ROCHESTER CITY SCHOOL DISTRICT
ROCHESTER CITY SCHOOL DISTRICT
INTERMEDIATE SCIENCE CURRICULUM
6th 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.
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. Students should be at the acquaintance or familiarity level with these terms. 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.
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 Objectives and interpret results
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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
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Physical Setting Skills
1. 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
2. Using Identification tests and flow chart, Identify mineral samples
3. Use a diagram of the rock cycle to determine geological processes that led to the formation of a specific rock type
4. Plot the location of recent earthquake and volcanic activity on a map and identify patterns of distribution
5. Use a magnetic compass to find cardinal directions
6. Measure the angular elevation of an object, using appropriate instruments
7. Generate and interpret field maps including topographic and weather maps
8. Predict the characteristics of an air mass based on the origin of the air mass
9. Measure weather variables such as wind speed and direction, relative humidity, barometric pressure, etc.
10. Determine the density of liquid, and regular-and irregular-shaped solids
11. Determine the volume of a regular- and an irregular shaped solid, using water displacement
12. Using the periodic table, identify an element as a metal, nonmetal, or noble gas
13. Determine the identity of an unknown element, using physical and chemical properties
14. Using appropriate resources, separate the parts of a mixture
15. Determine the electrical conductivity of a material, using a simple circuit
16. 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
• Some observations may include measurements, 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 and 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
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.
• 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
• Inferences often lead to predictions
• 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 tell 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
• Making a possible explanation based on previous knowledge and observations
• Making 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
• A logical explanation that can be tested
• Identifying variables and their relationship(s)
• Has three parts; IF( condition) THEN(predicted results) BECAUSE(explanation)
Testing a Hypothesis/ Experimenting
• Following a procedure to gather evidence to support or reject the hypothesis
• Applying the scientific method to gather supportive or non-supportive evidence
• Testing variables and 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 will 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
• 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
• Converting discreet data into pictures
Collecting and Organizing Data
• 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, male 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
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
• Using 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 based on some standard
• Asking how the data was obtained or how the information was collected
• Asking how the investigation was done
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
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
6th 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 |Apply mathematical equations to represent the relationship among |
| |Apply mathematical equations to describe relationships among variables |variables. |
| |in the natural world | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|dependent variable |Practice developing scientific explanation using mathematical equations|How is scientific information or relationships represented |
|independent variable |and values. |mathematically? |
|direct relationship |Use graphs to display relationships among variables. | |
|indirect relationship |Construct and analyze graphs that represent scientific data. | |
|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 |Quantify 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. | | |
|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 of experimental 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. |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Conduct activities that engage students in collecting information and |How can scientific information be represented to demonstrate |
|Chart |representing that information mathematically in graphic, tabular or |relationships? |
|Table |chart form. | |
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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
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
|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 | |
| |material, energy, or information) can become the input to other parts. | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|interrelate |Observe the operation of various systems. |Why are systems developed? |
|dynamic systems |Compare and contrast a living system with a non-living system. |What makes a system efficient? |
|organizational systems |Construct a diagram that represents a system. | |
|open system | | |
|closed-loop-system | | |
|input | | |
|output | | |
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Standard 6: Interconnectedness: Common Themes - Systems thinking
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
|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 directly (e.g., when real |Analyze various models to determine how well they represent |
| |process is too slow, too fast, or too dangerous for direct |natural phenomena. |
| |observation). | |
| |Demonstrate the effectiveness of different models to represent the same| |
| |thing and the same model to represent different things. | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|models |Design various models to represent and explain various phenomena. |Why do we construct and use models? |
| |Observe and analyze various models. | |
|mental models | | |
|physical models | | |
|mathematical/graphical models | | |
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Standard 6: Interconnectedness: Common Themes - Magnitude and scale
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
|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. |vice 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 systems. |numbers. | |
|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 | | |
|relative order | | |
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|scientific notation | | |
|intensity | | |
|duration | | |
|rank order | | |
Standard 6: Interconnectedness: Common Themes - Equilibrium and stability
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
|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. | |
|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 | | |
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|opposing forces | | |
|positive feedback | | |
|negative feedback | | |
|unbalanced force | | |
|balanced force | | |
Standard 6: Interconnectedness: Common Themes - Patterns of change
