Curriculum and Instruction * Office of Science*Physical Science

Curriculum and Instruction – Office of Science—Physical Science

Second Nine Weeks

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,



80% of our students will graduate from high school college or career ready



90% of students will graduate on time



100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career

Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundation for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students across content areas. Destination

2025 and the CLIP establish common goals and expectations for student learning across schools. CLIP connections are evident throughout the science curriculum maps.

The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in postsecondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.

Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important

“processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information.

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Ask questions and define problems

Construct explanations and design solution

Develop and use models

Patterns

Obtain, evaluate, and communicate information

Engage in argument

Practices in

Science

Plan and carry out investigations

Analyze and interpret data

Use math, technology, and computational thinking

Stability and change

Energy and matter

Cross Cutting

Concepts

Cause and

Effect

Systems and system models

Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. Throughout the year, students should continue to develop proficiency with the eight science practices.

Crosscutting concepts can help students better understand core ideas in science and engineering. When students encounter new phenomena, whether in a science lab, field trip, or on their own, they need mental tools to help engage in and come to understand the phenomena from a scientific point of view.

Familiarity with crosscutting concepts can provide that perspective. A next step might be to simplify the phenomenon by thinking of it as a system and modeling its components and how they interact. In some cases it would be useful to study how energy and matter flow through the system, or to study how structure affects function (or malfunction). These preliminary studies may suggest explanations for the phenomena, which could be checked by predicting patterns that might emerge if the explanation is correct, and matching those predictions with those observed in the real world.

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Science Curriculum Maps

This curriculum map is designed to help teachers make effective decisions about what science content to teach so that, our students will reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts in instruction for science.

To ensure that all student will be taught science content and processes in a comprehensive, consistent, and coherent manner,

Science Curriculum Maps are provided. Foundation texts for the maps include Shelby County Schools Framework for Standards

Based Curriculum, Science Curriculum Frameworks-K-12 ( State of Tennessee Board of Education, and National Science Education

Standards).

Teachers function most effectively and students learn best within an “aligned” curriculum delivery system. An aligned system begins with a concerted effort to implement the state curriculum frameworks. Many districts have developed curriculum guides built around these frameworks to ensure that what is taught in particular grades and courses is closely linked with student Learning Expectations found in the state standards. Classroom teachers use these locally-generated curriculum guides to plan and implement their individual grade or course Pacing Guides. Expectations for student performance are clear and carefully tied to daily instructional events and classroom assessment practices. In theory, a fully aligned system closes the loop between state standards and student learning.

Additionally, a coherent instructional/assessment system offers the potential for heightening student learning as reflected by their performance on state-mandated standardized tests. Our collective goal is to ensure our students graduate ready for college and career.

Most of the elements found in the state Curriculum Frameworks were incorporated into the curriculum mapping material prepared by

Shelby County Schools. Additional features were included to add clarity and to offer avenues that could assist teacher in developing grade level lessons.

A district-wide, K-12, standards-based curriculum is implemented in science. This curriculum is articulated in the form of individual

SCS curriculum maps for each grade and subject. These SCS curriculum maps enable the district to implement a single curriculum that emphasizes specific standards. Since Shelby County has a high rate of mobility among the student population, the SCS curriculum maps ensure that all students receive the same program of high-level instructional content and academic expectations, regardless of which school they attend. The utilization of a district-wide standards-based curricular program ensures that students in

SCS are engaged in hands-on inquiry based activities as teachers implement the curriculum map.

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State Standard CLIP Connections

CLE 3202.1.3 Characterize and classify elements based on their atomic structure.

Embedded Standard

CLE 3202.Inq.1 Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted.

CLE 3202. Inq.2 Design and conduct scientific investigations to explore new phenomena, verify previous results, test how well a theory predicts, and compare opposing theories.

CLE 3202. Inq.3 Use appropriate tools and technology to collect precise and accurate data.

CLE 3202.Inq.5 Compare experimental evidence and conclusions with those drawn by others about the same testable question.

CLE 3202,Inq.6 Communicate and defend scientific findings.

Outcomes

Unit 2.1 Chemical Bonds --- 3 Weeks

Use information about an element’s position in the periodic table to determine the charge of its ions.

List the three major subatomic particles and distinguish among their location, charges, and relative masses.

Know the chemical symbols for the common elements.

