinetic energy as they calculate, demonstrate, and explain specific heat, melting point, latent heat.
SC.O.PS.2.4 - relate molecular motion and the
SC.O.PS.2.11 - experimentally demonstrate the
amount of kinetic energy to the temperature of a
relationship between heat and temperature: specific
system.
heat, melting point, latent heat.
How are heat, temperature, energy, and motion interrelated?
Holt Physical Science
Chapter 13
Textbook Correlation
Lab Activities/Resources
1. Temperature and Molecular Motion
a. http://intro.chem.okstate.edu/ChemSource/Gases/Lab1.html
b. http://www.biol.wwu.edu/donovan/SciEd491/HeatTempUnit.pdf
c. http://gogk12.optics.ucf.edu/Labs/Heat%20vs%20Temperature%20Notes.doc
d. http://www2.vernier.com/sample_labs/PSV-13-COMP-good_sock.pdf
e. http://www2.vernier.com/sample_labs/PSV-11-COMP-radiant_energy.pdf
f. http://www2.vernier.com/sample_labs/PSV-03-COMP-free_melt_water.pdf
g. http://www2.vernier.com/sample_labs/PSV-03-COMP-free_melt_water.pdf
h. http://www2.vernier.com/sample_labs/PSV-01-COMP-temp_probe_response_time.pdf
i. http://www2.vernier.com/sample_labs/PSV-30-COMP-pressure_and_volume.pdf
Lesson EQ’s
Unit Vocabulary
heat
temperature
1. How does temperature affect molecular
motion?
specific heat
melting point
1. How are heat and temperature related?
kinetic energy
Page 17 of 26
Fayette County Schools
Learning Map
Content Area: Physical Science
Grade 9
Third Nine Weeks
Electromagnetism Unit
Key Learning/
Power Standards
Benchmark CSOs
Unit EQ
Textbook
Correlation
Lab
Activities/Resources
Lesson EQ’s
Unit Vocabulary
electricity
Power Standard 8: Students will build and use circuits to solve for unknown variables using Ohm’s Law and
power equations; they will construct electromagnets and electric motors and investigate generators to
determine the relationship between electricity and magnetism, and they will determine and diagram magnetic
fields.
SC.O.PS.2.12 - predict,
SC.O.PS.2.13 - construct and
SC.O.PS.2.14 - qualitatively
experimentally determine and
diagram DC circuits and solve for
explain the relationship between
diagram magnetic fields of
unknown variables using Ohm’s Law electricity and magnetism.
magnets.
and power equations.
How are electricity and magnetism related?
Holt Physical Science Chapter 17
Holt Physical Science Chapter 16
Holt Physical Science Chapter 16
1. Electricity and Magnetism
a. http://edtech.kennesaw.edu/web/electric.html
b. http://www.galaxy.net/~k12/electric/index.shtml
c. http://www.cln.org/themes/electricity.html
d. http://www2.vernier.com/sample_labs/PSV-34-COMP-lead_batteries.pdf
e. http://www2.vernier.com/sample_labs/PSV-33-COMP-lemon_juice.pdf
1. How do magnets work?
magnetism
electromagnetism
1. How do you construct a DC
circuit?
2. What is the relationship among
electrical current, resistance, and
voltage?
circuits
1. How is magnetism produced
by electric currents?
Ohm’s Law
Page 18 of 26
Fayette County Schools
Learning Map
Content Area: Physical Science
Grade 9
Fourth Nine Weeks
Meteorology Unit
Key Learning/ Power
Standards
Power Standard 11: Students will gather and record meteorological data, use weather maps to track
atmospheric movements, predict weather for local areas, and relate climatic to conditions surface
features and locations on the globe.
Benchmark CSOs
SC.O.PS.2.21 - predict and present a
SC.O.PS.2.22 - analyze latitude, altitude and surface
weather forecast using a weather map and
features to predict climatic conditions.
meteorological data.
How can weather and climate conditions be predicted?
Unit EQ
Holt Physical Science
Chapter 22
Textbook Correlation
Lab Activities/Resources
1. Weather Forecasting
a. http://www.jason.org/digital_library/207.aspx
b. http://www.schools.utah.gov/curr/Science/core/plans/esys/weather.html
c. http://www.ncb77.com/meteorol.htm
d. http://sciencepage.org/lessons.htm#top
Lesson EQ’s
Unit Vocabulary
weather
climate
1. How can meteorological data be used to
forecast weather?
front
1. How do global variables affect climate?
air mass
Page 19 of 26
Fayette County Schools
Learning Map
Content Area: Physical Science
Grade 9
Fourth Nine Weeks
Waves Unit
Key Learning/
Power Standards
Benchmark CSOs
Unit EQ
Power Standard 7:
Students will use ordinary objects to model and explain transverse and longitudinal waves and they will
experimentally determine and graph the inverse square law; these findings will be applied to science,
technology and the natural world.
SC.O.PS.2.15 - conduct experiments to
SC.O.PS.2.19 - differentiate between transverse and
verify the inverse square relationship
longitudinal waves and model examples of each type and relate
between gravity, distance and intensity of
to water, light and sound waves.
light and sound.
