ROCHESTER CITY SCHOOL DISTRICT
ROCHESTER CITY SCHOOL DISTRICT
INTERMEDIATE SCIENCE CURRICULUM
8th Grade
Notes to the Teacher
• This document was based on New York State Core Curriculum Grades 5-8 Science and designed for teachers to use in their development of lessons for standards focused instruction.
• Collaboration in lesson design, instructional delivery, assessment development, and resource application is strongly encouraged across and through the grade levels to establish collegiality, consistency, and continuity.
• In a standards-based educational system lesson development should begin with the content and skills (major understandings and performance Objectives) and integrated with assessment. This framework should be used to articulate the design and activities of the lesson.
• This document should be used to design standards focused instruction that would increase students’ understanding and skills in science as well as improve student preparation and performance on state assessments.
• The vocabulary is broken down into two groups. Testable vocabulary is in boldfaced, italicized font, (words that are in the Core curricula, including introductions, and may appear on the ILST). Suggested vocabulary is listed below. If the vocabulary is included in other areas of the Intermediate Core Curriculum, that may be taught in a different grade, the Performance Indicator, Major Understanding or Key Idea is included. Vocabulary that is included in one of the Commencement level core curricula is also indicated. The vocabulary list is not intended to limit teachers to specific vocabulary while planning but rather to provide a list of the minimum vocabulary that students must master to be prepared for the ILST.
CURRICULUM FRAMEWORK
This curriculum should be used as a lesson planning guide/instructional design for teachers.
The Key Ideas
The key ideas are broad, unifying, general statements that represent knowledge within a domain. They represent a thematic or conceptual body of knowledge of what students should know.
The Performance Objectives
The Performance Objectives are derived from the Key Ideas in the Core Curriculum. They are designed to match the Major Understandings and to focus assessment and instructional activities. Performance Objectives provide a general guideline for skill that students must demonstrate to provide evidence of the acquisition of the standard.
The Major Understanding
The Major Understandings are conceptual statements that make up the Content Standards within each Key Idea. They were taken from NYS Core Curriculum and the corresponding identification codes were also adopted. These statements should not be taught verbatim but developed conceptually through instructional activities and cognitive processes.
Suggested Assessments
These are stated as general categories based on the Major Understandings and Performance Objectives. They are designed to assess student understanding and acquisition of the standard. Teachers may develop items that focus on those assessment categories or design their own assessments that measure acquisition of the Major Understandings and Performance Objectives.
Vocabulary
The essential vocabulary was listed in order to acquire the concepts of the Major Understanding. Only vocabulary that is in the Elementary or Intermediate Level Science Core Curricula is testable on the ILST. Students should have a mastery of the required vocabulary and be at the acquaintance or familiarity level with the suggested vocabulary. Visuals should be used to assist in model representations and reinforcement of the terms.
The Suggested Activities
The suggested activities are designed to enhance the understanding of the concepts and prepare students for the assessment. Other activities that support the development of the Major Understanding and Performance Objectives in addition to preparing students for the assessment may also be used.
The Conceptual Question
The Conceptual question is based in the Performance Objectives and Major Understandings. It is conceptual in nature and is designed to focus the lesson. Teachers may elect to develop their own focus or conceptual question based on the Major Understandings and Performance Objectives.
STANDARD 7
SKILLS AND STRATEGIES FOR INTERDISCIPLINARY PROBLEM SOLVING
Working Effectively — contributing to the work of a brainstorming group, laboratory, partnership, cooperative learning group, or project team; planning procedures; identifying and managing responsibilities of team members; and staying on task, whether working alone or as part of group.
Gathering and Processing Information — accessing information from printed media, electronic databases, and community resources using the information to develop a definition of the problem and to research possible solutions.
Generating and Analyzing Ideas — developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.
Common Themes — observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.
Realizing Ideas — constructing components or models, arriving at a solution, and evaluating the results.
Presenting Results — using a variety of media to present the solution and to communicate the results.
General Skills
1. Follow safety procedures in the classroom and laboratory.
2. Safely and accurately use the following measurement tools:
a. metric ruler
b. balance
c. stopwatch
d. graduated cylinder
e. thermometer
f. spring scale
g. voltmeter
3. Use appropriate units for measured or calculated values.
4. Recognize and analyze patterns and trends.
5. Classify objects according to an established scheme and student-generated scheme
6. Develop and use a dichotomous key.
7. Sequence events.
8. Identify cause-and-effect relationships.
9. Use indicators and interpret results.
Living Environment Skills
1. Manipulate a compound microscope to view microscopic objects.
2. Determine the size of a microscopic object, using a compound microscope.
3. Prepare a wet mount slide.
4. Use appropriate staining techniques.
5. Design and use a Punnett square or a pedigree chart to predict the probability of certain traits.
6. Classify living things according to student-generated scheme and an establish scheme.
7. Interpret and / or illustrate the energy flow in a food chain, energy pyramid, or food web.
8. Identify pulse points and pulse rates.
9. Identify structure and function relationships in organisms.
Physical Setting Skills
Given the latitude and longitude of a location, indicate its position on a map and determine the latitude and longitude of a given location on a map.
1. Identify mineral samples using Identification tests and a flow chart.
2. Use a diagram of the rock cycle to determine geological processes that led to the formation of a specific rock type.
3. Plot the location of recent earthquake and volcanic activity on a map and identify patterns of distribution.
4. Use a magnetic compass to find cardinal directions.
5. Measure the angular elevation of an object, using appropriate instruments.
6. Generate and interpret field maps including topographic and weather maps.
7. Predict the characteristics of an air mass based on the origin of the air mass.
8. Measure weather variables such as wind speed and direction, relative humidity, barometric pressure, etc.
9. Determine the density of liquid, regular, and irregular-shaped solids.
10. Determine the volume of a regular and irregular shaped solid, using water displacement.
11. Using the periodic table, identify an element as a metal, nonmetal, or noble gas.
12. Determine the identity of an unknown element, using physical and chemical properties.
13. Using appropriate resources, separate the parts of a mixture.
14. Determine the electrical conductivity of a material, using a simple circuit.
15. Determine the speed and acceleration of a moving object.
SCIENCE PROCESSING SKILLS
Observing
• Using one or more of your senses to gather information about objects or events
• Seeing, hearing, touching, smelling, or tasting or combinations of these.
• Observations may be made with the use of some instruments like microscopes, magnifying glasses, etc.
• Scientific observations are always recorded with appropriate units.
• Some observations may include measurements, properties or characteristics such as: color, shape, size taste, smell, texture, actions, etc.
Classifying
• Separating, arranging, grouping, or distributing objects or events or information representing objects or events into some criteria of common properties, methods, patterns, or systems.
• Based on an identification process objects or events can be grouped according to similarities or differences
• Objects or events are placed into categories based on their identifiable characteristics or attributes.
• Identification keys or characteristics are used to group objects, events or information. These identifiable keys are also used to retrieve information
• Students should make or use dichotomous keys to sort characteristics or identify a species.
Comparing and Contrasting
• Identifying observable or measurable similarities and differences between two or more objects, data, events or systems
• Using specific criteria to establish similarities and /or differences between two or more objects or events. Is this redundant?
• Showing what is common and what is uncommon between two objects, events, conditions, data, etc.
Inferring
• A statement, reasonable judgment or explanation based on an observation or set of observations
• Drawing a conclusion based on past experiences and observations
• Inferences are influenced by past experiences
• Predictions are usually include Inferences
• Taking previous knowledge and linking it to an observation
• An untested explanation
Predicting
• Making a forecast of future events or conditions expected to exist
• Forecasting an expected result based on past observations, patterns, trends, data, or evidence
• Reliable predictions depends on the accuracy of past observations, data, and the nature of the condition or event being predicted
• Using an inference to predict what will happen in the future
• Interpolated prediction is made between two known data points
• Extrapolated prediction is made outside or beyond known data points
Measuring
• Making direct and indirect comparisons to a standard unit
• Each measurement has a number and a unit
• Making quantitative observations or comparisons to conventional or non-conventional standards
• Instruments may be used to make reliable, precise, and accurate measurements
Communicating
• Verbal, graphic or written exchange of information
• Describing observations, procedures, results or methods
• Sharing information or observations with charts, graphs, diagrams, etc.
Hypothesizing
• A logical explanation that can be tested
• Making a possible explanation based on previous knowledge and observations
• Is more than an “educated” guess
• Proposing a solution to a problem based on some pertinent information on the problem
• Constructing an explanation based on knowledge of the condition
• Tells how one variable will affect the other variable
• Identifying variables and their relationship(s)
• Has three parts; (a condition) such as “IF” along with predicted results “then” and an explanation which includes cause. THEN(predicted results) BECAUSE(explanation)
Testing a Hypothesis/ Experimenting
• Following a logical procedure to gather evidence to support or reject the hypothesis
• Applying the scientific method to gather evidence which support or causes rejection of the hypothesis
• Testing variables and then drawing conclusions based on the results
• Designing investigations to test hypotheses
• Testing how one variable affects the other
• Following a precise method to test a hypothesis
• Forming conclusions based on information collected
• Controlling variables to isolate how one variable may affect the other.
• Answering a research question
Making Models
• Creating representations of objects, ideas or events to demonstrate how something looks or works
• Models may be physical or mental representations
• Models can be computer generated
• Displaying information, using multi-sensory representations
Constructing Graphs
• Identifying dependent and independent variables and showing relationships
• Decide on which axis to plot the dependent and independent variable.