Use the periodic table to identify the characteristics and properties of metals, non-metals, and metalloids

Label a periodic table with oxidation numbers of main group elements, identify elements likely to form ions and use information to construct formulas for compounds

Explain ionic and covalent bonding based on the oxidation numbers of the elements in a compound.

Resources

Prentice Hall Physical Science:

Concepts in Action

Chapter. 6 –p.156 - Chemical

Bonds

6.1 – Ionic Bonding

6.2 – Covalent Bonding

6.3 – Naming Compounds and

Writing Formulas

6.4 – The Structure of Metals

Inquiry Activity – What Can the

Shape of a Material Tell You

About the Material? P. 157

Data Analysis – What

Determines the Size of an Atom or Ion? P. 160

Teacher Demo p. 169

Connecting concepts p. 169 www.phschool.com

Glencoe Physical Science

Ch. 20 pg. 600 – Chemical

Bonds

20.1 – Stability in Bonding

20.2 – Types of Bonds

20.3 – Writing Formulas and

Naming Compounds

Atomic Trading Cards p. 607-

Glencoe

Applying Math – Practice

Academic Vocabulary

Electron dot diagram, ion, anion, cation, chemical bond, ionic bond, chemical formula, crystals, covalent bond, molecule, polar covalent bond, metallic bond, alloy

Writing in Science – p. 181

Prentice Hall --- Students will write a paragraph comparing the properties of ionic compounds and alloys. Relate their properties to the structure of their lattices.

Students will read the article –

Chipping In pp. 182-183. Students

Will research and write about the development of transistors. Why were researchers looking for a replacement for vacuum tubes?

How did replacing vacuum tubes affect the size of radios and computers? Make a table or Venn diagram to compare n-type silicon with p-type silicon.

Students will make a foldable to help identify the chemical formulas.

Glencoe p. 601

NGSS Practice

2. Developing and using models.

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State Standard

CLE 3202.1.7 Construct chemical formulas for common compounds.

( 1.5 weeks )

CLE 3202.1.9 Apply the Laws of

Conservation of Mass/Energy to balance chemical equations.



CLE 3202.Inq.6 Communicate and defend scientific findings.

Outcomes

Unit 2.2 Chemical Reactions – 2.5 Weeks

Resources

Problems p. 617

Applying Science p. 618

Mini Lab – Making a Hydrate p.

620

Ionic and Covalent Bonding

Gizmos

Ionic Bonding

Covalent Bonding

Construct the chemical formula of a compound using the periodic table.

Balance simple chemical equations, identifying the reactants, products, and proper coefficients.

Predict the products of common chemical reactions.

Describe synthesis, decomposition, single-replacement, and doublereplacement reactions using equations.

Describe how chemical symbols and balanced chemical equation s illustrate the Law of Conservation of Mass.

Observe and measure the temperature change s to


Concepts in Action – Chapter 7-

Chemical Reactions p. 190

7.1 - Describing Reactions

7.2 – Types of Reactions

7.3 – Energy Changes in

Reactions

7.4 – Reaction Rates

7.5 – Equilibrium

Inquiry Activity – How Is Mass

Conserved in a Chemical

Change? P. 191

Quick Lab – Modeling a Mole p.

197

Quick Lab – Identifying a type Of

Reaction p. 203

Glencoe Physical science

Ch. 21- Chemical Reactions - pg. 630

21.2 – Chemical Change

21.2 – Chemical Equations

21.3 – Classifying Chemical

CLIP Connections

4. Analyzing and interpreting data

6. Constructing explanations (for science) and designing solutions

(for engineering).

7. Engaging in an argument from evidence .

Academic Vocabulary reactants, products, chemical equation, coefficient, mole, molar mass, synthesis reaction, decomposition reaction, single replacement reaction, double replacement reaction, combustion reaction, oxidation-reduction reaction, chemical change, exothermic reaction, endothermic reaction, equilibrium, reversible reaction

Construct a foldable students to differentiate between the various types of reactions

Writing in Science p. 205 –

Students will write an explanatory paragraph explaining why the formation of water can be classified as a synthesis, combustion, or oxidation-reduction reaction.

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State Standard Embedded Standard Outcomes distinguish between endothermic and exothermic reactions.