How can knowledge of gravity, light, sound, and waves be applied to science, technology, and the natural
world?
Holt Physical Science
Textbook
Correlation
Chapters 11, 14, and 15
Lab
1. Wave Action
Activities/Resources
a. http://www.stevespanglerscience.com/experiments/029
b. http://cnx.org/content/m12378/latest/
c. http://ge.dsisd.net/maser/pswav.html#WavHS
d. http://www.waverly-shellrock.k12.ia.us/srhigh/PhySci.htm
Lesson EQ’s
Unit Vocabulary
wavelength
sound
1. How are gravity, distance, and the
intensity of light and sound related?
transverse waves
light
longitudinal waves
gravity
1. What variables affect the nature of waves?
inverse square law
vibrations
Doppler Effect
Page 20 of 26
Fayette County Schools
Learning Map
Content Area: Physical Science
Grade 9
Fourth Nine Weeks
Solar System Unit
Key Learning/ Power
Standards
Benchmark CSOs
Unit EQ
Power Standard 3:
Students will build and manipulate models and use computers and astronomical charts as they
investigate theories for the origin and configuration of the solar system; they will apply ideas about
fusion, heat transfer, gravity, and electromagnetism to understand the sun’s importance in our solar
system.
SC.O.PS.2.24 - apply fusion, heat transfer,
SC.O.PS.2.25 - investigate theories for the origin and
gravity, and electromagnetism to the sun’s
configuration of the solar system: nebular theory, Earthevolution and its impact on the solar system. Moon formation, heliocentric and geocentric models.
How has our solar system evolved?
Holt Physical Science
Chapters 19 and 20
Textbook Correlation
Lab Activities/Resources
Lesson EQ’s
Unit Vocabulary
solar system
planet
1. Origin of the Solar System
a. http://sunearth.gsfc.nasa.gov/class9-12.htm
b. http://www.waverly-shellrock.k12.ia.us/srhigh/PhySci.htm
1. How does the sun evolve?
2. What’s so great about the sun?
nebular theory
heliocentric
1. How might have the solar system and the universe
formed?
geocentric
Page 21 of 26
Fayette County Schools
Learning Map
Content Area: Physical Science
Grade 9
Ongoing Integration
Current Science and Technology Unit
Key Learning/
Power Standards
Power Standard 2:
Given a current science-technology-societal issue and using advanced technology tools, students will collaborate
to present experimental designs and construct and defend potential solutions.
Benchmark CSOs
SC.O.PS.1.7 - given current science-technology-societal issues, construct and defend potential solutions.
Unit EQ
How can science and technology help predict solutions to problems?
Textbook
Correlation
21st Century
Online Resources
Lesson EQ’s
Holt Physical Science
Chapters 1 and 18
1. What is the role of science and technology in the 21st Century?
Unit Vocabulary
None
Page 22 of 26
Fayette County Schools
Learning Map
Content Area: Physical Science
Grade 9
Ongoing Integration
The Job of Science Unit
Key Learning/
Power Standards
Benchmark CSOs
Unit EQ
Power Standard 1:
The student will explore various occupational opportunities in science, engineering and technology and
synthesize concepts and across various science disciplines as they investigate, compare and design solutions to
personal and societal problems.
SC.O.PS.1.6 - investigate, compare and
SC.O.PS.1.9 - synthesize concepts across various science
design scientific and technological solutions
disciplines to better understand the natural world: form and
to address personal and societal problems.
function, systems, and change over time.
What is the goal of science?
Holt Physical Science
Textbook
Correlation
Chapter 1
21st Century
Online Resources
Lesson EQ’s
1. How are science and society related?
Unit Vocabulary
science
technology
Holt Physical Science
Career Link feature
Fayette County Schools
Learning Map
Content Area: Physical Science
Grade 9
Ongoing Integration
Scientific History Unit
Page 23 of 26
Key Learning/
Power
Standards
Benchmark
CSOs
Unit EQ
Power Standard 9:
The student will gain an understanding innovation, invention, models, and methodologies as they research historical
and cultural contributions in science; an inquiry process will provide explanations of how these contributions have
shaped the world we live in and lead to effective problem solving skills for the 21st century.
SC.O.PS.1.2 - formulate
scientific explanations based
on historical observations and
experimental evidence,
accounting for variability in
experimental results.
SC.O.PS.1.3 - conduct and/or design
SC.O.PS.1.8 - relate societal, cultural and
investigations that incorporate the skills economic issues to key scientific
and attitudes and/or values of scientific innovations.
inquiry: established research protocol,
accurate record keeping, replication of
results and peer review, objectivity,
openness, skepticism, fairness,
or creativity and logic.
How have the history and culture of science shaped the world we live in and led to effective 21st Century problem solving skills?
Holt Physical Science
Textbook
Chapter 1, Appendix A, Real World, and Science and the Consumer features
Correlation
21st Century
Online
Resources
Lesson EQ’s 1. How does understanding the scientific past help prepare a 21st Century problem solver?
Unit Vocabulary
None
Revised June 2010
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