9th GRADE
SCIENCE
CURRICULUM
MAP
SC09
Revised: June 3, 2012
Curriculum Map for SC09 (Mesa Public Schools)
Revised: June 3, 2012
Timeline for 9th Grade Science Curriculum
TOPIC
Page
Preface
Quarters 1-4
1. Strands 1,2,3---------------------------------------------------------------------------------------------------2
1st Quarter
2. ASTRONOMY
a. Big Bang------------------------------------------------------------------------------------------------3
b. Stars-----------------------------------------------------------------------------------------------------4
c. Solar System Model-----------------------------------------------------------------------------------4-5
2nd Quarter
3. PHYSICS
a. Motion and Speed-------------------------------------------------------------------------------------- 6
b. Newton’s 3 Laws---------------------------------------------------------------------------------------6
3rd Quarter
4. MATTER
a. Kinetic Molecular Theory---------------------------------------------------------------------------- 7
b. Phase Change-------------------------------------------------------------------------------------------7
c. Properties of Elements and Compounds------------------------------------------------------------8
d. Structure of Atoms ------------------------------------------------------------------------------------9
c. Periodic Table-------------------------------------------------------------------------------------------9
e. Bonding--------------------------------------------------------------------------------------------------9
4th Quarter
5. MATTER
a. Energy---------------------------------------------------------------------------------------------------10
b. Law of Conservation---------------------------------------------------------------------------------- 11
c. Balancing Equations-----------------------------------------------------------------------------------11
6. ACID AND BASES-------------------------------------------------------------------------------------------12
7. ECOSYSTEMS -----------------------------------------------------------------------------------------------13
8. EXPERIMENTAL DESIGN--------------------------------------------------------------------------------14
1
Curriculum Map for SC09 (Mesa Public Schools)
Revised: June 3, 2012
PREFACE
Quarter: 1-4
***STRANDS 1,2,3 SHOULD BE INTEGRATED THROUGHOUT THE ENTIRE CURRICULUM WITH
A PROGRESSION OF SKILLS. BY QUARTER 4, STUDENTS SHOULD BE INDEPENDENTLY
DESIGNING AND CONDUCTING EXPERIMENTS.***
9th GRADE SCIENCE
CLUSTERED PO’s
Priority PO
Linking PO’s
S1 C2 PO3
Design an appropriate
protocol (written plan of
action) for testing a
hypothesis.
UNWRAPPED Pos
Knowledge
Skills
S1 C1 PO2
Develop questions from
observations that transition
into testable hypotheses.
S1 C1 PO2
S1 C1 PO3
Hypothesis
Independent
Variable
Dependent Variable
Control
Constants
Procedure
Analysis
Conclusion
S1 C1 PO1
Evaluate scientific
information for relevance to
a given problem.
S1 C1 PO3
Formulate a testable
hypothesis.
S1 C1 PO1
Relevancy
Bias
S1 C1 PO4
Predict the outcome of an
investigation based on prior
evidence, probability, and/or
modeling (not guessing or
inferring).

S1 C1 PO4
Predict
Evidence
Probability
Modeling
Inferring
S1 C1 PO2
1. Identify the characteristics of a
well written hypothesis
S1 C2 PO3
1. Identify dependent and
independent variables in a
controlled investigation.
2. Determine an appropriate
method for data collection
(using balances,
thermometers.).
3. Determine an appropriate
method for recording data.
S1 C1 PO1
1. Distinguish between relevant
and non-relevant information.
S1 C1 PO4
1. Predict the outcome of an
investigation supported with
evidence.
Stands 2 and 3 are imbedded according to Clustered POs.
2
Curriculum Map for SC09 (Mesa Public Schools)
Revised: June 3, 2012
Strand 6: Earth and Space Science
Concept 4: Origin and Evolution of the Universe
Quarter: 1
9th GRADE SCIENCE
CLUSTERED PO’s
Priority PO
Linking PO’s
UNWRAPPED POs
Knowledge
Skills
S 6 C 4 PO 1
Describe the Big Bang
Theory as an explanation for
the origin of the universe.
S 6 C 4 PO 1
big bang theory
singularity
S 6 C 4 PO 1
1. Sequence the major steps of
the Big Bang as a theory for the
beginning and continuing
evolution of the universe.
