Frederick W. Hartnett Middle School Curriculum Map
Subjects:
*Lab Safety and Equipment
*Inquiry and Scientific Method/Experimental Design
Month: September
Overview:
Students are introduced to and review lab safety procedures necessary to maintain a safe learning environment. They will
review proper precautions and procedures to follow when working in the science lab. Students will be introduced to the types
of equipment and materials that they will use throughout the year. Students will use the scientific method to solve problems.
They will design and perform controlled experiments throughout the year.
Key Objectives and Understandings:
Lab Safety: Students will:
 Follow all procedures and precautions necessary to
create a safe working environment as well as know
what to do in case of emergency
Essential Questions:
Scientific Method/Experimental Design: Students will:
 Design and perform controlled experiments
 Create and write scientific problem questions and
hypotheses
 Collect and analyze data
 Draw and interpret graphs
 Choose appropriate graph for collected data
 Write supported conclusions
Key vocabulary:
 Analyze
 Quantitative
 Observation
 Qualitative
 Procedure
 Problem question
 Purpose
 Hypothesis
 Valid
 Experimental design
 Reliable
 Data table
 Inference
 Data
 Precision
 Variable
 Accuracy
 Independent variable
 interpret
 Dependent variable
 Control
 constants
 conclusion
 Model
 Theory
 Scientific law
 Bias

Assessments (tests, quizzes, projects) assigned (with
approximate dates) given by both grade level teams this month:
Websites and other ways families can promote curriculum map
and extend/support the learning this month:
Lab Safety Poster –
Lab Safety Quiz –
Scientific Method Vocabulary Quiz –
Lab safety song
https://www.youtube.com/watch?v=tsAHt0FiwNM
Scientific Method
http://www.studystack.com/studystack-122121
https://www.youtube.com/watch?v=WEXMB5wsl0w


What procedures and precautions should I take in order
to be safe in the science lab?
How is the scientific method used to develop inquirybased experiments?
How is a hypothesis written when investigating causeand-effect problems?
Anchor texts:
Forces, Motion and Energy (appendix)
Holt (Science and Technology: short course M)
Subjects:
*Inquiry and Scientific Method/Experimental Design, cont.
* Graphing
*Introduction to Motion
Month: October
Overview:
Using the scientific method, students will investigate problem questions learning the importance of designing controlled
experiments. Students will learn how to analyze collected and given data and create tables and graphs.
Key Objectives and Understandings:
Essential Questions:
Scientific Method/Experimental Design, cont.): Students
will:
 Design and perform controlled experiments
 Create and write scientific problem questions and
hypotheses
 Collect and analyze data
 Draw and interpret graphs
 Choose appropriate graph for collected data
 Write supported conclusions
Graphing:
 Choose and draw an appropriate graph type based
on the type of data collected or given
 Interpret line graphs, bar graphs and line plots
 Create a data table knowing the variables being
tested
 How is data represented graphically for analysis?
Motion:
 Describe the difference between speed and velocity
 Measure and calculate the speed and velocity of
various objects.
 Calculate the average speed of an object based on
graphed data.
 How are the speed and velocity of objects
calculated?
 What is the difference between speed and velocity?

Key vocabulary:
 Quantitative
 Qualitative
 Problem question
 Hypothesis
 Experimental design
 Data table
 Data
 Variable
 Independent variable
 Dependent variable
 Control
 constants
 conclusion
 Model
 Theory
 Scientific law
 Bias
Anchor texts:
line graph
bar graph  Motion
 Frame of
pie graph
reference
line plot
 Speed
inference
 Average speed
reliable
 Average
valid
velocity
 accuracy  Constant
evidence
speed
purpose
 Velocity
procedure
 precision
 observation
analyze
 Interpret
 X-axis
 Y-axis






See September’s curriculum map for other sci. method
essential questions
How is an experiment designed to test a hypothesis?
How do you analyze collected data?
How do you draw and write conclusions?
How is data represented graphically for analysis?
How are the speed and velocity of objects calculated?
What is the difference between speed and velocity?
Forces, Motion and Energy (appendix)
Holt (Science and Technology: short course M)
Assessments (tests, quizzes, projects) assigned (with
approximate dates) given by both grade level teams this month:
Websites and other ways families can promote curriculum map
and extend/support the learning this month:
Experimental design quizGraphing quiz
Pre-test--Motion
Scientific Method Vocabulary and Practice Problems http://www.studystack.com/studystack-122121
Subjects:
* Motion
Month: November
Overview:
Students will investigate variables that affect the speed and motion of objects, learn how to draw and interpret distance-time
graphs (which show an object’s speed) and explore the transfer of potential energy and kinetic energy.
Key Objectives and Understandings:
Essential Questions:
Motion:
 Describe the difference between speed and velocity
 Measure and calculate the speed and velocity of
various objects.
 Calculate the average speed of an object based on
graphed data.
 Draw distance-time graph to represent speed of an
object
 Use a distance-time graph to calculate average
speed, constant speed or instantaneous speed of an
object.
 differentiate between kinetic and potential energy
 describe how PE changes into KE (and vice versa)