Resources

Reactions

21.4 – Chemical Reactions and

Energy

Mini Lab – Designing a Team

Equation p. 636

Applying Science & Practice

Problems p. 644

Mini Lab – Creating a Colorful

Chemical Reaction p. 648

Lab – Catalyzed Reaction p. 651

Modeling Chemical Equations

Lab

Balancing Equations Worksheet

Maker

Reaction Types

SciLinks Go Chemical Formulas”

SciLinks Go Ionic Bonds

Gizmos

Chemical Equations

Balancing Chemical Equations


Students will read the article on p.p.210-211 –Firefighting and write a paragraph explaining how dousing, back burning, and firebreaks affect the chemical reactions involved in wildfires.

NGSS Practice

2. Developing and using models.

5. Using mathematics and computational thinking.

Students will read the article

Accidents in Science and working with a partner examine the fabric content labels on the inside collars of your clothes. Research the materials and then make a data table that identifies their characteristics.

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State Standard

CLE 3202.1.10 Distinguish among acids, bases, and neutral substances.


CLE 3202. Inq.2 Design and conduct scientific investigations to explore new phenomena, verify previous results, test how well a theory predicts, and compare opposing theories.

CLE 3202. Inq.3 Use appropriate tools and technology to collect precise and accurate data.

Outcomes

Unit 2.3 Acids and Bases – 2.5 Weeks

Apply indicators and instruments to classify a material as acidic, basic, or neutral.

Identify a substance as acidic, basic, or neutral based on its pH or response to an indicator or instrument.

Measure and compare the acidneutralizing strengths of antacids.

Recognize the effect of acid rain on the environment.

Conduct research on issues associated with acid rain.

Resources


Concepts in Action Chapter 8 –

Solutions, Acids, and Bases

8.1 - Formation of Solutions

8.2 – Solubility and

Concentration

8.3 - Properties of Acids and

Bases

8.4 – Strength of Acids and

Bases

Inquiry Activity – How Do

Shaking and Heating Affect a

Carbonated Beverage p. 227

Quick Lab – Comparing Heats of

Solution – p. 232

Connecting Concepts p. 234

Problem-Solving Activity –

Putting the Fizz Into Carbonated

Beverages – p. 238

Quick Lab – Using an Indicator p. 243

Connecting Concepts p. 245

Exploration Lab – Preparing a

Salt by Neutralization pp. 254-

255



Solute, solvent, polar dissociation, dispersion, ionization, solubility, saturated solution, unsaturated solution, supersaturated solution, concentration molarity, acid, indicator, base, neutralization, salt, pH, buffer, electrolyte, nonelectrolyte, nonpolar

Writing in Science- Students will write a compare and contrast paragraph comparing the different ways that concentration can be expressed. P. 239

Writing in Science – Students will write an explanatory paragraph explaining the concept of a pH scale and compare the pH values of acids, bases, and pure water. P.

249

Concepts In Action – Students will read the article Using Blood and research and write a paragraph about the work of

Charles Drew. What method did he use to prolong the storage time for whole blood? Why did he decide to separate whole blood into plasm and cells for storage?

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State Standard Embedded Standard Outcomes Resources


Chapter 22 – Solutions

22.1 – How Solutions Form

22.2 – Solubility and

Concentration

22.3 – Particles in Solution

22.4 – Dissolving Without Water

Surface Area Equation p. 669

Applying Math p. 679

Mini Lab – Observing Clinging

Molecules p. 683

Chapter 23 – Acids, Bases, and

Salts

23.1 – Acids and Bases

23.2 - Strength of Acids and

Bases

23.3 – Salts

Mini Lab – Observing Acid Relief p. 698

Lab – Acid Concentrations p.

706

Acids and Bases Experiment

Can We Dissolve Chalk? Acid

Rain Lab

Gizmos: pH analysis

SciLinks Go Bases

SciLinks Go pH

GO Online PHSchool.com

“acid Rain Activity” code ccc-

1091


Student will make a solvent-solute foldable to compare and contrast the characteristics of solvents and solutes.

Students will read the Science

Stats on p. 688 and apply the math.

Students will make a foldable to compare and contrast the characteristics of acids, bases, and salts.

In addition to interactive notebooking for the basics of acids and bases in this comprehensive unit on acid rain include literacy strategies such as reading and comprehension questions, writing and producing a TV segment on acid rain, and an extension activity on writing an argumentative paper on laws that can help control acid rain .