2. Discuss evidence to support
the big bang theory.
S 2 C 2 PO 1
Specify the requirements of
a valid, scientific explanation
(theory).
S 2 C 2 PO 1
hypothesis
theory
law
fact
S 2 C 2 PO 2
Explain the process by
which accepted ideas are
challenged or extended by
scientific innovation.
S2 C2 PO 2
S2 C2 PO 4
Scientific model
Physical model
Mental model
S2 C2 PO 2
S2 C2 PO 4
1. With regard to scientific
models, explain:
 purpose for their formation
 basis for their formation
 process by which they evolve
S 5 C 2 PO 11
Law of Universal
Gravitation
Gravitational force
Mass
Weight
S 5 C 2 PO 11
1. State the Law of Universal
Gravitation.
2. Predict how the gravitational
force will change when the
distance between two masses
changes or the mass of one of
them changes.
S2 C2 PO4
Describe how scientists
continue to investigate and
critically analyze aspects of
theories.
S 5 C 2 PO 11
Using the Law of Universal
Gravitation, predict how the
gravitational force will
change when the distance
between two masses
changes or the mass of one
of them changes.
3
S 2 C 2 PO 1
1. Differentiate between scientific
hypotheses, theories, laws and
facts.
Curriculum Map for SC09 (Mesa Public Schools)
Revised: June 3, 2012
Strand 6: Earth and Space Science
Concept 4: Origin and Evolution of the Universe
Quarter: 1
CLUSTERED PO’s
Priority PO
Linking PO’s
S2 C1 PO2
Describe how diverse
people and/or cultures,
past and present, have
made important
contributions to scientific
innovations.
UNWRAPPED POs
Knowledge
Skills
S 6 C 4 PO 4
Compare the evolution
(life cycles) of stars of
different masses (low and
high mass).
S 6 C 4 PO 4
Nebula
Proto-star
Main sequence
Red giant
Supernova
Black hole
White dwarf
Black dwarf
S 6 C 4 PO 4
1. Describe the stages in the
lifecycle of most stars.
2. Describe the stages in the
lifecycle of a star that ends in a
supernova and/or black hole.
3. Explain what determines a
star’s lifecycle.
S 6 C 4 PO 2
Describe the fusion
process that takes place
in stars.
S 6 C 4 PO 2
Fusion
S 6 C 4 PO 2
1. Specify the type of atoms
involved in the fusion process.
2. Illustrate the fusion process
(hydrogen, helium, energy).
S2 C1 PO3
Analyze how specific
changes in science have
affected society.
S2 C2 PO2
S2 C1 PO3
S2 C1 PO4
Ptolemy
 geocentric
Copernicus
 heliocentric
Kepler
 elliptical orbits
Galileo
 heliocentric
 telescope
Newton
 mathematical
evidence
 gravity
S2 C1 PO3
S2 C1 PO4
1. Chronologically chart the
development of the solar
system model including:
major scientists involved
and their contributions.
2. Explain how scientific
models evolve through
revisions and contributions
from a diverse group of
people. Use the solar
system model as a primary
example.
3. Summarize the influence of
the church in the
development of the solar
system model.
4. Examine how current
societal institutions and
organizations impede or
promote scientific
advancements.
S2 C1 PO4
Analyze how specific
cultural and/or societal
issues promote or hinder
scientific advancements.
S2 C2 PO2
Explain the process by
which accepted ideas are
challenged or extended
by scientific innovation.
S2 C1 PO1
Describe how human
curiosity and needs have
influenced science,
impacting the quality of
life worldwide.
S2 C1 PO1
S2 C2 PO3
Pure Science
Applied Science
S2 C2 PO3
Distinguish between pure
and applied science.
Continued on next page.
4
S 2 C2 PO2
1. Analyze the role of
technology in the
advancement of scientific
knowledge.
Curriculum Map for SC09 (Mesa Public Schools)
Revised: June 3, 2012
CONTINUED
Strand 6: Earth and Space Science
Concept 4: Origin and Evolution of the Universe
Quarter: 1
S2 C1 PO2
Describe how diverse
people and/or cultures,
past and present, have
made important
contributions to scientific
innovations.