• Showing comparisons between two or more objects or events
• Distribution of percentages
• Producing a visual representative of data that shows relationships, comparisons or distribution
• Labeling and scaling the axis
• Descriptive data – bar graph
• Continuous data – line graph
• Converts discreet data into an appropriate graphical display
• Extrapolation of data follows trend and recognizing reasonable results (all graphs do not need to go to the origin)
• Interpolation of graphical result to estimate an unmeasured point ( such as reading the temp at 5 minutes )
Collecting and Organizing Data
• Producing data tables appropriate for the designed experiment
• Gathering raw information, qualitative and quantitative observations and measurements using approved methods or systems
• Categorizing and tabulating the information to illustrate patterns or trends
• Recording measurements, make drawings, diagrams, lists or descriptions
• Observing, sampling, estimating, and measuring items or events and putting the information in an ordered or tabulated format.
• Sorting, organizing and presenting information to better display the results
• Using titles, tables, and units for columns
Analyzing and Interpreting Data
• Looking for patterns, trends or relationships in the arrangement of data
• Deciding what the collection of information means
• Looking at pieces of data to understand the whole
• Looking at the independent and dependent variables and their relationship
• Looking for consistency and discrepancies in the data
• Making sense of the observations, data, etc.
Forming Conclusions
• Making final statements based on the interpretation of data
• Making a decision or generalization based on evidence supported by the data
• Telling whether the data supports the hypothesis or not
• A factual summary of the data
Researching Information
• Asking questions and looking for relevant information to answer it
• Using various methods and sources to find information
• Identifying variables and asking questions about it followed by gathering relevant information.
• Research questions may focus on one variable or the relationship between two variables.
• Asking relevant questions to a specific problem and identify resources to gather information and answer the problem
Formulating Questions
• Asking the who, what, where, when, why, how, what if, of the problem, information, or even
• Using the given information to search for further understanding
• Asking textually explicit questions that can be answered by the text.
• Asking textually implicit questions that are inferential and cannot be answered by the text alone
• Asking testable question
Estimating
• Making a judgment about the size or number of an item, or attribute without actually measuring it
• Making a judgment based on past experiences or familiarity
Identifying Variables
• Stating and explaining the independent(manipulated) and dependent(responding) variables and their relationships
• Showing the cause and effect relationship in respect to the variables
• Any factor, condition, or relationship that can affect the outcome of an experiment, event or system.
• There are three types of variables in an experiment, manipulated (independent), responding (dependent) controlled (other variables that are held constant).
Controlling Variables
• Keeping variables consistent or constant throughout and experiment
• Controlling the effect or factors that influence the investigation
Forming Operational Definitions
• Tell how an object, item, idea, or model functions works or behaves
• Tells the purpose or the use of the object or model
• Tells what the term means and how to recognize it
Reading Scales and Instruments
• Identifying the intervals and scales
• Reading or counting the total number of scales, graduations or points
• Identifying initial and final measurements, counts or increments
Calibrating Instruments
• Setting the instrument to zero before beginning to use it
• Adjusting the instrument to measure exact with known copies
• Setting the instrument measures to a known standard
Following Procedures
• Following a given set of oral or written directions to accomplish a specific task to obtain desired results
Applying Formulas
• Applying theoretical formulas to a concrete or abstract situation
• Applying a theoretical measurement to a model
• Gathering information from a known condition or situation and substituting the elements or variables into a formula.
Interpreting Scientific Illustrations
• Looking for connections, sequences and relationships amongst the components
• Identifying individual and multiple relationships
• Categorizing groups and individual entities
• Reading the label or description of the illustration
Sequencing
• Ordering, listing or organizing steps, pieces, attributes or entities according to a set of criteria
• Identifying the elements and organizing them chronologically
Conduct an Investigation
• Identify the question or problem
• Conduct some preliminary research
• Identify the variables
• Develop and follow the procedures
• Make observations and collect data
• Analyze the information and report the results
Identifying Properties
• Selecting items, conditions or events based on specific attributes or features
Evaluating
• Making a judgment of worth or merit based on a set of criteria
• Deciding to approve or disapprove a condition based on some standard
• Asking how the data was obtained or how the information was collected
• Asking how the investigation was done
• Determine validity of data based on experimental design
Seeking and Providing Evidence
• Searching for and sharing factual information
• Identifying relationships or proofs that support an argument
• Stating specific and significant or relevant information to support an idea, decision or argument
Making decisions
• Gathering relevant information, or evidence to support a choice between alternatives
Manipulating Materials
• Handling materials and equipment in a safe, skillfully and in an appropriate manner
• Demonstrate proper use of laboratory safety equipment
Generalizing
• Making a general statements from specifics, particulars, or components
Identifying Cause and Effect Relationships
• Recognizing the influence of the independent variable on the dependent variable
• Identifying controlled variables in an experiment and the influence of the experimental variable on the outcome
Constructing Tables
• Placing similar information into categories
• Ordering discrete information into groups to develop patterns, trends, etc.
• Using columns and rows to distinguish elements and components of the information
Analyzing Results
• Determine the meaning of the data collected
• Identifying specific patterns from the information or effects
• Separating the information to understand the components
Interpreting Graphs
• Identify the variables and categories
• Look for relationships and patterns
• Look for sources of errors
• Asking what is evident from the information
• Can interpolations and extrapolations be made from the data
Interpreting Diagrams
• Tell what the objects, or items represents
• Tell what the diagram is a model of, or represents
• Tell how the diagram illustrates relationships, operational definitions, functions, concepts or schemes
• Tell the sequence of events or the chronology of the elements
• Construct an explanation from the interrelated parts or components
STANDARD 1
ANALYSIS, INQUIRY, AND DESIGN
Students will use mathematical analysis, scientific inquiry, and engineering designs, as appropriate, to pose questions, seek answers, and develop solutions.
INTERMEDIATE SCIENCE
8th Grade
RCSD CURRICULUM
Standard 1: Analysis, Inquiry, and Design
Mathematical Analysis
Key Idea 1: The abstractions and symbolic representations are used to communicate mathematically.
|Major Understanding |Performance Objectives |Suggested Assessment |
|M1.1 Extend mathematically notation and symbolism to include |Identify independent and dependent variables. |Label and describe the dependent and independent variables. |
|variables and algebraic expressions in order to describe and compare |Identify relationships among variables including: direct, indirect, |Identify and describe the relationship among variables. |
|quantities and express mathematical relationships. |cyclic, constant; identify non-related material such as color or brand|Apply mathematical equations to represent the relationship among |
| |name if color has no bearing on the relationship |variables. |
| |Apply mathematical equations to describe relationships among variables | |
|(Science 5,6,7) |in the natural world including inverse and direct relationship | |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Practice developing scientific explanation using mathematical equations|How can scientific information or relationships be represented |
|dependent variable |and values. |mathematically? |
|independent variable |Use graphs to display relationships among variables. | |
|direct relationship |Construct and analyze graphs that represent scientific data. | |
|indirect relationship | | |
|cyclic relationship | | |
|constant | | |
|equation | | |
|symbolic representation | | |
|mathematical representation | | |
Standard 1: Analysis, Inquiry, and Design
Mathematical Analysis
Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions.
|Major Understanding |Performance Objectives |Suggested Assessment |
|M2.1 Use inductive reasoning to construct, evaluate, and validate |Interpolate and extrapolate from data. |Predict quantifiable patterns or trends from data. |
|conjectures and arguments, recognizing that patterns and |Qualify? Patterns and trends. |Determine unknown values from given known values. |
|relationships can assist in explaining and extending mathematical | |Explain patterns, trends, causes and effects using data. |
|phenomena. | | |
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|(Science 5,6,7) | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Analyze case studies, graphs, charts, and tables to determine trends |Why is it important to organize information into charts, graphs, |
|inductive reasoning |and make predictions. |tables, etc.? |
|deductive reasoning | | |
|generalization | | |
|evaluate | | |
|validate | | |
|extrapolate | | |
|interpolate | | |
|quantify | | |
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Standard 1: Analysis, Inquiry, and Design
Mathematical Analysis
Key Idea 3: Critical thinking skills are used in the solution of mathematical problems.