NGSS Practice

3. Planning and carrying out investigations.

4. Analyzing and interpreting data.

7. Engaging in an argument from evidence .

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State Standard CLIP Connections

CLE 3202.1 Distinguish between nuclear fission and nuclear fusion.


.


CLE 3202.Inq.6 Communicate and defend scientific findings.

Outcomes

Unit 2.4 Carbon Chemistry – 1 Week

Use print and electronic resources to investigate the use of radioactive isotopes.

Explore nuclear energy and its impact on science and society.

Distinguish between nuclear fission and nuclear fusion.

Resources


Concepts in Action, Section and

Chapter Assessments, Ch.10

TE p. 290B

Inquiry Activity p. 291

Math skills p. 295


Ch. 18 pg. 551

Fission vs. Fusion Lesson Plan

Half-Life Candy Simulation

Performance Assessment

“Evaluating” TE p. 321

SciLinks Half-Life

SciLinks Go Fission

CLIP


Radioactivity, radioisotopes, nuclear radiation, alpha particles, beta particles, gamma rays, background radiation, half-life, transmutation, transuranium elements, quark, strong nuclear force, fission, chain reaction, critical mass, fusion, plasma

Students will read the article o-

Nuclear Medicine on pp. 306-307 and write a paragraph describing how radioactive tracers are used in medicine, Indicate what qualities make a particular radioisotope useful as a radioactive tracer in the human body.

Writing in Science p.305 –

Students will write a brief summary of the first artificial transmutation performed by Ernest Rutherford.

NGSS Practice

3: Planning and carrying out investigations.

8. Obtaining, evaluating, and communicating information.

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Plans



TOOLBOX

Unit 2.1 Chemical Bonds --- 3 Weeks

In this lesson, the learners will be introduced to the idea that the electrons surrounding the nucleus can either be gained or lost. If the number of electrons stays the same, then perhaps the atoms are involved in a covalent bond. http://edtech2.boisestate.edu/melissagetz/506/molecules/final_ionic_bonds.pdf

Background for

Teachers

Paul Anderson explains ionic and covalent bonds- http://www.bozemanscience.com/chemical-bonds-covalent-vs-ionic

This packet provides background information on chemical bonds. https://www.oakland.k12.mi.us/portals/0/learning/bonding.pdf

An introduction to chemical bonding with links to related topics: http://www.ehow.com/how_7879941_introduce-lesson-chemical-bonding.html

Student

Activities

Other

Resources

A concise explanation of how to balance chemical equations and predict the products of reactions is provided at the following website. There are also links to related topics. http://chemistry.about.com/cs/stoichiometry/a/aa042903a.htm

This is a review activity for ionic bonding. PowerPoint to be used as hand outs. Students are given a "dating card" each which gives an element and some information about them.

Students need to "speed date" with each other to find another element (or elements) to form a bond with in order to make a compound. Wrap up- certificate sheet. Students given a certificate of bonding sheet; they must draw a dot and cross diagram for the compound they made as well as explain in terms of electrons/oxidation states why they decided to make this compound. http://www.sharemylesson.com/teaching-resource/Ionic-bond-speed-dating-6087374/

PHet simulation- building an atom: https://phet.colorado.edu/en/simulation/build-an-atom

Photographic Periodic Table: A great visual of what the elements actually look like in real life: http://www.periodictable.com/

Powerpoint on the four types of chemical bonds

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Plans

TOOLBOX

Videos and Scientific American articles on chemical bonding: https://www.nbclearn.com/portal/site/learn/chemistry-now/how-atoms-bond

Unit 2.2 Chemical Reactions – 2 Weeks

To understand the difference between four different types of chemical reactions: composition, synthesis, single replacement, and double replacement. Students should be able to identify the type of reaction and predict the products of these types of reactions. This lesson hopes to make the topic interesting by comparing types of reactions to a high school dance or relationship. http://mste.illinois.edu/courses/educ362sp04/folders/thompson/Lesson%20Plan%204.html

Use the law of conservation of Mass to balance chemical equations: http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/11546/Science_Sample_LessonPlan_May2012%204.pdf

Although identified as a handout, this page might best be used by teachers to prepare for teaching the unit: http://teachers.net/lessons/posts/361.html

Background for

Teachers

Student

Activities

Other

Resources

This lab is designed to challenge students to be able to identify types of chemical reactions and distinguish between them using safe, less hazardous chemicals. Students will make a choice as to which reaction they will perform using the principles of Green Chemistry. Students will ultimately learn the difference between composition, decomposition, single displacement and double displacement reactions . www.beyondbenign.org/K12education/hsgc/Reaction%20Lab.doc