S2 C2 PO1
 logical
 subject to peer review
 public
 respectful of rules of
evidence
(Note: include the history of
astronomy and/or arrangement of
periodic table)
Continued from previous
page.
S2 C2 PO3
1. Identify examples of pure
and applied science.
5
Curriculum Map for SC09 (Mesa Public Schools)
Revised: June 3, 2012
Strand 5: Physical Science
Concept 2: Motions and Forces
Quarter: 2
9th GRADE SCIENCE
CLUSTERED PO’s
Priority PO
Linking PO’s
S5 C2 PO2
Analyze relationships
among position, rate, and
time.
UNWRAPPED POs
Knowledge
Skills
C2 PO 1
Determine the rate of
change of a quantity.
C2 PO 1
Rate
Motion
Speed
Velocity
Acceleration
Slope
Independent variable
Dependant variable
C2 PO 1
1. Solve for a rate problem
using correct units.
2. Determine the rate of an
object in motion.
3. Calculate the speed of an
object.
4. Calculate the velocity of an
object.
5. Analyze the difference
between speed and
velocity.
6. Calculate the change in
rate (acceleration) of an
object.
7. Graph the slope of
distance over time for
velocity.
8. Graph the slope of change
of distance over change of
time for acceleration.
C2 PO3
Explain how Newton’s 1st
Law applies to objects at
rest or moving at constant
velocity.
C2 PO3
Inertia
C2 PO3
1. Distinguish the factors of
inertia.
C2 PO4
Using Newton’s 2nd Law of
Motion, analyze the
relationships among the net
force acting on a body, the
mass of the body, and the
resulting acceleration.
C2 PO4
Mass
Acceleration
Force
F=ma
C2 PO4
1. Model the 2nd law using a
car and ramp.
2. Analyze and calculate the
force, mass, or
acceleration of different
moving objects.
3. Acceleration due to
gravity.
C2 PO5
Use Newton’s 3rd Law to
explain forces as
interactions between bodies.
C2 PO5
Action
Reaction
Forces in pairs
C2 PO5
1. Diagram the
action/reaction forces of
various examples.
END OF MATERIAL FOR FALL DISTRICT TEST
6
Curriculum Map for SC09 (Mesa Public Schools)
Revised: June 3, 2012
Strand 5: Physical Science
Concept 3: Conservation of Energy and Increase in Disorder
Concept 4: Chemical Reactions
Concept 5: Interactions of Energy and Matter
Quarter: 3
9th GRADE SCIENCE
CLUSTERED PO’s
Priority PO
Linking PO’s
S5 C5 PO4
Describe the basic
assumptions of kinetic
molecular theory.
S5 C5 PO1
Describe various ways in
which matter and energy
interact
UNWRAPPED POs
Knowledge
Skills
S5 C5 PO5
Apply kinetic molecular
theory to the behavior of
matter.
S5 C3 PO7
Explain how molecular
motion is related to
temperature and phase
changes.
S5 C3 PO6
Distinguish between heat
and temperature.
S1 C3 PO5
Design models (conceptual
or physical) to represent
“real world” scenarios.
 phase change
 collisions
7
S5 C5 PO4
Kinetic molecular
theory
S5 C5 PO4
1. Illustrate how atoms move
based on the amount of
energy in the system.
2. Explain how increase in kinetic
energy leads to an increase in
temperature.
3. List phase order and the
physical change occurring
between them.
4. Determine if energy is lost or
gained by direction of phase
change.
S5 C3 PO7 &
S5 C3 PO6
Phase change
Sublimation
Freezing
Melting
Evaporation
Condensing
Temperature
Heat
Kinetic energy
S5 C3 PO7 &
S5 C3 PO6
1. Describe the effect on particle
speed and spacing as
temperature is changed.
2. Distinguish between heat and
temperature.
S1 C3 PO5
Kinetic molecular
theory
S1 C3 PO5
1. Illustrate the particles and their
energy levels for solids,
liquids, and gasses.
2. Diagram how phase change
occurs in terms of molecular
energy.