|Major Understanding |Performance Objectives |Suggested Assessment |
|M3.1 Apply mathematical knowledge to solve real-world problems and |Use appropriate scientific tools to solve problems about the natural |Design and explain flow charts that represent procedures. |
|problems that arise from investigation of mathematical ideas, using |world. |Construct and explain graphic representation of collected |
|representations such as picture, charts, and tables. | |information. |
| | |Analyze charts, graphs and tables to explain relationships. |
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|(Science 5,6,7) | | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
| |Conduct activities that engage students in collecting information and |How can scientific information be used to solve real world |
|Chart |representing that information mathematically using representations such|problems using representations such as pictures, charts or tables?|
|Table |as picture, charts, and tables. | |
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|Graph (S3.1) | | |
|Tabulate | | |
|Flow chart (PS Skills 2) | | |
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SCIENCE
STANDARD 6
INTERCONNECTEDNESS
AND
COMMON THEMES
Standard 6: Interconnectedness: Common Themes - Systems thinking
|Major Understanding |Performance Objectives |Suggested Assessment |
|KI 6.1 Through systems thinking, people can recognize the |Describe the difference between dynamic systems and organizational |Analyze systems and identify the role of each component. |
|commonalities that exist among all systems and how parts of a system |systems. |Identify and describe various types of systems. |
|interrelate and combine to perform specific functions |Describe the differences and similarities among engineering systems, |Describe how various sub systems interact with each other. |
| |natural systems, and social systems |Explain why systems are designed to operate and produce certain |
| |Describe the difference between open and closed-loop systems. |results. |
| |Describe how the output from one part of a system (which can include | |
|(Science 5.6.7) |material, energy, or information) can become the input to other parts. | |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Observe the operation of various systems. |Why are systems developed? |
|interrelate |Compare and contrast a living system with a non-living system. |What makes a system efficient? |
|dynamic systems |Construct a diagram that represents a system. |What is the role of feedback in looped systems? |
|organizational systems |Construct a flow chart for a nonliving system (such as Polos furnace) | |
|open system |which includes feedback to keep the system controlled. | |
|closed-loop-system |Construct a flow chart for a living system (such as a cell, organ or | |
|input |organism) which includes feedback mechanisms for oxygen demand, | |
|output |reproduction, turning off insulin production, etc. | |
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Standard 6: Interconnectedness: Common Themes - Models
|Major Understanding |Performance Objectives |Suggested Assessment |
|KI 6.2 Models are simplified representations of objects, structures, |Select appropriate model to begin the search for answers or solutions |Design various models to represent and explain natural phenomena |
|or systems used in analysis, explanation, interpretation, or design. |to a question or problem. |or systems. |
| |Use models to study processes that cannot be studied directly (e.g., |Analyze various models to determine how well they represent |
| |when real process is too slow, too fast, or too dangerous for direct |natural phenomena. |
| |observation). | |
| |Demonstrate the effectiveness of different models to represent the same| |
|(Science 5.6.7) |thing and the same model to represent different things. | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|models |Design and build various models to represent and explain various |Why do we construct and use models? |
| |phenomena. | |
|mental models |Observe and analyze various models. | |
|physical models |Identify parts of a Model which are inaccurate in some areas in order | |
|mathematical/graphical models |to show a concept. (such as a desktop model of a cell, atom or | |
| |planetary system) | |
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Standard 6: Interconnectedness: Common Themes - Magnitude and scale
|Major Understanding |Performance Objectives |Suggested Assessment |
|KI 6.3 The grouping of magnitudes of size, time, frequency, and |Cite examples of how different aspects of natural and design systems |Convert values from standard notation to exponential notation and |
|pressures or other units of measurement into a series of relative |change at different rates with changes in scale. |vise versa |
|order provides a useful way to deal with the immense range and the |Use powers of ten notations to represent very small and very large |Describe the ratios and magnitude of changes using scales. |
|changes in scales that affect the behavior and design of systems. |numbers. | |
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|(Science 5.6.7) | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|magnitude |Observe, record, and measure changes over time. Rank order the changes |How can changes be represented to show magnitudes? |
|frequency |and determine the ratios and magnitudes. | |
|scale |Observe changes over time and look for consistency and inconsistencies.| |
|range |Rank order the change in acidity with simple changes in pH. | |
|relative order |Pressure scale for atmospheric weather, (relatively) small changes out | |
| |of 1000 mb are not interpreted as small. | |
|scientific notation |Record your weight over 3 weeks with the top of the scale being 1000 | |
|intensity |pounds. What does your graph look like? | |
|duration | | |
|rank order | | |
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Standard 6: Interconnectedness: Common Themes - Equilibrium and stability
|Major Understanding |Performance Objectives |Suggested Assessment |
|KI 6.4 Equilibrium is a state of stability due either to a lack of |Describe how feedback mechanisms are used in both designed and natural |Describe positive and negative feedback |
|change (static equilibrium) or a balance between opposing forces |systems to keep changes within desired limits. |Explain why consistency or equilibrium is important in various |
|(dynamic equilibrium). |Describe changes within equilibrium cycles in terms of frequency or |systems. |
| |cycle length and determine the highest and lowest values and when they |Compare static equilibrium with dynamic equilibrium. |
| |occur. |Describe the role that drinking water has in dynamic equilibriums |
| | |that depend on sweat? |
|(Science 5.6.7) | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|equilibrium |Study positive and negative feedback systems and observe how they |What is equilibrium? |
|stability |function in maintaining equilibrium. |How is equilibrium achieved? |
|static equilibrium |Observe how forces work against and with each other to maintain | |
|dynamic equilibrium |balance. | |
|equilibrium cycles |Balance a meter stick on your hand. Explain why this equilibrium is | |
| |dynamic and what feedback systems are used to maintain this | |
|opposing forces |equilibrium. | |
|positive feedback |Describe the role of sweating or shivering on maintaining body | |
|negative feedback |temperature. | |
|unbalanced force | | |
|balanced force | | |
Standard 6: Interconnectedness: Common Themes - Patterns of change
|Major Understanding |Performance Objectives |Suggested Assessment |
|KI 6.5 Identifying patterns of change is necessary for making |Use simple linear equations to represent how a parameter changes with |Describe how various patterns are used to make inferences and |
|predictions about future behavior and conditions. |time. |predictions. |
| |Observe patterns of change in trends or cycles and make predictions on |Make inferences on data and use these to make predictions and |
| |what might happen in the future. |observe data. |
| | |(moved to activity) |
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|(Science 5.6.7) | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Collect information or changes in behavior and conditions to establish |How are predictions made? |
|linear (S6 5.1) |patterns and trends. |How are inferences used to make predictions? |
|cyclical (S4 KI1) |Observe changes in patterns and trends to determine causes and make | |
|loop (S6 1.3) |predictions. | |
| |Analyze patterns of change in friends to understand behaviors and show | |
| |that relationships can be transient. | |
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Standard 6: Interconnectedness: Common Themes - Optimization
|Major Understanding |Performance Objectives |Suggested Assessment |
|KI 6.6 In order to arrive at the best solution that meets criteria |Determine the criteria and constraints and make trade-offs to determine|Develop various criteria for making decision. |
|within constraints, it is often necessary to make trade-offs. |the best decision. |List alternatives for specific choices under various conditions. |
| |Use graphs of information for decision-making problem to determine the |List advantages and disadvantages for making certain decisions. |
| |optimum solution. | |
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|(Science 5.6.7) | | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|constraints |Practice decision making based on specific criteria. |Why do we need criteria for making decisions? |
|criteria |Practice developing criteria for making decisions under certain |Why is it important to know advantages and disadvantages before |
|optimum solution |conditions. |making a decision/choice? |
| |Develop an ideal sports team which has a salary cap. What effect would | |
|alternatives (S1 T1.3b) |spending most of your money on a few stars have on a team? | |
|disadvantages |Develop a strategy to control both cost and use of fossil fuels and | |
|advantages(S2 2.2) |alternate energy sources. | |
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Standard 1: Analysis, Inquiry, and Design
Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena.
|Major Understanding |Performance Objectives |Suggested Assessment |
|S1.3 Represent, present, and defend their proposed explanations of |Develop a systematic approach to clarify explanations for |Design and develop a set of questions to clarify explanations |
|everyday observations so that they can be understood and assessed by |presentations. |(who, when, what, where, how). |
|others. | |Design and develop a set of steps to present the explanation. |
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|(Science 6.7) | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|clarifying questions |Provide practice opportunities for students to develop, revise, and |How can explanations be effectively presented? |
|methods |critique various explanation formats. | |
|procedures |Model for students a presentation that meets a set of external | |
|proposed explanation |criteria. | |
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Standard 1: Analysis, Inquiry, and Design
Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena.
|Major Understanding |Performance Objectives |Suggested Assessment |
|S1.4 Seek to clarify, to assess critically, and to reconcile with |Design methods of analyzing ideas individually and collectively. |Analyze the ideas, explanations or proposals of others. |
|their own thinking the ideas presented by others, including peers, | |Ask critical and clarifying questions of ideas presented. |
|teachers, authors, and scientists. | | |
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|(Science 6.7) | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|assess |Have students ask questions based on oral and written presentations. |What makes an effective presentation of ideas? |
|analyze |Collectively critique the presentation of others. |What should be included in informed professional criticisms? |
|critique |Have students contrast constructive and destructive criticisms of a | |
|clarify |presentation using empathy. | |
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Standard 1: Analysis, Inquiry, and Design
Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
|Major Understanding |Performance Objectives |Suggested Assessment |
|S2.1 Use conventional techniques and those of their own design to |Demonstrate appropriate safety techniques. |Identify and use the appropriate instruments to conduct metric |
|make further observations and refine their explanations, guided by a |Conduct an experiment designed by others. |measurements. |
|need for more information. |Design and conduct an experiment to test a hypothesis. |Identify and perform standard safety techniques within the |
| |Use appropriate tools and conventional techniques to solve problems |investigation. |
| |about the natural world, including: |Design and conduct simple investigation to answer a question/test |
| |measuring |a hypothesis. |
| |observing | |
| |describing | |
|(Science 5.6.7) |classifying | |
| |sequencing | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|metric |Model for students how to use lab instruments properly. |Why are precision and accuracy important in laboratory |
|scientific method |Conduct measurement activities on mass, volume, length, temperature, |investigations? |
|investigations |force, etc. |What changes should be made in experimental design to refine the |
|procedures |Design and follow the procedures of an investigation. |results? |
|accuracy |Have students suggest an alternative parameter to measure when a |When do we need to change experimental parameters that we measure |
|precision |measureable hypothesis fails to produce a predicted result. (such as |in response to a result? |
|safety precautions |period of a pendulum depending on mass or measuring temp of ice when | |
| |salt is added) | |
| | | |
Standard 1: Analysis, Inquiry, and Design
Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
|Major Understanding |Performance Objectives |Suggested Assessment |
|S2.2 Develop, present, and defend formal research proposals for |Include appropriate safety procedures. |Identify the parts of an experiment. |
|testing their own explanations of common phenomena, including ways of|Design scientific investigations (e.g., observing, describing, and |Design and conduct an experiment. |
|obtaining needed observations and ways of conducting simple |comparing; collecting samples; seeking more information, conducting a |Identify the variables in an experiment. |
|controlled experiments. |controlled experiment; discovering new objects or phenomena; making |Explain why the experimental method was chosen. |
| |models). |Identify flaws in various experimental design |
| |Design a simple controlled experiment. | |
| |Identify independent variables (manipulated), depended variables | |
| |(responding), and constants in a simple controlled experiment. | |
|(Science 6.7) |Choose appropriate sample size and number of trials. | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|scientific investigation |Conduct several laboratory activities that emphasize various aspects of|How is the scientific method employed in the design of |
|independent variables |the controlled experiment. |experiments? |
|dependent variables |Evaluate experimental studies to become familiar with the process. |How can we design a controlled experiment? |
|controlled experiment |Evaluate experimental studies to identify flaws in the design. |When is a study result considered “ethical”. |
|controlled variables |Discuss Effect of NutraSweet or drugs on lab rats. Should we give a | |
| |very large amount of chemical to simulate a Lifetime dose or should we | |
| |wait long term with smaller dose? | |
| |Have students write a position paper on a proposed controversial study | |
| |involving a health study. | |
Standard 1: Analysis, Inquiry, and Design
Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
|Major Understanding |Performance Objectives |Suggested Assessment |
|S2.3 Carry out their research proposals, recording observations and |Use appropriate safety procedures. |Distinguish between quantitative and qualitative data. |
|measurements (e.g., lab notes, audiotape, computer disk, videotape) |Conduct a scientific investigation. |Follow the design of an experimental procedure. |
|to help assess the explanation. |Collect quantitative and qualitative data. |Demonstrate knowledge of safety practices. |
| | |Demonstrate the ability to collect relevant information. |
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|(Science 6.7) | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|quantitative data |Conduct a series of lab activities to collect quantitative data. |What are the components of an effective research design/proposal? |
|qualitative data |Conduct a series of lab activities to collect qualitative data. | |
|research proposal |Conduct a single variable investigation. | |
|safety precautions | | |
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Standard 1: Analysis, Inquiry, and Design
Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional an invented methods, provide new insights into phenomena.
