Curriculum and Instruction – Office of Science – Physical Science
First 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.
2015-2016
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Curriculum and Instruction – Office of Science – Physical Science
First Nine Weeks
Construct
explanations
and design
solution
Obtain,
evaluate, and
communicate
information
Engage in
argument
Ask questions
and define
problems
Patterns
Develop and
use models
Practices
in
Science
Use math,
technology,
and
computational
thinking
Plan and carry
out
investigations
Cause and
Effect
Stability and
change
Cross Cutting
Concepts
Analyze and
interpret data
Energy and
matter
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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Curriculum and Instruction – Office of Science – Physical Science
First Nine Weeks
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
materials 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 maps.
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Curriculum and Instruction – Office of Science – Physical Science
First Nine Weeks
State Standard
Embedded Standards
Learning Outcomes
Adopted Resources
Core ideas
Unit 1.1 The Nature of Science – 2 Weeks
Foundational principles of
physical science and lab
safety (1 day)
Identify the steps scientists
use to solve problems. (2
days)
Identify common metric units
and conversions. (1 week)
Identify and analyze data
using the 3 types of graphs
(2-3 days)
Convert between units using
dimensional analysis.
Use scientific methods to solve
problems.
Glencoe Science
Self-check Section
Assessments, Chapter
Identify the basis of the SI system, Assessments pg. 6-26
including base units and metric
prefixes and scientific notation.
Prentice Hall Physical
Science:
Apply prior knowledge of SI
Chapter 1 Science Skills
systems in the conversion units
Section 1.3
from one prefix to another.
Section and Chapter
Communicate and interpret
Assessments, TE
scientific data collected during
experiments in the form of a
Glencoe Physical Science
graph.
Lab Safety, SI Units,
Graphing
Ch. 1 (pg. 6-26)
Science Handbook (pg. 788799)
Prentice Hall Physical
Science
www.phschool.com
CLIP
Follow precisely a complex
multistep procedure when
carrying out experiments,
taking measurements, or
performing technical tasks,
attending to special cases or
exceptions defined in the text.
Determine the meaning of
symbols, key terms, and
other domain-specific words
and phrases as they are used
in a specific scientific or
technical context relevant to
grades 9–10 texts and topics
Text cards help students
interact with words and their
meanings. Teachers will
create science text cards by
writing statements about
science concepts on index
cards. Working individually
or in small groups, students
discuss the statements
before sorting. A number of
different formats can be used.
NGSS Practice
5: Using mathematics and
computational thinking.
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Curriculum and Instruction – Office of Science – Physical Science
First Nine Weeks
State Standard
Embedded Standards
Learning Outcomes
Adopted Resources
Core ideas
Unit 1.2 Classification of Matter --- 2 Weeks
CLE 3202.1.1 Explore matter
in terms of its physical and
chemical properties. (1
week)
CLE 3202.1.4 Investigate
chemical and physical
changes.
(2 days)
CLE 3202.1.5 Evaluate pure
substances and mixtures.
(3 days)
CLE 3202.Inq.6 Communicate
and defend scientific findings.
Identify substances and mixtures
based on physical properties.
Use the properties of selected
materials to categorize them into
groups.
Compare and contrast physical
and chemical changes.
Compare different types of
mixtures.
Construct an experiment to
separate the components of a
mixture.
Distinguish between examples of
common elements and
compounds.
CLIP
Cite specific textual
evidence to support
analysis of science and
technical texts, attending to
Prentice Hall Physical
the precise details of
Science: Concepts in Action,
explanations or
Section and Chapter
descriptions.
Assessments,
Glencoe Science
Self-check Section
Assessments, Chapter
Assessments pg. 448-473.
TE p. 36B Glencoe Physical
Science
Ch. 15 (pg. 450-473)
Gizmos
Density, Phase changes
Mystery Powder,
Temperature and Particle
Motion
Follow precisely a complex
multistep procedure when
carrying out experiments,
taking measurements, or
performing technical tasks,
attending to special cases
or exceptions defined in
the text.
ReadingQuest challenges
one to think about what
students should know or
be able to do and, perhaps
more importantly, what it
looks like when they are
engaging the content
towards the purpose of that
lesson. Teachers will find
the strategies and process
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Curriculum and Instruction – Office of Science – Physical Science
First Nine Weeks
State Standard
Embedded Standards
Learning Outcomes
Adopted Resources
Core ideas
useful and helpful in
ReadingQuest
NGSS Practice
6: Constructing
explanations (for science)
and designing solutions
(for engineering).