Curriculum Map for SC09 (Mesa Public Schools)
Revised: June 3, 2012
Strand 5: Physical Science
Concept 1: Structure & Properties of Matter
Concept 4: Chemical Reactions
Quarter: 3
9th GRADE SCIENCE
CLUSTERED PO’s
Priority PO
Linking PO’s
S5 C1 PO3
Describe/predict properties
of elements and
compounds.
UNWRAPPED POs
Knowledge
Skills
C1 PO1
Describe substances based
on their physical properties.
C1 PO1
property
physical property
C1 PO1
1. Describe common physical
properties of various types of
matter. (ex: states of matter,
density, etc.)
2. Use physical properties to
identify unknown substances.
C1 PO2
Describe substances based
on their chemical properties.
C1 PO2
chemical property
C1 PO2
1. Describe common chemical
properties of various types of
matter. (ex: reactivity,
flammability, etc.)
2. Use chemical properties to
identify unknown substances.
C4 PO2
Identify the indicators of
chemical change, including
formation of a precipitate,
evolution of a gas, color
change, absorption or
release of heat energy.
C4 PO2
physical change
chemical change
chemical reaction
endothermic
exothermic
precipitate
indicators
C4 PO2
1. Distinguish between a physical
and a chemical change.
2. Recognize and identify the four
indicators of a chemical
reaction (precipitate, gas, color
change, heat).
3. After making observations,
determine if a chemical
reaction has occurred and
defend the decision.
4. Identify examples of chemical
reactions in everyday life.
Continued on next page.
8
Curriculum Map for SC09 (Mesa Public Schools)
Revised: June 3, 2012
CONTINUED
Strand 5: Physical Science
Concept 1: Structure & Properties of Matter
Concept 4: Chemical Reactions
Quarter: 3
9th GRADE SCIENCE
CLUSTERED PO’s
Priority PO
Linking PO’s
S5 C1 PO3
Describe/predict properties
of elements and
compounds.
Continued from previous
page.
C1 PO6
Describe the features and
components of the atom.
C1 PO8
Explain the details of
atomic structure (e.g.,
electron configuration,
energy levels)
C4 PO4
Distinguish among the
types of bonds.
UNWRAPPED POs
Knowledge
Skills
C1 PO6 &
C1 PO8
atom
nucleus
protons
neutrons
isotope
electrons
energy level
atomic number
atomic mass
symbol
C1 PO6 &
C1 PO8
1. Determine number of protons,
neutrons, and electrons for a given
atom.
2. Explain why atoms are neutral in
charge.
3. Determine if two atoms are
isotopes of the same element.
4. Determine the number of energy
levels for a given atom (not to
include sublevels).
5. State the maximum capacity of
electrons for each of the first three
energy levels.
6. Draw and label the parts of a
given atom, including number of
protons, neutrons and electrons
(ex: Bohr model).
C1 PO3
periodic table
element
period
group/family
C1 PO3
1. Locate specific groups on the
periodic table (ex: alkali metals,
halogens, etc.).
2. Identify physical and chemical
properties of specific groups.
3. Identify trends in the periodic table
that determine its organization.
 atom size (nucleus; # of energy
levels)
 grouped by similar
characteristics
 increasing atomic number
 metals/metalloids/nonmetals
4. Locate specific elements on the
periodic table and describe their
characteristics.
C4 PO4
ions
valence
covalent
ionic
bonding
molecule
compound
9
C4 PO4
1. Explain the role of valence
electrons in bonding.
2. Differentiate between ionic and
covalent bonding.
Curriculum Map for SC09 (Mesa Public Schools)
Revised: June 3, 2012
10
Curriculum Map for SC09 (Mesa Public Schools)
Revised: June 3, 2012
CONTINUED
Strand 5: Physical Science
Concept 3: Conservation of Energy and Increase in Disorder
Concept 4: Chemical Reactions
Concept 5: Interactions of Energy and Matter
Quarter: 4
9th GRADE SCIENCE
CLUSTERED PO’s
Priority PO
Linking PO’s
S5 C5 PO1
Describe various ways in
which matter and energy
interact
UNWRAPPED POs
Knowledge
Skills
C3 PO1
Describe the ways in which
energy is stored in a
system.