|Major Understanding |Performance Objectives |Suggested Assessment |
|S3.1 Design charts, tables, graphs, and other representations of |Organize results, using appropriate graphs, diagrams, data tables, and |Construct charts and tables of data. |
|observations in conventional and creative ways to help them address |other models to show relationships. |Tabulate and graph data. |
|their research question or hypothesis. |Generate and use scales, create legends, and appropriately label axis. |Organize data into tables, graphs, and charts to represent the |
| | |information and draw conclusions. |
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|(Science 5.6.7) | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|data |Model for students how to organize information into tables, charts, and|Why should data be organized? |
|tabulate |graphs. |How do we organize information into meaningful ways? |
|x-axis |Practice constructing tables, charts, and graphs. | |
|y-axis | | |
|direct relationships | | |
|inverse relationships | | |
|coordinate | | |
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Standard 1: Analysis, Inquiry, and Design
Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional an invented methods, provide new insights into phenomena.
|Major Understanding |Performance Objectives |Suggested Assessment |
|S3.2 Interpret the organized data to answer the research question or |Accurately describe the procedures used and the data gathered. |Interpret the information contained in the graphs, charts, and |
|hypothesis and to gain insight into the problem. |Identify sources of error and the limitations of data collected. |tables. |
| |Evaluate the original hypothesis in light of the data. |Analyze the procedures used to collect the data. |
| |Formulate and defend explanations and conclusions as they relate to |Draw conclusions and note predictions based on the data. |
| |scientific phenomena |Describe relationships based on the data. |
| |Form and defend a logical argument about cause-and-effect relationships| |
| |in an investigation. | |
| |Make predictions based on experimental data. | |
|(Science 7) |Suggest improvements and recommendations for further studying. | |
| |Use and interpret graphs and data tables. | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|cause-and-effect relationships |Conduct error analysis on various forms of data. |What can we learn from the data collection and interpretation? |
|error analysis |Model interpretation and drawing conclusions from data. |What can be learned from data? |
|data interpretation |Practice the identification and description of relationships with | |
|Tabulated data |organized data. | |
Standard 1: Analysis, Inquiry, and Design
Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional an invented methods, provide new insights into phenomena.
|Major Understanding |Performance Objectives |Suggested Assessment |
|S3.3 Modify their personal understanding of phenomena based on |Explain how data is used as evidence to support or reject the |Demonstrate how data can be used to support or reject a |
|evaluation of their hypothesis. |hypothesis. |hypothesis. |
| |Explain how data can be accurately or inaccurately collected and |Demonstrate how data is cited as evidence from experimental |
| |interpreted. |process. |
| | |Analyze data for inaccuracy. |
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|(Science 7) | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|accuracy |Conduct a series of analyses of various experimental data and determine| How is experimental evidence used to evaluate a hypothesis? |
|precision |the degree of accuracy. | |
|inconsistent procedures |Have students graph data which contains an inconsistency so that | |
|evidence |students can find suspect results from inconsistency. | |
| |Have students conduct the same lab activities and collect the same | |
| |amount and types of data and analyze for inconsistencies. | |
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SCIENCE
STANDARD 4
The Living Environment
The Physical Setting
Standard 4: The Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.3 Observe and describe developmental patterns in selected plants and animals (e.g., insects, frogs, humans, seed-bearing plants).
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.3a Multicellular organisms exhibit complex changes in development, |Sequence and explain the stages of development from embryo to adult in |Explain how cellular division and specialization is based on |
|which begin after fertilization. The fertilized egg undergoes numerous |various organisms. |programmed genetic information. |
|cellular divisions that will result in a multicellular organism, with |Explain the influence of genetic information on growth and development |Identify the stages of development of various organisms from egg to |
|each cell having identical genetic information. |of multicellular organisms. |adult. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|fertilization |Watch videos on embryonic development. |How does a fertilized egg develop into an adult organism? |
|fertilized egg |Conduct research on genetic diseases that occur during pregnancy. | |
|cellular divisions |Investigate the human genome project. | |
|genetic information |Discuss stem cell research. | |
|multicellular organism | | |
| | | |
|embryonic development (LE) | | |
|cellular specialization (LE) | | |
|cellular differentiation (LE) | | |
|zygote (LE) | | |
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Standard 4: The Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.3 Observe and describe developmental patterns in selected plants and animals (e.g., insects, frogs, humans, seed-bearing plants).
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.3b In humans, the fertilized egg grows into tissue which develops |Describe the early stages of specialized cells for humans. |Explain the order of cell specialization. |
|into organs and organ systems before birth. |Identify the increasing complexity of development from cell to organ | |
| |system | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|tissue | | |
|organs |Analyze models, charts, diagrams, and videos on embryonic development of|How does a human develop from a single cell? |
|organ systems |humans. | |
|birth | | |
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Standard 4: The Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.4 Observe and describe cell division at the microscopic level and its macroscopic effects.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.4a In multicellular organisms, cell division is responsible for |Describe the role of cell division in growth, maintenance, and repair. |Explain the process of cell division in various organisms. |
|growth, maintenance, and repair. In some one-celled organisms, cell |Describe the role of cell division in asexual reproduction for |Identify and explain the various roles of cell division in growth and |
|division is a method of asexual reproduction. |one-celled organisms. |repair. |
| | |Explain how cell division maintains the number of chromosomes in the |
| | |cell/organism. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|cell division |Show videos, diagrams, models, and illustrations of cell division. |How important is cell division in multicellular organism? |
|multicellular organism |Sequence the events of cell division on a concept map. | |
|growth | | |
|maintenance | | |
|repair | | |
|one-celled organism | | |
|asexual reproduction | | |
| | | |
|binary fission | | |
|mitosis (LE) | | |
|meiosis (LE) | | |
|budding | | |
| | | |
Standard 4: The Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.4 Observe and describe cell division at the microscopic level and its macroscopic effects.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.4b In one type of cell division, chromosomes are duplicated and then |Describe the importance of the process of mitosis. |Sequence and label the stages in mitosis. |
|separated into two identical and complete sets to be passed to each of |Describe how genetic information is passed on in cell division. |Describe the events of each stage in mitosis (plants and animals). |
|the two resulting cells. In this type of cell division, the hereditary | |Explain the importance of the end result of mitosis. |
|information is identical in all the cells that result. | |Explain how genetic information is passed on during Mitosis. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|chromosomes | | |
|duplicated |View slides of plant cells undergoing mitosis. |How do cells make an exact copy of themselves? |
|hereditary information |Construct graphic organizers of the phases in mitosis. |Why is it important to have identical cells? |
| |Observe diagrams and models of cell division. | |
|mitosis (LE) | | |
|cell plate | | |
|prophase | | |
|metaphase | | |
|anaphase | | |
|telophase | | |
|diploid | | |
Standard 4: The Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.4 Observe and describe cell division at the microscopic level and its macroscopic effects.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.4c Another type of cell division accounts for the production of egg |Describe how meiotic cell divisions egg and sperms cells result in fewer|Sequence and label the stages in meiosis. |
|and sperm cells in sexually reproducing organisms. The eggs and sperm |(1/2) chromosomes. Describe the impact on the genetic information from |Identify and describe the events of each stage of meiosis. |
|resulting from this type of cell division contain one-half of the |the process of meiosis. |Explain the results of meiosis. |
|hereditary information. | |List the importance of meiosis. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|egg | | |
|sperm |View slides, videos, and illustrations of meiosis and construct a |How do sperm and egg receive only one-half (1/2) the number of |
| |graphic organizer to represent the events. |chromosomes? |
|meiosis (LE) |Construct models of the process of meiosis and discuss the events. | |
|gamete (LE) | | |
|crossing over | | |
|haploid | | |
|chromosomes (4.4b) | | |
|diploid | | |
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Standard 4: The Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.4 Observe and describe cell division at the microscopic level and its macroscopic effects.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.4d Cancers are a result of abnormal cell division. |Explain how (uncontrolled) cell division may result in cancer. |Identify abnormalities in the process of cell divisions. |
| | |Identify cause and effect relationships with abnormalities in cell |
| | |division and cancer. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|cancer | | |
| |Conduct internet based research on the causes and mechanisms of cancer |How does cancer develop? |
| |growth. | |
| |Observe videos on cancer and have students establish cause and effect. | |
|mutagen | | |
|chromosome abnormality | | |
|carcinogen | | |
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Standard 4: The Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parent and offspring.