3: Planning and carrying
out investigations.
Unit 1.3 Solids, Liquids, Gases ----- 1.5 Weeks
SOLIDS, LIQUIDS, GASES
CLE 3202.1.8 Investigate
relationships among the
pressure, temperature, and
volume of gases and liquids.
(1.5 week)
CLE 3202.Math.2 Utilize
appropriate mathematical
equations and processes to solve
basic physics problems.
Distinguish among states of
matter in terms of energy, mass,
volume, shape, density, particle
arrangement, and phase changes.
Glencoe Science
Self-check Section
Assessments, Chapter
Assessments pg. 474-503
Explain the interrelationship
between pressure, temperature,
and volume of gases.
Prentice Hall Physical
Science: Concepts in Action,
Section and Chapter
Assessments,
TE p. 66B
Discovery School “Up, Up,
and Away”
Science News Online
“Properties of Matter”
SciLinks Go Phases of
Matter
CLIP
Determine the meaning of
symbols, key terms, and
other domain-specific words
and phrases as they are used
in a specific scientific or
technical context relevant to
grades 9–10 texts and topics.
NGSS Practice
5: Using mathematics and
computational thinking.
8: Obtaining, evaluation,
and communicating
information.
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Curriculum and Instruction – Office of Science – Physical Science
First Nine Weeks
State Standard
Embedded Standards
CLE 3202.1.2 Describe the
structure and arrangement of
atomic particles.
(1.5 weeks)
CLE 3202.Math.2 Utilize
appropriate mathematical
equations and processes to solve
basic physics problems.
Learning Outcomes
Adopted Resources
Core ideas
Unit 1.4 Properties of Atoms and the Periodic Table --- 1.5 Weeks
List the three major subatomic
particles and distinguish among
their location, charges, and
relative masses.
Identify the number of protons,
neutrons, and electrons in an
atom of an isotope based on its
atomic number and atomic mass.
CLIP
Determine the central
ideas or conclusions of a
text; trace the text’s
explanation or depiction of
Prentice Hall Physical
a complex process,
Science: Concepts in Action,
phenomenon, or concept;
Section and Chapter
provide an accurate
Assessments,
summary of the text.
TE p. 66B
Glencoe Physical Science
Self-Check Section
Assessments, Chapter
Assessments pg. 504-533
Glencoe Physical Science
Ch. 17 (pg. 504-533)
Prentice Hall Physical
Science: Concepts in Action,
Chapter 4
www.phschool.com
TE p. 98B
ScILinks Go Kinetic Theory
Gizmos
Bohr Model, Electron
Configuration
Time to Talk
It is important to promote
students’ dialogue as they
have instructional
conversations. We need to
provide students with
opportunities to use their
colloquial language and
translate back and forth with
scientific and technical terms.
We can use this strategy,
called interlanguage, to
discuss the different
explanations of the students’
experiences in the classroom.
NGSS Practice
2: Developing and using
models.
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Curriculum and Instruction – Office of Science – Physical Science
First Nine Weeks
State Standard
Embedded Standards
Learning Outcomes
Adopted Resources
Core ideas
Unit 1.5 Elements and Their Properties --- 1.5 Weeks
ELEMENTS AND THEIR
PROPERTIES
CLE 3202.1.3 Characterize
and classify elements based
on their atomic structure.
(1.5 weeks)
CLE 3202.Math.2 Utilize
appropriate mathematical
equations and processes to solve
basic physics problems.
CLE 3202.Inq. 1 Recognize that
science is a progressive endeavor
that reevaluates and extends what
is already accepted.
CLE 3202.Inq. 6 Communicate
and defend scientific findings.
Determine the composition of an
atom and the characteristics of its
subatomic particles.
Compare the properties of metals,
metalloids, and nonmetals.
Create a classification system
using the properties of selected
elements and compare it to the
periodic table.
Identify the number of protons,
neutrons, and electrons in an
atom of an isotope based on its
atomic number and atomic mass.
Glencoe Physical Science
Self-Check Section
Assessments, Chapter
Assessments pg. 568-599
Prentice Hall Physical
Science: Concepts in Action,
Section and Chapter
Assessments,
TE p. 98B
CLIP
Analyze the structure of the
relationships among concepts
in a text, including
relationships among key
terms (e.g., force, friction,
reaction force, and energy).