This website provides a review of the types of reactions in the form of multiple choice questions: http://www.sciencegeek.net/Chemistry/taters/EquationIdentification.htm

PHET simulation on balancing chemical equations: https://phet.colorado.edu/en/simulation/balancing-chemical-equations

PHET Reaction Rates simulation: https://phet.colorado.edu/en/simulation/reactions-and-rates

PHET simulation of gas laws: https://phet.colorado.edu/en/simulation/gas-properties

This article describes how the elements and chemical reactions occur inside the body- The Chemistry of Life- http://www.livescience.com/3503-chemistry-life-human-body.html

The following website provides a slide show to use in a classroom lecture on chemical reactions: http://www.slideshare.net/nwill89/ch-8-chemical-equations-and-reactions

Intro to Stoichiometry Powerpoint (it’s free on Teachers Pay Teachers, but you have to create a free account to download): www.teacherspayteachers.com/product/chemistry-freebie-

Intro-to-stoichiometry-the-initial-change-after-method-1259222

Balancing Chemical Equations Powerpoint

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Plans

Background for

Teachers

Student

Activities

A more extensive explanation of acid/base chemistry:

TOOLBOX

Unit 2.3 Acids and Bases – 1 Week

In this lesson, students will learn the characteristics of acids and bases including the associated pH values. Students will conduct a hands-on lab that shows color indicators for different pH values . http://alex.state.al.us/lesson_view.php?id=23984

From this lesson you will understand the neutralization process between acids and bases. Learn how a hydroxide ion from a base reacts with a hydronium ion from an acid to neutralize each other and form water. Discover what conjugate acids and bases are and what the definition of amphoteric is. Although this lesson is part of a college course, it can be adapted for high school: http://education-portal.com/academy/lesson/neutralization-and-acid-base-reactions.html http://www.chemtutor.com/acid.htm

Decomposition of an acid using chalk http://extension.uga.edu/k12/science-behind-our-food/physical-science.cfm

PHET pH scale basics simulation: https://phet.colorado.edu/en/simulation/ph-scale-basics

Other

Resources

Acid-Base Interactive Simulation- In this PHET acid-base simulation, students measure the conductivity of strong and weak acids- http://phet.colorado.edu/en/simulation/acid-basesolutions

A printable summary of acids and bases: http://www.chem4kids.com/files/react_acidbase.html

Acid-Base Powerpoint: http://presentations.phillipmartin.info/science/acids_bases.php

Acid Rain Powerpoint

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Plans

TOOLBOX

Unit 2.4 Nuclear Chemistry – 1 Week

The document that can be downloaded at the following site describes a unit on nuclear chemistry, from which from which useful activities may be selected. It also contains an extensive background information section for teachers: http://www.oakland.k12.mi.us/Portals/0/Learning/NuclearChange.pdf

This site provides an introduction to nuclear chemistry with links to related topics: http://www.chem.duke.edu/~jds/cruise_chem/nuclear/nuclear.html

Background for

Teachers

Student

Activities

Other

Resources

Great nuclear fusion and fission tutor video clips http://www.bbc.co.uk/schools/gcsebitesize/science/add_edexcel/fission_fusion/fissionfusionact.shtml

Watch free video lessons on topics in nuclear chemistry: http://education-portal.com/academy/topic/nuclear-chemistry.html

"Operate Your Own Tokamak Reactor" with this Java Applet: http://w3.pppl.gov/~dstotler/SSFD/

PHET simulation on Nuclear Fission: https://phet.colorado.edu/en/simulation/nuclear-fission

Great site for nuclear energy science articles. Supports common core standards http://www.popsci.com/category/tags/nuclear-energy

The Energy Debates: Nuclear Power- Great article that deals with the pros and cons of nuclear energy. Supports common core standards. http://www.livescience.com/5227-energy-debates-nuclear-power.html

Nuclear fusion, hydrogen bombs, and neutron bombs with Quicktime videos: http://www.atomicarchive.com/Fusion/Fusion1.shtml

Nuclear fusion and fission Powerpoint

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Curriculum and Instruction * Office of Science*Physical Science

Curriculum and Instruction – Office of Science—Physical Science

Practices in

Science