Performance Indicator 2.1 Describe sexual and asexual mechanisms for passing genetic materials from generation to generation.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.1a Hereditary information is contained in genes. Genes are composed |Describe the relationship between DNA, genes, and chromosomes. |Identify and define DNA, genes, chromosomes, and genetic code. |
|of DNA that makes up the chromosomes of cells. |Describe how genetic information is encoded in DNA. |Describe complementary base paring. |
| | |Rank order DNA, genes, and chromosomes in terms of size. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|hereditary | | |
|chromosome |Construct complementary strands of DNA |Where are genes located in a cell? |
|DNA |Have students determine how many different combinations the four |What is DNA? |
|gene |"letters" A, T, G, and C can be arranged. (Such as in groups of three.) | |
| |Build DNA models | |
|nitrogen-containing base pairs: | | |
|adenine, guanine, cytosine, thymine | | |
|replication (LE) | | |
|base paring | | |
Standard 4: The Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parent and offspring.
Performance Indicator 2.1 Describe sexual and asexual mechanisms for passing genetic materials from generation to generation.
|Major Understanding 5.1a |Performance Objectives |Suggested Assessment |
| | | |
|2.1b Each gene carries a single unit of information. |Describe structure and function of DNA molecule. | |
|A single inherited trait of an individual can be determined by one |Explain how genes lead to traits. | |
|pair or by many pairs of genes. | |Explain why some individuals inherit traits such as allergies and |
|A human cell contains thousands of different genes. | |eye color. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|inherited | | |
|trait | |What role does the gene play in producing inherited traits? |
| |Identify specific genetic traits such as tongue curling, widow’s peak, |What role do genes play in genetic variability? Such as genetic |
| |attached ear lobes, eye color etc. |variability of |
| |Identify genetically linked diseases or allergies | |
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Standard 4: The Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parent and offspring.
Performance Indicator 2.1 Describe sexual and asexual mechanisms for passing genetic materials from generation to generation.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.1c Each human cell contains a copy of all the genes needed to produce| |Compare and contrast the results of meiosis and mitosis. |
|a human being. |Explain how a human cell replicates through the process of mitosis |Distinguish between the number of chromosomes in a body cell and a sex|
| |Explain how a human sex cell develops into a sperm or egg. |cell. |
| | |Describe how genetic information is carried and/or copied in human |
| | |cells. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|genes | | |
| |Develop/construct flow charts of cell division (mitosis/meiosis) |How do cells make identical copies of themselves? |
|mitosis |including number of chromosomes and compare their results. |How does a human cell become a sex cell? |
|meiosis |Explain how the number of chromosomes changes during fertilization | |
|sex cell | | |
|sperm | | |
|egg | | |
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Standard 4: The Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parent and offspring.
Performance Indicator 2.1 Describe sexual and asexual mechanisms for passing genetic materials from generation to generation.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.1d In asexual reproduction, all the genes come from a single |Describe the various forms of asexual reproduction. |Describe the events and outcome of different forms of asexual |
|parent. Asexually produced offspring are genetically identical to the|Students will be able to describe the events in each stage of mitosis. |reproduction. |
|parent. | |Compare and contrast the various forms of asexual reproduction. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|asexual reproduction | | |
|genetically identical |Design a controlled experiment using Planarian to show regeneration. |Why are asexually produced offspring genetically identical to the |
| |Show videos on binary fission and other forms of asexual reproduction. |parent? |
|regeneration |Observe hydra and yeast budding under the microscope. | |
|budding | | |
|mitosis | | |
|prokaryotes | | |
|eukaryotes | | |
|binary fission | | |
|spores | | |
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Standard 4: The Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parent and offspring.
Performance Indicator 2.1 Describe sexual and asexual mechanisms for passing genetic materials from generation to generation.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.1e In sexual reproduction, typically half of the genes come from each|Explain why sexual reproduction does not produce identical offspring. |Sequence the events of meiosis |
|parent. Sexually produced offspring are not identical to either parent.| |Compare and contrast the events and outcomes of meiosis and mitosis |
| | |Compare and contrast the events and outcomes of sexual and asexual |
| | |reproduction. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|sexual reproduction |Investigate the differences at the chromosomal level of sexual |Are sexually produced offspring genetically identical or genetically |
| |reproduction versus asexual reproduction. |different to the parent(s)? |
|fertilization | | |
|zygote | | |
|diploid | | |
|haploid | | |
|meiosis | | |
|crossing-over | | |
|independent assortment | | |
Standard 4: The Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Standard 4: The Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parent and offspring.
Performance Indicator 2.2 Describe simple mechanisms related to the inheritance of some physical traits in offspring.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.2a In all organisms, genetic traits are passed from generation to |Describe traits that are inherited. |Define inherited traits |
|generation. |Describe traits/characteristics that are not inherited. |Provide examples of traits/characteristics that are not inherited. |
| |. |Using the process of sexual and asexual reproduction explain the |
| | |mechanics of inheritance |
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| |Suggested Activities |Conceptual Questions |
|genetic traits | | |
|generation |Conduct investigations on genetics using Punnett squares to calculate |How are traits inherited? |
| |the probability of inheritance |Which traits are inherited and why? |
|heredity | | |
|allele | | |
|genetics | | |
|hybrid | | |
|dominant | | |
|recessive | | |
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Standard 4: The Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parent and offspring.
Performance Indicator 2.2 Describe simple mechanisms related to the inheritance of some physical traits in offspring.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.2b Some genes are dominant and some are recessive. Some traits are |Explain how inherited traits may or may not be expressed. |Determine the probability of dominance and recessive expressions. |
|inherited by mechanisms other than dominance and recessiveness. |Explain the principles of dominance and recessive. |Distinguish and identify dominant and recessive traits. |
| | |Determine the phenotype given the genotype. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|dominant | | |
|recessive |Conduct probability activities to demonstrate how genes are inherited. |Why are some traits expressed and others are not? |
| |Observe and list dominant and recessive traits in various organisms. |What causes a trait to be expressed? |
|Incomplete dominance | | |
|Polygenic inheritance | | |
|Sex-linked gene | | |
|Multiple alleles | | |
|Co-dominance | | |
|Pure | | |
|Hybrid | | |
|Heterogeneous dominant | | |
|Homogenous dominant | | |
|phenotype | | |
|genotype | | |
Standard 4: The Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parent and offspring.
Performance Indicator 2.2 Describe simple mechanisms related to the inheritance of some physical traits in offspring.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.2c The probability of traits being expressed can be determined using |Predict the probability of the inheritance of specific traits using a |Determine the probability of inheritance using Punnett squares. |
|models of genetic inheritance. Some models of prediction are Pedigree |Punnett square. |Describe the phenotype based on the probability of the genotype. |
|charts and Punnett squares. |Use a Pedigree Chart to track an origin of a trait. |Explain the inheritance pattern of specific traits using Pedigree |
| | |charts. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|pedigree chart | | |
|genetic inheritance |Conduct a series of probability exercises using Punnett squares. |How can a Punnett square help predict inheritance of traits? |
|Punnett square |Use a Pedigree Chart to identify the origin of a specific trait. |How can a Pedigree Chart be used to track the origin of a specific |
|expressed | |trait? |
| | | |
|prediction | | |
|probability | | |
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Standard 4: The Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.1 Describe sources of variation in organisms and their structures and relate the variations to survival.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1a The process of sexual reproduction and mutation has given rise to |Explain how sexual reproduction and mutation leads to variation. |Explain what happens when the cell carrying a mutation reproduces. |
|a variety of traits within a species. | |Describe how mutations can occur in the DNA when it is copied inside a|
| | |cell. |
| | |Identify factors that may lead to mutations. |
| | |Trace a mutation in the sequence of DNA to the variation in the |
| | |species. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|sexual reproduction | | |
|mutation |Investigate the causes and effects of certain mutagenic substances | |
|traits |Investigate how sexual recombination brings about variation. |How does sexual reproduction lead to genetic variability? |
|species | |What sources can cause genetic mutations? |
| | | |
|sexual recombination | | |
|variation | | |
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Standard 4: The Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.1 Describe sources of variation in organisms and their structures and relate the variations to survival.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1b Changes in environmental conditions can affect the survival of |Describe the basic Principles of Natural Selection. |Explain what is meant by “survival of the fittest.” |
|individual organisms with a particular trait. Small differences between|Explain how survival of species may depend on the variation of a single |Define variation, adaptation, natural selection, and adaptive trait. |
|parents and offspring can accumulate in successive generations so that |trait. |Explain how variation occurs in the generation of species. |
|descendants are very different from their ancestors. Individual | | |
|organisms with certain traits are more likely to survive and have | | |
|offspring than individuals without those traits. | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|environmental conditions | | |
|offspring |Conduct investigation activities to show how certain traits may lead to|Why do some species of organisms survive in a given environment while |
|successive generations |survival of a species in certain environments: |others do not? |
|descendants |Camouflage | |
|ancestors |Climate | |
| |Feeding | |
|variation |Competition | |
|adaptation | | |
|Charles Darwin | | |
|evolution | | |
|natural selection | | |
|adaptive trait | | |
Standard 4: The Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.1 Describe sources of variation in organisms and their structures and relate the variations to survival.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1c Human activities such as selective breeding and advances in |Sequentially describe the steps in making genetically engineered |Compare and contrast selective breeding with random mating. |
|genetic engineering may affect the variations of species. |organisms. |Compare and contrast artificial selection with natural selection |
| |Describe situations in which genetic engineering may be helpful/ | |
| |harmful. | |
| | | |
| | | |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|genetic engineering | | |
|selective breeding |Students to research genetic engineering, especially of crops. | |
|variations |Read/research case studies on genetic engineering. | |
| | | |
|recombinant DNA | | |
|artificial selection | | |
|natural selection | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
Standard 4: The Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.2 Describe factors responsible for competition within species and the significance of that competition.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.2a In all environments, organisms with similar needs may compete with|Identify and describe environmental factors that lead to competition for|Identify environmental factors that lead to competition. |
|one another for resources. |resources. |Explain the relationship between limited resources and survival. |
| |Describe how limited resources may lead to competition within species. |Describe the relationship between limited resources and population |
| | |growth. |
| | | |
| | | |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|compete/ competition | | |
|resources |Conduct activities that demonstrate the effects of limiting factors on |Why does competition occur within species in the same environment? |
| |population growth. | |
|carrying capacity |Conduct activities on competitive behaviors amongst organisms. | |
|limited resources |Show videos on competition amongst species in a community. | |
|population growth | | |
|limiting factor | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
Standard 4: The Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.2 Describe factors responsible for competition within species and the significance of that competition.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.2b Extinction of a species occurs when the environment changes and |Describe the factors that lead to extinction. |Define the process of extinction. |
|the adaptive characteristics of a species are insufficient to permit its|Explain how fossils are used provide evidence of extinction of a |Describe various factors that lead to extinction. |
|survival. Extinction of species is common. Fossils are evidence that a|species. |Explain how fossils provide evidence of extinction. |
|great variety of species existed in the past. | |Identify the adaptive trait that an extinct population lacked. |
| | | |
| | | |
| | | |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|extinction | | |
|environment |Conduct activities that show the factors that lead to extinction of |How does a species or population become extinct? |
|adaptive characteristics |species. | |
|survival |Observe fossils and show how they provide evidence of past-existence. | |
|fossil | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
Standard 4: The Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.2 Describe factors responsible for competition within species and the significance of that competition.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.2c Many thousands of layers of sedimentary rock provide evidence for |Explain that relationship between the age of the fossil and the depth |Describe how sedimentary rocks contain fossils. |
|the long history of Earth and for the long history of changing life |that it is located in sedimentary rock. |Analyze the relationship of the depth of the rock to the age of the |
|forms whose remains are found in the rocks. Recently deposited rock | |fossil. |
|layers are more likely to contain fossils resembling existing species. | |Compare and contrast the age of fossils found in different sedimentary|
| | |rock layers. |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|sedimentary rock |Survey and compare the fossils found in various rock layers. |How can the age of a fossil be determined? |
|deposited |Sequence fossils from the earliest to the most recent. |How can extinct life forms provide evidence of the Earth’s history? |
| | | |
|fossils(3.2b) | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
Standard 4: The Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.2 Describe factors responsible for competition within species and significance of that competition.