C3 PO1
Energy
System
Closed system
Chemical
Mechanical
C3 PO1
1. Identify the type of energy
stored in a system.
C3 PO2
Describe various ways in
which energy is transferred
from one system to another
C3 PO2
Mechanical contact
Thermal conduction
Electromagnetic
radiation
C3 PO2
1. Identify how energy is
transferred from system to
system.
C4 PO10
Explain the energy transfers
within chemical reactions
using the law of
conservation of energy.
C4 PO10
Phase change
Exothermic
Endothermic
C4 PO10
1. Perform chemical reactions in
which the phase changes but
the mass stays the same.
2. Conduct a scientific experiment
in which the mass is conserved.
3. Diagram or illustrate ways in
which energy is transferred to a
non-usable form such as sound,
heat, or friction.
C3 PO3
Recognize that energy is
conserved in a closed
system.
C3 PO3
Energy of system
Energy of
surroundings
C3 PO3
ID examples
1. Energy leaving a system to
surroundings (exothermic).
2. Energy leaving surroundings to
system (endothermic).
11
Curriculum Map for SC09 (Mesa Public Schools)
Revised: June 3, 2012
Strand 5: Physical Science
Concept 4: Chemical Reactions
Quarter: 4
9th GRADE SCIENCE
CLUSTERED PO’s
Priority PO
Linking PO’s
UNWRAPPED POs
Knowledge
Skills
S5 C4 PO1
Apply the law of
conservation of matter to
changes in a system.
C4 PO3
Represent a chemical
reaction by using a
balanced equation.
C4 PO1
Law of conservation
of matter
C4 PO1
1. Through analysis of
experimental data discover the
law of conservation of matter.
2. Apply the law of conservation
of matter to predict the mass of
products during a chemical
reaction.
C4 PO3
Reactant
Product
Formula
C4 PO3
1. Determine the number of
atoms of each element in a
given formula.
2. Predict the total mass of
products given the total mass
of reactants.
3. Write a balanced equation
given the reactants and
products.
 (produces/yields)
Balanced
Coefficient
Subscript
Chemical equation
C4 PO11
Temperature
Concentration
Catalyst
C4 PO11
Predict the effect of various
factors on the equilibrium
state and on the rates of
chemical reaction. (MPS
Note: At this level, include
only how factors affect
reaction rate)
12
C4 PO11
1. Determine how temperature,
catalyst, and/or concentration
speed up or slow down a
reaction.
Curriculum Map for SC09 (Mesa Public Schools)
Revised: June 3, 2012
Strand 5: Physical Science
Concept 4: Chemical Reactions
Quarter: 4
CLUSTERED PO’s
Priority PO
Linking PO’s
S5 C4 PO12
Compare the nature,
behavior, concentration, and
strengths of acids and
bases.
UNWRAPPED POs
Knowledge
Skills
S1 C2 PO1
Demonstrate safe and
ethical procedures and
behavior in all science
inquiry.
S5 C4 PO12
Acid
Base
pH
Titration
Neutralization
OH¯
H+
Salt
S1 C2 PO2
Identify the resources
needed to conduct an
investigation.
S1 C2 PO3
Design an appropriate
protocol (written plan of
action) for testing a
hypothesis:
S1 C4 PO3
Communicate results clearly
and logically.
S1 C4 PO1
For a specific investigation,
choose an appropriate
method for communicating
the results.
S5 C4 PO12
1. Compare and contrast
characteristics of acids and
bases.
2. Perform titration and determine
the relative concentrations of
acids and bases.
S1 C2 PO1
S1 C2 PO2
1. Determine resources, safe
procedures, and equipment
needed for acid/base titration.
S1 C2 PO3
1. Identify dependent and
independent variables in a
controlled investigation.
2. Determine an appropriate
method for data collection.
3. Record observations, notes,
sketches, questions, and ideas
using tools such computers.
S1 C4 PO3
Communication
S1 C4 PO1
1. For a specific investigation,
choose an appropriate method
for communicating the results.
S1 C4 PO2
1. Produce graphs that
communicate data.
S1 C4 PO2
Produce graphs that
communicate data.
S1 C4 PO4
1. Support conclusions with
logical scientific arguments.
S1 C4 PO4
Support conclusions with
logical scientific arguments.