Translate quantitative or
technical information
expressed in words in a
Prentice Hall Physical
text into visual form (e.g., a
Science: Concepts in Action,
table or chart) and
Section and Chapter
translate information
Assessments,
expressed visually or
TE p. 124B
mathematically (e.g., in an
equation) into work
ScILinks Go Kinetic Theory
Prentice Hall Physical
Science: Concepts in Action,
Chapter 5
www.phschool.com
TE p. 124B
SciLinks Go Periodic Law
Quick Lab p. 128
NGSS Practice
2: Developing and using
models.
8: Obtaining, evaluation,
and communicating
information.
Gizmos
Electron Configuration
2015-2016
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Curriculum and Instruction – Office of Science – Physical Science
First Nine Weeks
TOOLBOX
Unit 1.1 The Nature of Science – 2 Weeks
Plans
Background
for
Teachers
Student
Activities
Other
Resources
Students will learn how to convert quantities from the English system to the metric system and think about the many ways in which measuring quantities is a part of daily life. A
complete introductory lesson plan is located at http://www.discoveryeducation.com/teachers/free-lesson-plans/a-metric-world.cfm.
Students are able to use the Stair Method to learn the metric system units and the conversion. The lessons are scaffold in order to meet the needs of students where they are
http://www.sfponline.org/Uploads/1602/Metric%20Prefixes.pdf
GIZMOS ON SCIENTIFIC METHOD
http://www.lessonplansinc.com/lessonplans/demo_biology_scientific_method.html
This website contains today’s most up-to-date, complete, clear, concise, and reliable information about the scientific method and scientific method activities that has ever been
offered. http://www.scientificmethod.com/index2.html
Great website to extend academic language, discussion, and written argumentation skills. This supplement is fully aligned with science specific literacy standards.
http://wordgen.serpmedia.org/science/
The scientific method can be stated several ways, but basically it involves looking at the world around you, coming up with an explanation for what you observe, testing your
explanation to see if it could be valid, and then either accepting your explanation (for the time being... after all, something better might come along!) or rejecting the explanation and
trying to come up with a better one. http://chemistry.about.com/od/lecturenotesl3/a/sciencemethod.htm
Students use a game to learn the scientific method and to start identifying sources of error in the activity at the following website:
http://www.lessonplansinc.com/lessonplans/scientific_method_activity.pdf
Students will be able to use the scientific method to solve problems and collect data-based observations.
http://serc.carleton.edu/sp/mnstep/activities/27600.html
This quiz assesses students knowledge of the scientific method, controlled experiments and associated variables, how to analyze data and graphs, forming a conclusion, scientific
equipment and procedures, what are models, and to identify and eliminate experimental errors. http://www.lessonplansinc.com/lessonplans/demo_biology_scientific_method.html
A website that tries to convince people that there are tree octopi. A great website to teach a lesson on how to evaluate what students read, research multiple sources when gathering
data, and that when an observation does not agree with an accepted scientific theory, the observation is sometimes fraudulent. Use of the computer lab or classroom computers with
Internet access is needed for students to read all about the tree octopus. http://zapatopi.net/treeoctopus/
Images of the scientific method that can be downloaded, posted, printed, etc:
http://www.bing.com/images/search?q=scientific+method&qpvt=scientific+method&FORM=IGRE&adlt=strict
2015-2016
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Curriculum and Instruction – Office of Science – Physical Science
First Nine Weeks
TOOLBOX
Unit 1.2 Classification of Matter --- 2 Weeks
Plans
Background
for
Teachers
Student
Activities
Other
Resources
Students work in small groups to learn about the chemical composition of common substances using the American Chemical Society website.
http://www.discoveryeducation.com/teachers/free-lesson-plans/elements-of-chemistry-compounds-and-reactions.cfm
Elements, compounds and mixtures activity along with a poem that teaches the concept
http://www.evanschemistrycorner.com/WS/MatterWS/WS1-7-2_Elements_Compounds_and_Mixtures.pdf
Students observe and compare an element, compound and mixture. In this elements, compounds and mixtures lesson plan, student observe taco salad, a beaker of salt and a helium
balloon. Students make lists comparing and contrasting the three samples. They identify the 3 samples as an element, compound and mixture. Students experiment with nuts, bolts
and washers to represent elements, compounds and mixtures. http://www.lessonplanet.com/teachers/lesson-plan-elements-compounds-and-mixtures--2
l
The document at the following website provides a review of basic concepts for teachers and might also be used with students:
http://www.phs.d211.org/science/smithcw/Chemistry%20332/Quarter%201%20Unit%202/1%20ECM.pdf
Full lesson for Elements mixtures and compounds. Lesson plan supported by presentation and cards for a game at the end of the presentation.