|Major Understanding |Performance Objectives |Suggested Assessment |
|3.2d Although the time needed for change in a species is usually |Explain why short generation time is conducive to evolution in some |Explain how bacteria develop resistance to antibiotics. |
|great, some species of insects and bacteria have undergone |insects and bacteria. |Explain how short generation time is advantageous to the |
|significant change in just a few years. |Explain why certain organisms may undergo significant changes in a short |evolutionary process. |
| |period of time. | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|insects | | |
|bacteria |Conduct activities that demonstrate how short generation times provides |How does short generation time influence evolution in certain |
| |the capability for change. |species such as insects and bacteria? |
|generation time |Research the phenomenon of antibiotic resistance in bacteria. | |
|mutation | | |
|variation | | |
|resistance | | |
|susceptibility | | |
STANDARD 4: The Living Environment
Key Idea: 7 Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.2: Describe the effects of environmental changes on humans and other populations.
|Major Understanding |Performance Objectives |Assessments |
| | | |
|7.2b The environment may be altered through the activities of |Describe the process of succession. |Identify factors that cause changes in various ecosystems. |
|organisms. Alterations are sometimes abrupt. Some species may | |Explain the process of succession |
|replace others over time, resulting in long-term gradual changes | | |
|(ecological succession). | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|ecological succession | | |
| |Use a stereomicroscope to examine common lichens and mosses, and discuss what|How does succession lead to stability? |
|pioneer species |characteristics make them suitable for harsh conditions. | |
|colonize |Explain what would happen if a backyard lawn were not mowed for an extended | |
| |period of time. | |
| |Show videos and diagrams on what succession looks like over time. | |
| | | |
| | | |
| | | |
STANDARD 4: The Living Environment
Key Idea: 7 Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.2: Describe the effects of environmental changes on humans and other populations.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|7.2c Overpopulation by any species impacts the environment due to the |Describe the effects of overpopulation on the environment. |Describe some specific ways that human overpopulation is having a |
|increased use of resources. Human activities can bring about | |detrimental effect on the environment. |
|environmental degradation through resource acquisition, urban growth, | |List human activities that are detrimental to the environment and their |
|land-use decisions, waste disposal, etc. | |consequences. |
| | | |
| | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
| | | |
|overpopulation |Compost! |How do human activities affect the environment? |
|environmental degradation |Personal research projects on current environmental topics. | |
|resource acquisition |F.Y.I Posters that feature a specific environmental problem, its causes | |
|urban growth |and effects. | |
|waste disposal | | |
| | | |
|(non)renewable resources | | |
|habitat destruction | | |
|endangered | | |
|extinct | | |
|landfill | | |
|incinerator | | |
|toxic waste | | |
|groundwater | | |
STANDARD 4: The Living Environment
Key Idea: 7 Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.2: Describe the effects of environmental changes on humans and other populations.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|7.2d Since the Industrial Revolution, human activities have |Describe some ways that the environment is affected by pollution. |Identify and describe causes of environmental pollution. |
|resulted in major pollution of air, water, and soil. Pollution has |State ways that the Earth’s resources can be conserved and protected. |Describe the environmental effects of various pollutants. |
|cumulative ecological effects such as acid rain, global warming, or | |List and describe preventative actions against environmental |
|ozone depletion. The survival of living things on our planet depends| |pollution. |
|on the conservation and protection of Earth’s resources. | | |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Industrial Revolution |Research the effects of environmental pollution from source to the impact on |How does environmental pollution affect the Earth’s resources? |
|acid rain |population. | |
|global warming | | |
|ozone depletion | | |
| | | |
|greenhouse effect | | |
|UV radiation | | |
|CFCs | | |
|conservation | | |
| | | |
| | | |
Standard 4: The Physical Setting
Key Idea 2: Many phenomena that we observe on Earth involve interactions among components of air, water, and land.
State Performance Indicator 2.1: Explain how the atmosphere (air), hydrosphere (water), and lithosphere (land), interact, evolve, and change.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.1b As altitude increases, air pressure decreases. |Define air pressure in terms air mass |\ |
| |Identify the factors that affect air pressure (density, altitude). | |
| |Describe the relationship between altitude and air pressure. | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|altitude | | |
|air pressure |Do a demonstration of air pressure with a glass or plastic tumbler, |What causes air pressure? |
| |water, and cardboard showing how water does not escape due to air | |
|barometer (ES) |pressure in all directions. | |
|moisture (ES) |Show the students a barometer. | |
|gravity (1.1d) |Have students graph altitude vs. air pressure. | |
|sea level | | |
|mountain valley (ES) | | |
|valley (ES) | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
Standard 4: The Physical Setting
Key Idea 2: Many phenomena that we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator 2.2: Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.
|Major Understanding |Performance Objectives |Suggested Assessment |
|2.2k The uneven heating of Earth's surface is the cause of |Explain the cause of weather |Explain how uneven heating of the Earth causes weather. |
|weather. | | |
| | | |
| | | |
| | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|weather |Construct models illustrating uneven heating |How does heat cause weather? |
|heating |Observe satellite photos showing the earth’s temperature | |
| | | |
Standard 4: The Physical Setting
Key Idea 2: Many phenomena that we observe on Earth involve interactions among components of air, water, and land.
State Performance Indicator 2.2: Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.
|Major Understanding |Performance Objectives |Suggested Assessment |
|2.2l Air masses form when air remains nearly stationary over a |Describe the air masses that affect the U.S. and give their origin. |Given a location describe the type of air mass that would form |
|large section of Earth's surface and takes on the conditions of |Describe the conditions necessary for an air mass to form. |over that location. |
|temperature and humidity from that location are determined | | |
|primarily by temperature, humidity, and pressure of air masses over| | |
|that location. | | |
| | | |
| | | |
| | | |
| | | |
|(Science 6) | | |
| | | |
| | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|air mass | | |How do air masses form? |
|temperature | | |What can the properties of an air mass tell us about the location |
|humidity | | |where it formed? |
|pressure | | | |
| | | | |
| | | | |
| | | | |
| | | | |
Standard 4: The Physical Setting
Key Idea 2: Many phenomena that we observe on Earth involve interactions among components of air, water, and land.
State Performance Indicator 2.2: Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.
|Major Understanding |Performance Objectives |Suggested Assessment |
|2.2m Most local weather condition changes are caused by movement of| Explain how air masses move and how they affect weather. | |
|air masses. | |Describe different weather conditions that may exist. |
| | |Explain the relationship between air masses and weather |
| | |conditions. |
|(Science 6) | |Describe the movement of air masses. |
| | | |
| | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|local weather | | Access local weather site on-line (ex. ) to observe local |How does the movement of air masses affect our local weather |
| | |weather conditions. |conditions? |
|high pressure system (2.2p) | |Observe the movement of air masses. | |
|low pressure system (2.2p) | | | |
|cyclone (ES) | | | |
| | | | |
| | | | |
|front (2.2o) | | | |
|tornado (2.2q) | | | |
|hurricane (2.2q) | | | |
|blizzard (2.2q) | | | |
| | | | |
| | | | |
| | | | |
| | | | |
Standard 4: The Physical Setting
Key Idea 2: Many phenomena that we observe on Earth involve interactions among components of air, water, and land.