13
Curriculum Map for SC09 (Mesa Public Schools)
Revised: June 3, 2012
Strand 3: Science in Personal/Social Perspectives
Concept 1: Changes in Environments
Concept 2: Science & Technology in Society
Strand 5: Physical Science
Concept 4: Chemical Reactions
Quarter: 4
9th GRADE SCIENCE
CLUSTERED PO’s
Priority PO
Linking PO’s
S3 C1 PO1
Evaluate how the processes
of natural ecosystems
affect, and are affected by,
humans.
UNWRAPPED POs
Knowledge
Skills
S3 C1 PO4
Evaluate factors that affect
the quality of the
environment.
S3 C1 PO2
Describe the environmental
effects of natural and/or
human-caused hazards.
S3 C1 PO4 &
S3 C1 PO2 &
S3 C1 PO3
pollution
urban development
resource
management
S3 C1 PO4 &
S3 C1 PO2 &
S3 C1 PO3
1. Evaluate factors that affect the
quality of the environment.
S3 C2 PO1 &
S3 C2 PO2 &
S3 C2 PO3
sustainability
human/carbon
footprint
climate change
greenhouse
greenhouse gases
hazardous wastes
fossil fuels
alternative energies
CFL’s (compact
fluorescent light
bulbs)
S3 C2 PO1 &
S3 C2 PO2 &
S3 C2 PO3
1. Discriminate between scientific
and non-scientific factors that
influence decision making.
2. Analyze an environmental
problem to identify the factors
involved and propose possible
causes and solutions.
S3 C1 PO3
Assess how human
activities can affect the
potential for hazards.
S3 C2 PO1
Analyze the costs, benefits,
and risks of various ways of
dealing with needs or
problems.
S3 C2 PO2
Recognize the importance
of basing arguments on a
thorough understanding of
the core concepts and
principles of science and
technology.
S3 C2 PO3
Support a position on a
science or technology issue.
14
2. Discuss examples of
consequences that may result
when decisions are not based on
scientific principles.
3. Analyze a human activity (eg
construction, manufacturing,
transportation, agriculture, energy
production) for its overall
sustainability (eg, resource
depletion, environmental
degradation, footprint, etc).
Curriculum Map for SC09 (Mesa Public Schools)
Revised: June 3, 2012
Strand 1: Inquiry Process
Concept 1: Observations, Questions, and Hypotheses
Concept 2: Scientific Testing (Investigating and Modeling)
Quarter: 4
***STRANDS 1,2,3 SHOULD BE INTEGRATED THROUGHOUT THE ENTIRE CURRICULUM WITH
A PROGRESSION OF SKILLS. BY QUARTER 4, STUDENTS SHOULD BE INDEPENDENTLY
DESIGNING AND CONDUCTING EXPERIMENTS.***
9th GRADE SCIENCE
CLUSTERED PO’s
Priority PO
Linking PO’s
S1 C2 PO3
Design an appropriate
protocol (written plan of
action) for testing a
hypothesis.
S1 C1 PO2
Develop questions from
observations that transition
into testable hypotheses.
S1 C1 PO1
Evaluate scientific
information for relevance to
a given problem.
S1 C1 PO3
Formulate a testable
hypothesis.
S1 C1 PO4
Predict the outcome of an
investigation based on prior
evidence, probability, and/or
modeling (not guessing or
inferring).
UNWRAPPED POs
Knowledge
Skills
S1 C1 PO2
S1 C1 PO3
Hypothesis
Independent
Variable
Dependent Variable
Control
Constants
Procedure
Analysis
Conclusion
S1 C1 PO1
Relevancy
Bias
S1 C1 PO4
Predict
Evidence
Probability
Modeling
Inferring
15
S1 C1 PO2
2. Identify the characteristics of a
well written hypothesis
S1 C2 PO3
4. Identify dependent and
independent variables in a
controlled investigation.
5. Determine an appropriate
method for data collection
(using balances,
thermometers.).
6. Determine an appropriate
method for recording data.
S1 C1 PO1
1. Distinguish between relevant
and non-relevant information.
S1 C1 PO4
2. Predict the outcome of an
investigation supported with
evidence.