How are the speed and velocity of objects calculated?
What is the difference between speed and velocity?
What do distance-time graphs depict?
When observing a d-t graph, what type of motion do
straight lines and horizontal lines represent?
How can the average speed or the speed of a particular
interval be determined using a d-t graph?
When does an object gain potential energy or kinetic
energy? When does it lose PE or KE?
Putting it all together:
 Using knowledge of motion and experimental design
concepts and graphing skills, students will design an
experiment to test a hypothesis, create a data table
and graph, analyze results and draw conclusions.
Key vocabulary:
 Motion
 Frame of reference
 Speed
 Average speed
 Average velocity
 Constant speed
 Velocity
 Distance-time graph
 Slope
Assessments (tests, quizzes, projects) assigned (with
approximate dates) given by both grade level teams this month:
Anchor texts:
Motion Test
http://www.studystack.com/studytable-42619 --motion
vocabulary review
Forces, Motion and Energy (appendix)
Holt (Science and Technology: short course M)
Websites and other ways families can promote curriculum map
and extend/support the learning this month:
http://phet.colorado.edu/
Frederick W. Hartnett Middle School Curriculum Map
Subjects: Physical Science
Month: December
Overview: Students will design and perform a controlled experiment then write a formal scientific lab report
(utilizing skills and knowledge acquired between September and November) exploring factors that affect the period
of a pendulum. Students will then explore the nature of energy and how it transforms from one kind into another in
order for work to be done.
Key Objectives and Understandings: Students will:










Design and perform controlled experiments
Create and write scientific problem questions
and hypotheses
Collect and analyze data
Choose and draw an appropriate graph type
based on the type of data collected or given
Create a data table knowing the variables being
tested
Analyze data and hypothesis and write
supported conclusions
differentiate between kinetic and potential
energy
describe how PE changes into KE (and vice
versa)
identify and describe 6 forms of energy
describe energy transformations
Key vocabulary:
Essential Questions:







How is the scientific method used to investigate
problems so that the results are valid and reliable?
How is a data table drawn to collect data?
How is data represented graphically for analysis?
How do I used data from the experiment to write a
supported conclusion?
What is the difference between potential energy and
kinetic energy?
What are the 6 forms of energy?
How does energy transform from one form to
another?
 Gravitational potential
energy
 Data table
 Gravitational potential
 Data
energy
reliable
 Elastic potential energy
valid
 Conversion
evidence
 Transformation
purpose
 Transfer
procedure
 Potential energy
 observation
 Kinetic energy
analyze
 Energy
 conclusion
 Mechanical energy
 Problem question
 Radiant energy
 Hypothesis
 Independent variable  Chemical energy
 Nuclear energy
 Dependent variable
 Electrical energy
 Control
 Thermal energy
 constants
 procedure
Anchor texts:
Assessments (tests, quizzes, projects) assigned (with
approximate dates) given by both grade level teams this
month:
 Pendulum lab report
 Energy vocabulary quiz
Websites and other ways families can promote curriculum
map and extend/support the learning this month:
Forces, Motion and Energy—Holt (Science and
Technology: short course M)
Access Ms. Solari’s “study guide, review games and lab
reports” page on website to view models and samples of
lab reports and how to write supported conclusions:
http://mssolariscience.weebly.com/study-guides-reviewgames-and-lab-reports.html
PhET Simulations and other interactive siteshttp://phet.colorado.edu/sims/pendulum-lab/pendulumlab_en.html
Frederick W. Hartnett Middle School Curriculum Map
Subjects: Physical Science
Month: February
Overview: Continuing their study of energy, students will use their understanding of energy transformations to investigate the
law of conservation of energy. Additionally, students will explore renewable and non-renewable energy sources. Additionally,
students will begin to explore the transfer of heat energy throughout the earth’s systems.
Key Objectives and Understandings: Students will:


describe energy transformations
Explain and demonstrate the Law of Conservation of
Energy

describe advantages and disadvantages of each
renewable and non-renewable energy source (fossil
fuels, nuclear power, solar, wind, geothermal,
biomass, and hydroelectricity)

explain the difference between temperature and heat
energy

understand that heat energy always moves from
hotter to cooler objects seeking out thermal
equilibrium
Key vocabulary:
 Heat energy
 Energy transformation/conversion
 Temperature
 Law of conservation of energy
 Thermal
 Renewable energy
equilibrium
 Non-renewable energy
 Geothermal energy
 Biomass energy
 Hydroelectricity
 Solar energy
 Wind-generated energy
 Nuclear power
 Fossil fuels

Assessments (tests, quizzes, projects) assigned (with
approximate dates) given by both grade level teams this month:
 Renewable and Non-renewable Energy Presentation
 Open response problems (law of conservation of energy)ASE model
Essential Questions:



How does the Law of Conservation of Energy explain
what happens to energy in a system?
What happens during an energy transformation?
What is the difference between a renewable and nonrenewable energy source?

What are the advantages and disadvantages of each
renewable (solar, wind, hydroelectric, sustainable
biomass) and non-renewable energy source (fossil fuel,
nuclear)?

What is the difference between temperature and heat
energy?
What is thermal equilibrium and how does it occur?

Anchor texts:
Forces, Motion and Energy
Holt (Science and Technology: short course M)
Websites and other ways families can promote curriculum
map and extend/support the learning this month:


http://www.renewableenergyworld.com/rea/home
http://www.solarcarchallenge.org/info/intro.html