State Performance Indicator 2.2: Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.2n The movement of air masses is determined by prevailing winds |Describe wind as the movement of air from an area of high pressure to an |Given a map of North America diagram the prevailing winds. |
|and upper air currents. |area of lower pressure. | |
| |Describe how prevailing winds and air currents affect the movement of air| |
| |masses. | |
| | | |
| | | |
|(Science 6) | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|prevailing winds |Illustrate on a map the direction of the prevailing winds. |What influence the movement of air masses? |
|upper air currents | |What is the direction of the prevailing winds? |
| | | |
|high pressure system (2.2p) | | |
|low pressure system (2.2p) | | |
| | | |
| | | |
| | | |
Standard 4: The Physical Setting
Key Idea 2: Many phenomena that we observe on Earth involve interactions among components of air, water, and land.
State Performance Indicator 2.2: Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.2o Fronts are boundaries between air masses. Precipitation is |Given two air masses determine their density relative to each other. |Given a map with a front identify the conditions for a given |
|likely to occur at these boundaries. |Describe in terms of density what causes the air movement at a front. |location as the front approaches and passes. |
| |Explain how the movement of air at a front leads to cloud formation and | |
| |precipitation. | |
| | | |
| | | |
|(Science 6) | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|front |Make a graphic organizer comparing/ contrasting the fronts. |What happens to the different air masses at a front? |
|precipitation |Diagram the vertical movement of air and wind direction at a front and |Why is precipitation associated with a front? |
|air mass |the effect on cloud formation and precipitation. | |
| | | |
|cold front (ES) | | |
|occluded front (ES) | | |
|stationary front (ES) | | |
| | | |
Standard 4: The Physical Setting
Key Idea 2: Many phenomena that we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator 2.2: Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.
|Major Understanding |Performance Objectives |Suggested Assessment |
|2.2p High-pressure systems generally bring fair weather. |Describe the movement of high and low pressure systems. |Identify the types of weather associated with different weather |
|Low-pressure systems usually bring cloudy, unstable conditions. |Describe the type of weather that high and low pressure systems bring. |systems. |
|The general movement of highs and lows is from west to east across | |Use a map of to identify the movement of air pressure systems |
|the United States. | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Utilize a barometer to measure air pressure. Record data for a week and |How do pressure systems affect the weather? |
|High pressure system |evaluate. Make conclusions in the type of weather there will be. Make a| |
|Low pressure system |forecast according to your data. | |
|Unstable conditions |Analyze forecast maps to see what weather different pressure systems are | |
| |bringing | |
| | | |
| | | |
| | | |
| | | |
Standard 4: The Physical Setting
Key Idea 2: Many phenomena that we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator 2.2: Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.
|Major Understanding |Performance Objectives |Suggested Assessment |
|2.2q Hazardous weather conditions include thunderstorms, tornadoes, |Identify and describe the conditions for each severe weather |Distinguish the difference between a warning and watch. |
|hurricanes, ice storms, and blizzards. Humans can prepare for and |terminology. |Explain what causes lightning and thunder in a thunderstorm. |
|respond to these conditions if given sufficient warning. | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Read articles describing hazardous weather conditions |What is severe weather? |
|Thunderstorms |Research and report specific weather related disasters |What should we do to stay safe during these severe weather |
|Tornadoes |Create hazardous weather preparation checklists. |conditions? |
|Hurricane | | |
|Ice storm | | |
|Blizzard | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
Standard 4: The Physical Setting
Key Idea 2: Many phenomena that we observe on Earth involve interactions among components of air, water, and land.
State Performance Indicator 2.2: Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.
|Major Understanding |Performance Objectives |Suggested Assessment |
|2.2r Substances enter the atmosphere naturally and from human | Explain the affect substances in the atmosphere have on weather, | |
|activity. Some of these substances include dust from volcanic |climate and living things. |Identify the greenhouse gases and explain how they enter the |
|eruptions and greenhouse gases such as carbon dioxide, methane, and |Explain how both human and natural activities add greenhouse gasses to |atmosphere. |
|water vapor. These substances can affect weather, climate, and living|the atmosphere. | |
|things. | | |
| | | |
| | | |
|(Science 6) | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|human activity | | |How do substances enter the atmosphere? |
|greenhouse effect | | |What effect do they have on the weather, climate, and living |
|carbon dioxide | | |things? |
|methane | | |What are greenhouse gases and how do they affect weather and |
|water vapor | | |climate? |
| | | | |
|weather (2.2i) | | | |
|climate (2.2j) | | | |
|pollution (7.2d) | | | |
|greenhouse effect | | | |
Standard 4: Physical Settings
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Observe and describe properties of materials, such as density, conductivity, and solubility.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | | |
|3.1h Density can be described as the amount of matter that is in a |Investigate the density of various objects/substances. |Calculate the density, mass, volume of various objects using the formula|
|given amount of space. If two objects have equal volume, but one has |Explain the property of density as a derived measurement. |for density. |
|more mass, the one with more mass is denser. |Explain how to determine the density of an object. |Compare the relative density of objects and substances. |
| | |Calculate the density of a specific material of different sizes. |
| | |Define density. |
| | | |
| | | |
| | | |
| | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|density | | |
|mass |Investigate the density of various objects/substances. |What is density? |
|volume |Apply the formula of density to complete a chart of mass, volume, |How can the density of an object be determined? |
| |density. | |
| | | |
| | | |
| | | |
| | | |
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| | | |
| | | |
| | | |
| | | |
Standard 4: Physical Settings
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Observe and describe properties of materials, such as density, conductivity, and solubility.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | | |
|3.1i Buoyancy is determined by comparative densities. |Explain the relationship between buoyancy and density. |Define buoyancy. |
| |Describe the concept/property of buoyancy. |Explain why heavy objects/structures can float. |
| | |Compare and contrast the definitions of buoyancy and density. |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|Buoyancy | | |
|Comparative Density |Investigate the buoyancies of various objects. |What makes an object buoyant? |
| |Design objects / structures that will be buoyant in water. | |
| | | |
| | | |
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| | | |
| | | |
| | | |
Standard 4: Physical Settings
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Observe and describe properties of materials, such as density, conductivity, and solubility.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | | |
|3.1b Solubility can be affected by the nature of the solute and |Identify the factors that affect the solubility of substances. |List the factors that affect solubility and the rate of solution. |
|solvent, temperature, and pressure. The rate of solution can be |Explain why solubility will be different under different conditions. |Explain how the rate of solution may increase or decrease depending on |
|affected by the size of the particles, stirring, temperature, and the | |various conditions. |
|amount of solute already dissolved. | |Identify what factors increase/decrease the rate of solution. |
| | | |
| | | |
| | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|solubility | | |
|solute |Conduct investigations or factors that affect the rate of solubility by |How can the rate of solubility be affected? |
|solvent |testing each variable against a control. |What makes a substance soluble? |
|temperature |Develop a solubility chart for various substances at different | |
|pressure |temperatures. | |
|rate of solution |Prepare solutions under various conditions and draw conclusions on the | |
| |rate of solubility in each condition. | |
|saturated | | |
|concentrated | | |
|supersaturated | | |
|dilute | | |
|unsaturated | | |
| | | |
| | | |
Standard 4: Physical Settings
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.1: Observe and describe properties of materials, such as density, conductivity, and solubility.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | | |
|3.1c The motion of particles helps to explain the phases (states) of|Explain the conditions under which matter changes from one phase to |Identify the different processes that cause changes in states of matter.|
|matter as well as changes from one phase to another. The phase in which|another. |Explain how temperature changes can cause changes in the states of |
|matter exists depends on the attractive forces among its particles. |Explain how the state of matter of a substance is dependant on the |matter. |
| |interaction of its particles. |Identify the points at which water changes phases on a phase change |
| | |chart/graph. |
| | | |
| | | |
| | | |
| | | |
| | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|matter | | |
|phase (states) |Conduct investigations that change the state of matter via the changes |Why does matter change from one state to another? |
|attractive forces |in temperature. |How does matter change from one state to another? |
| |Observe the process of sublimation with dry ice. | |
|solid (3.1f) |Observe the melting point of sugar crystals. | |
|liquid (3.1e) | | |
|gas (3.1d) | | |
|boiling (3.1a) | | |
|freezing (3.1a) | | |
|melting (Appendix B) | | |
|sublimation (3.1f) | | |
|precipitation | | |
| | | |
Standard 4: Physical Settings
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.2: Distinguish between chemical and physical changes.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | | |
|3.2a During a physical change a substance keeps its chemical |Describe physical changes in terms of physical processes and changes in |Identify and list examples of physical changes. |
|composition and properties. Examples of physical changes include |physical properties. |Define a physical change. |
|freezing, melting, condensation, boiling, evaporation, tearing, and |Explain why physical changes do not involve changes in chemical |Compare the processes of physical changes. |
|crushing. |composition and properties. | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|chemical composition | | |
|freezing |Conduct activities that involve the physical changes of objects / |What happens to substances during a physical change? |
|condensation |substances. | |
|boiling |Construct a list of physical properties and physical changes. | |
|evaporation | | |
|tearing | | |
|crushing | | |
|melting | | |
|physical change | | |
| | | |
|physical properties (2.1e) | | |
|chemical properties (3.2c) | | |
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Standard 4: Physical Settings
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.2: Distinguish between chemical and physical changes.