https://www.tes.co.uk/teaching-resource/elements-mixtures-and-compounds-6119648
Teacher Resources
http://education.jlab.org/indexpages/teachers.html
A concise description of chemical nomenclature: http://www.mentorials.com/high-school-chemistry-language-of-chemistry-chemical-nomenclature.htm
To distinguish and describe the three types of matter: elements, compounds, mixtures, students engage in two activities described on this website:
http://mypages.iit.edu/~smile/ch9021.html
Create PREZI on Classification on Elements Compounds and Mixtures
https://prezi.com/jafqrbq8ayqj/elements-compounds-and-mixtures/
Instructions for a lab activity in which students determine whether certain changes in matter are chemical or physical, and to describe the changes in detail using observational skills
in the form of a printable handout: http://www.highschool247.com/sc8/secure/chemistry/chemphyslab.html
The following website describes molecules and compounds, provides examples, and has links to other interesting pages, such as 3-D models of molecules:
http://www.edinformatics.com/math_science/compounds_molecules.htm
Atoms, Elements, Compounds and Mixtures Webquest
http://www.mrpierceonline.com/atoms-elements-compounds-and-mixtures-webquest/
Try this javascript test to assess your knowledge -- physical change or chemical change? http://www.edinformatics.com/math_science/a_p_chem.htm
2015-2016
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Curriculum and Instruction – Office of Science – Physical Science
First Nine Weeks
TOOLBOX
Unit 1.3 Solids, Liquids, Gases ----- 1.5 Weeks
Plans
Background
for
Teachers
Student
Activities
Other
Resources
Plans
In the lesson plan described on this website, students observe the effect of pressure on the boiling point of water and a demonstration of how the molecular kinetic theory can explain
phase change. http://mypages.iit.edu/~smile/ch93eg.html
A collection of lesson plans that allow teachers to implement various strategies while differentiating the concepts of solid liquid and gases.
https://www.google.com/search?q=solid+liquids+and+gases+activities&sa=X&rlz=1C1PRFE_enUS633US635&espv=2&biw=1600&bih=755&tbm=isch&imgil=6XQg9rov_g
aMqM%253A%253BijA4lXlX6KQiVM%253Bhttps%25253A%25252F%25252Fwww.pinterest.com%25252Fpin%25252F533043305867443628%25252F&source=iu&pf=m&fir=
6XQg9rov_gaMqM%253A%252CijA4lXlX6KQiVM%252C_&usg=__RLP0cnKgxZnUe5Lnglx2AT5pq0%3D&ved=0CDgQyjc&ei=0zU9VZeQHoSEsAXDt4GICg#imgrc=ei4n4f407eZPHM%253A%3Bc_NZoRmaOZoLUM%3Bhttp%253A%252F%25
2Fwww.teachthisworksheet.com%252Fstatic_worksheets%252FgetThumb%252F482%252Fbig%252Fwidth%253A420%252Fheight%253A554%253F%3Bhttp%253A%252F
%252Fwww.teachthisworksheet.com%252Fstatic-worksheets%252Fsolids-liquids-and-gases-sort%3B420%3B554
The student will be able to apply the conventional gas laws in the determination of volume changes resulting from changes in temperature, pressures, or number of moles of the gas.
http://mypages.iit.edu/~smile/ch8702.html
The document at the following website provides a review of basic concepts for teachers and might also be used with students:
http://www.edinformatics.com/math_science/states_of_matter.htm
Great example of an ANIMOTO on solids liquids and gases. Students may use the slide show maker for every concept.
http://theglitzandglamofteaching.blogspot.com/2013/09/solids-liquids-and-gases-oh-my-my-first.html
An explanation of the particle theory of the states of matter: http://www.edquest.ca/component/content/article/168
This website provides an interactive tutorial on the states of matter: http://ippex.pppl.gov/interactive/matter/states.html
This website allows students to create and play a board game on solid liquid and gases
http://www.collaborativelearning.org/statesofmatter.pdf
Students can view an on-line slide presentation about phase diagrams at the following website: http://www.wisc-online.com/objects/ViewObject.aspx?ID=GCH6304
Free power point presentations on the states of matter: http://www.freeclubweb.com/powerpoints/science/matter.html
BITSTRIPS is a free website that allows students to creatively express their knowledge on a concept
http://bitstrips.com/r/F44N
BBC BITESIZE The particle model is great interactive video that engages the students with visual, audio and kinesthetic activities
http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/particle_model/activity/
The following website links to crossword puzzles, quizzes and other activities: http://www.biobus.gsu.edu/8chemsom1/Activities%20Page.html
Unit 1.4 Properties of Atoms and the Periodic Table --- !.5 Weeks
A lesson plan in which student investigate the structure of atoms using models: http://www.teach-nology.com/lessons/lsn_pln_view_lessons.php?action=view&cat_id=8&lsn_id=27653
The students will be able to construct a model of the atom for any element. A performance assessment will be made of this task. http://mypages.iit.edu/~smile/ch9217.html
Great website for providing an overview of all lessons for middle school chemistry
2015-2016
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Curriculum and Instruction – Office of Science – Physical Science
First Nine Weeks
TOOLBOX
http://www.middleschoolchemistry.com/lessonplans/
Students will be introduced to the basic information for the elements in most periodic tables: the name, symbol, atomic number, and atomic mass for each element. Students will focus
on the first 20 elements. They will try to correctly match cards with information about an element to each of the first 20 elements. Students will then watch several videos of some
interesting chemical reactions involving some of these elements
http://www.middleschoolchemistry.com/lessonplans/chapter4/lesson2
Background
for
Teachers
Student
Activities
Other
Resources
A concise summary of atoms and ions is provided on the following web page: http://www.saburchill.com/physci/chemB/chemB02.html
Students will learn about the development of the periodic table of elements and be able to find information about specific elements in the periodic table
http://www.pbslearningmedia.org/resource/phy03.sci.phys.matter.lp_pertable/the-periodic-table-of-the-elements/
Create a periodic table out of everyday objects. You may use pictures from magazines,catalogs, clipart, photographs, or actual small objects (No real candy or food). You
may use pictures of candy or food.
https://www.fsd1.org/schools/southside/jtrussell/Documents/Chemistry/Periodic%20Table%20Project.pdf
This Website provides Teacher /Student activities that introduces multi strategies for teaching atoms and the periodic table
https://www.georgiastandards.org/_layouts/GeorgiaStandards/UnitBuilder/DMGetDocument.aspx/Chemistry-Blcok-sequence%20of%20instrucionfindingpatterns.doc?p=39EF345AE192D900F620BFDE9C014CE65F48E7E4CC653240B5274C835458844C07202E17172255C9&
Free power point presentations on atomic structure and the history of the atom: http://www.freeclubweb.com/powerpoints/science/atomicstructure.html
A printable worksheet in which students trace the history of the development of models atomic structure: http://www.freeclubweb.com/powerpoints/science/atomicstructure.html
This website provides multiple ideas, activities and strategies that can be implemented when delivering instruction.
https://www.pinterest.com/susanspencer64/atoms/
Kahoot! is a classroom response system which creates an engaging learning space, through a game-based digital pedagogy
https://getkahoot.com/
Plans
Background
Unit 1.5 Elements and Their Properties --- 1.5 Weeks
A complete unit plan for the periodic table is described at http://teachers.net/lessons/posts/4069.html
This lesson introduces students to the Periodic Table and to the Visual Thesaurus as reference tools they can use to learn more about the elements and their properties. Groups of
students will investigate a small group of elements, determine their common traits, and create original trading cards to represent these elements and their unique properties
https://www.visualthesaurus.com/cm/lessons/the-mighty-elements/
The following website provides a review of the periodic table with links to additional websites: http://www.rapidlearningcenter.com/chemistry/highschool_chemistry/the-periodictable.html
2015-2016
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Curriculum and Instruction – Office of Science – Physical Science
First Nine Weeks
TOOLBOX
for
Teachers
http://educators.brainpop.com/academic-standards
This website provides teacher with scaffold and differentiated instructional strategies for teaching elements and its properties.
http://www.cpalms.org/Public/PreviewResource/Preview/76470
Student
Activities
Links to a variety of games about the periodic table can be found at http://reviewgamezone.com/game-list.php?id=46&name=Periodic%20Table
Students will create a book using the information provided in this packet. They can cut out each section and create a study guide for the finished product.
https://tcet.unt.edu/tegs/chapter3/Color%20Coding%20the%20Periodic%20Table%20BLM.doc
FunBrain is an activity that allows the student to select their own level of difficulty as they learn the periodic table that contains the elements' symbols and their periodic numbers
http://www.funbrain.com/periodic/index.html
An online periodic table: http://www.carondelet.pvt.k12.ca.us/PeriodicTable/index.htm
Other
Resources
An online quiz on the periodic table: http://glencoe.mcgraw-hill.com/sites/0078617650/student_view0/chapter4/section1/self-check_quiz-eng_.html
2015-2016
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