|Major Understandings |Performance Objectives |Suggested Assessment |
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|3.2b Mixtures are physical combinations of materials and can be |Explain how mixtures can be separated. |Describe how various mixtures can be physically separated into its |
|separated by physical means. |Explain why mixtures do not involve chemical changes / interactions. |components. |
| | |Identify and describe the physical composition of mixtures. |
| | |Classify substances as mixtures or not. |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|mixtures | | |
|physical combinations |Conduct activities that separate the component of various mixtures. |How can mixtures be identified? |
|physical means |Identify mixtures based on the physical combination and separation. | |
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Standard 4: Physical Settings
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.2: Distinguish between chemical and physical changes.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | | |
|3.2c During a chemical change, substances react in characteristic |Describe how substances change chemically. |Identify and define chemical changes. |
|ways to form new substances with different physical and chemical |Explain how chemical properties change as a result of chemical changes. |Explain the process of a chemical change. |
|properties. Examples of chemical changes include burning of wood, | |Explain the results of a chemical change. |
|cooking of an egg, rusting of iron, and souring of milk. | |Classify changes as chemical or physical. |
| | |Compare and contrast physical and chemical changes. |
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|Vocabulary |Suggested Activities |Conceptual Questions |
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|chemical change |Conduct a series of chemical changes and have students observe and |How can new substances be formed? |
|chemical properties |record the changes in properties of the substances. | |
| |Identify both chemical and physical changes from observation and record | |
|chemical reaction (3.2e) |the differences. | |
|reactant (3.2e) | | |
|product (3.2e) | | |
|chemical equation (Chemistry) | | |
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Standard 4: Physical Settings
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.2: Describe the sources and identify the transformations of energy observed in everyday life.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|4.2e Temperature affects the solubility of some substances in water. |Explain how temperature affects the molecular action and solubility of |Predict the solubility of substances in hot versus cold water, and the |
| |some substances. |difference in substances going into solution (particle size) |
| |Explain the different effect on solubility of a solid or a gas as the |Explain the molecular changes occurring with increased temperature of a |
| |solute. |substance. |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|Temperature | | |
|solubility |Dissolve substances in hot and cold water. Include substances that do |How does temperature affect solubility? |
| |not dissolve, and different sized particles (large solid versus | |
| |granulated ingredients). Collect data, graph and analyze results. | |
| |Discuss the molecular behavior of hot water molecules impacting the | |
| |solubility of some substances - (both solids (Jello mix, sugar) and | |
| |gases (carbon dioxide in soda). | |
| |Discuss properties of substances that dissolve and the impact of | |
| |temperature on the process. | |
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Standard 4: Physical Settings
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.2: Distinguish between chemical and physical changes.
|Major Understandings |Performance Objectives |Suggested Assessment |
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|3.2e The Law of Conservation of Matter states that during an |Explain The Law of Conservation of Matter. |Define The Law of Conservation of Matter. |
|ordinary chemical reaction matter cannot be created or destroyed. In |Describe The Law of Conservation of Matter in terms of physical and |Explain The Law of Conservation of Matter as it is expressed in chemical|
|chemical reactions, the total mass of the reactants equals the total |chemical changes. |equations and reactions. |
|mass of the products. | | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|Law of Conservation of Mass | | |
|chemical reaction |Conduct activities that demonstrate The Law of Conservation of Matter. |How is mass conserved during chemical reactions? |
|reactants |Demonstrate The Law of Conservation of Matter using simple concrete | |
|products |examples. | |
| |Conduct investigations on the mass of reactants and the mass of products| |
|chemical equations (Chemistry) |from chemical reactions. | |
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Standard 4: Physical Setting
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.3 Observe and describe energy changes as related to chemical reaction.
| Major Understanding |Performance Objectives |Suggested Assessment |
|4.3a In chemical reactions, energy is transferred into or out of a |Explain how energy is transferred in chemical reactions (absorbed or |Identify and describe the energy transformations in chemical |
|system. Light, electricity, or mechanical motion may be involved in |released). |reactions. |
|such transfers in addition to heat. | | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|chemical reaction | | |
|light |Investigate various chemical reactions and determine if energy is |What is the role of energy in chemical reaction? |
|electricity |absorbed or released. | |
|mechanical motion | | |
|system | | |
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|endothermic (Chemistry) | | |
|exothermic (Chemistry) | | |
|products (3.2e) | | |
|reaction (3.2e) | | |
|reactants (3.2e) | | |
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Standard 4: Physical Settings
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.2: Distinguish between chemical and physical changes.
|Major Understandings |Performance Objectives |Suggested Assessment |
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|3.2d Substances are often placed in categories if they react in |Explain how similar substances have similar reactivity. |Classify substances based on metals, nonmetals or noble gases. |
|similar ways. Examples include metals, nonmetals, and noble gases. |Explain how substances can be classified based on reactivity. |Explain why certain groups of substances react in a similar way. |
| | |Identify substances based on their reactivity. |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|substances | | |
|metals |Conduct a series of chemical reactions and have students predict the |How do chemical properties determine the way substances will react? |
|nonmetals |reaction and compare the results. | |
|noble gases |Conduct demonstrations and lab activities based on chemical equations. | |
|reactivity (Appendix B) | | |
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|chemical reaction | | |
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Standard 4: Physical Settings
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.3: Develop mental models to explain common chemical reactions and changes in states of matter.
|Major Understandings |Performance Objectives |Suggested Assessment |
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|3.3a All matter is made up of atoms. Atoms are fall too small to |Describe the model of an atom. |Define an atom/ |
|see with a light microscope. |Define an atom based on its component parts and overall structure. |Identify the parts of an atom. |
| | |Explain the model of an atom using an operational definition. |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|matter | | |
|atom |Draw and label models of atoms. |What is an atom? |
| |Build models of atoms and identify the parts. | |
|subatomic particles (Chemistry) | | |
|charge (Chemistry) | | |
|proton (Chemistry) | | |
|neutron (Chemistry) | | |
|electron (Chemistry) | | |
|energy shell | | |
|electron cloud (Chemistry) | | |
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Standard 4: Physical Settings
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.3: Develop mental models to explain common chemical reactions and changes in states of matter.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | | |
|3.3b Atoms and molecules are perpetually in motion. The greater the|Explain the behavior of atoms with the changes in temperature. |Explain how temperature affects the motion of atoms and molecules. |
|temperature, the greater the motion. | | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|molecules | | |
|perpetually in motion |Demonstrate how temperature affects the particles in a substance. |How does temperature affect atoms and molecules? |
| |Observe the effects of a cold condition versus a hot condition on the | |
|temperature (3.1b) |particles of substances. | |
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Standard 4: Physical Settings
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.3: Develop mental models to explain common chemical reactions and changes in states of matter.
|Major Understandings |Performance Objectives |Suggested Assessment |
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|3.3c Atoms may join together in well-defined molecules or may be |Describe how atoms interact with each other to form specific molecules. |Describe how bonds are formed. |
|arranged in regular geometric patterns. | |Identify substances based on their geometric structures or formula. |
| | |Describe how simple compounds are formed. |
| | |Identify and list the properties of compounds. |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|regular geometric patterns | | |
| |Conduct laboratory / investigative activities to demonstrate how |How are compounds formed? |
|geometric structure |compounds are formed. | |
|compound (3.3f) |Demonstrate the four basic types of chemical reactions. | |
|chemical formula (Chemistry) | | |
|subscript | | |
|coefficient (Chemistry) | | |
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Standard 4: Physical Settings
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.3: Develop mental models to explain common chemical reactions and changes in states of matter.
|Major Understandings |Performance Objectives |Suggested Assessment |
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|3.3d Interactions among atoms and/or molecules result in chemical |Describe chemical reactions in terms of the interactions of atoms or |Identify and label the components of a chemical reaction / equation. |
|reactions. |molecules. |Explain the process / interaction of a chemical reaction. |
| |Describe the components and process of a chemical reaction. |Match chemical reactions with equations. |
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|Vocabulary |Suggested Activities |Conceptual Questions |
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|chemical reactions |Conduct and explain a series of chemical reactions. |How do chemical reactions occur? |
| |Identify chemical equations and explain the chemical reaction that is | |
|chemical equation (Chemistry) |taking place. | |
|reactants (3.2e) | | |
|products (3.2e) | | |
|subscript | | |
|coefficient (Chemistry) | | |
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Standard 4: Physical Settings
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.3: Develop mental models to explain common chemical reactions and changes in states of matter.
|Major Understandings |Performance Objectives |Suggested Assessment |
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|3.3e The atoms of any one element are different from the atoms of |Describe the composition and properties of elements. |Identify elements based on their chemical symbols. |
|other elements. |Compare and contrast the atoms of various elements. |Identify atoms of particular/specific elements based on their atomic |
| | |properties. |
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|Vocabulary |Suggested Activities |Conceptual Questions |
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|element |Draw models of atoms for the elements they represent. |What makes an element a pure substance? |
| |Build models of atoms based on their electron arrangement. | |
|pure substance | | |
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Standard 4: Physical Settings
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.3: Develop mental models to explain common chemical reactions and changes in states of matter.
|Major Understandings |Performance Objectives |Suggested Assessment |
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|3.3f There are more than 100 elements. Elements combine in a |Explain how elements combine to form other substances. |Identify the elements found in various substances. |
|multitude of ways to produce compounds that account for all living and | |Identify the elements that are formed in a pure form in nature. |
|nonliving substances. Few elements are found in their pure form. | | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|compounds | | |
| |Use formulas of common substances to identify the composition of |How can different substances be made from the same elements? |
|elements (3.3e) |elements. | |
|bonding (Chemistry) |Have students research the elements contained in specific substances. | |
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Standard 4: Physical Settings
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator 3.3: Develop mental models to explain common chemical reactions and changes in states of matter.
|Major Understandings |Performance Objectives |Suggested Assessment |
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|3.3g The periodic table is one useful model for classifying |Describe the role of the periodic table in understanding the properties |Label the major parts of the periodic table. |
|elements. The periodic table can be used to predict properties of |of elements. |Identify and determine atomic number, atomic mass, symbol and element |
|elements (metals, nonmetals, noble gases). |Describe the information that we can obtain from the periodic table. |name. |
| | |Identify the groups / family and rows / periods on the periodic table. |
| | |Explain how the periodic table can be used to predict behavior of |
| | |elements. |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|periodic table | | |
|classifying |Conduct activities that lead to the identification of elements based on |What can we learn from the periodic table of elements? |
|metals |properties provided by the periodic table. | |
|nonmetals | | |
|noble gases | | |
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|atomic mass (Chemistry) | | |
|atomic number (Chemistry) | | |
|element symbol | | |
|element name | | |
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