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
|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 and predictions and observe data. |
| |what might happen in the future. | |
|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. | |
|cyclical (S4 KI1) |Observe changes in patterns and trends to determine causes and make | |
|loop (S6 1.3) |predictions. | |
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Standard 6: Interconnectedness: Common Themes – Optimization
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
|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 a decision-making problem to determine |List advantages and disadvantages for making certain decisions. |
| |the optimum solution. | |
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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? |
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|alternatives (S1 T1.3b) | | |
|disadvantages | | |
|advantages(S2 2.2) | | |
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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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|Vocabulary |Suggested Activities |Conceptual Questions |
|proposed explanation |Provide practice opportunities for students to develop, revise, and |How can explanations be effectively presented? |
|observations |critique various explanation formats. | |
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|clarifying questions | | |
|methods | | |
|procedures | | |
|assessment | | |
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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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|Vocabulary |Suggested Activities |Conceptual Questions |
|assess critically |Have students ask questions based on oral and written presentations. |What makes an effective presentation of ideas? |
|reconcile |Collectively critique the presentation of others. |How can we analyze explanations and ideas? |
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|analyze | | |
|critique | | |
|clarify | | |
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Standard 1: Analysis, Inquiry, and Design
Scientific Inquiry
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 |Use of appropriate units for measured or calculated values. |
| |describing | |
| |classifying | |
| |sequencing | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|metric (Process Skills) |Model for students how to use lab instruments properly. |Why are instruments used in laboratory investigations? |
|safety procedures (Process Skills) |Conduct measurement activities on mass, volume, length, temperature, |Why are precision and accuracy important in laboratory |
| |force, voltage, etc. |investigations? |
|scientific method |Design and follow the procedures of an investigation. | |
|investigations (S1 M3.1) | | |
|procedures(S1 2.2a) | | |
|accuracy (S2 2.1) | | |
|precision | | |
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 an experimental method was chosen. |
| |models). |Identify flaws in various experiments. |
| |Design a simple controlled experiment. | |
| |Identify independent variables (manipulated), depended variables | |
| |(responding), and constants in a simple controlled experiment. | |
| |Choose appropriate sample size and number of trials. | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|phenomena |Conduct several laboratory activities that emphasize various aspects of|How is the scientific method employed in the design of |
|controlled experiment |the controlled experiment. |experiments? |
| |Evaluate experimental studies to become familiar with the process. |How can we design a controlled experiment? |
|scientific investigation |Evaluate experimental studies to identify flaws in the design. | |
|independent variables | | |
|dependent variables | | |
|controlled variables | | |
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. |
| | | |
| | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|research proposal |Conduct a series of lab activities to collect quantitative data. |What are the components of an effective research design/proposal? |
| |Conduct a series of lab activities to collect qualitative data. | |
|quantitative data |Conduct a single variable investigation. | |
|qualitative data | | |
|safety precautions | | |
| | | |
| | | |
| | | |
| | | |
| | | |
Standard 1: Analysis, Inquiry, and Design
Scientific Inquiry
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 axes. |Organize data into tables, graphs, and charts to represent the |
| | |information and use appropriate data to draw conclusions. |
| | | |
| | | |
| | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|charts |Model for students how to organize information into tables, charts, and|Why should information be organized? |
|tables |graphs. |How do we organize information into meaningful ways? |
|graphs |Practice constructing tables, charts, and graphs. | |
|question |Practice making explanations from organized data. | |
|hypothesis | | |
|data tables | | |
| | | |
|x-axis | | |
|y-axis | | |
|direct relationships | | |
|inverse relationships | | |
|coordinate | | |
SCIENCE
STANDARD 4
The Living Environment
The Physical Setting
STANDARD 4: The Living Environment
Key Idea: 6 Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Describe the flow of energy and matter through food chains and food webs.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|6.1a Energy flows through ecosystems in one direction, |Describe the flow of energy through an ecosystem starting from the Sun. |Identify and describe the flow of energy in food chains/webs.|
|usually from the Sun, through producers to consumers and then| |Explain the flow of energy in a food pyramid. |
|to decomposers. This process may be visualized with food | |Identify and label the various groups of food chains. |
|chains or energy pyramids. | |Identify producers, consumers, and decomposers and explain |
| | |why they are identified them as such. |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Sun |Observe an ecosystem (outside or in an aquarium/terrarium) and construct/list food |How does energy flow in an ecosystem? |
|producer |chains and/or energy pyramids. |How are food chains and energy pyramids used to show energy |
|consumer |Draw an “organism card” and then form a food chain with other classmates. Make sure you |flow in an ecosystem? |
|decomposer |can identify yourself as the ultimate source of energy, a producer, consumer, or | |
|food chain |decomposer. Point to show the direction the energy flows! | |
|energy pyramid |(Chains could then be connected to form webs.) | |
| | | |
|organism | | |
STANDARD 4: The Living Environment
Key Idea: 6 Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Describe the flow of energy and matter through food chains and food webs.
|Major Understanding |Performance Objectives |Suggested Assessment |
| |State the feeding relationship of each organism in a food web. |Given a food web, label each organism herbivore, carnivore, omnivore, |
|6.1b Food webs identify feeding relationships among producers, |Explain why organisms are labeled consumers, producers, decomposers, |producer, consumer, and/or decomposer. |
|consumers, and decomposers in an ecosystem. |etc. |Explain the effect of adding or removing a particular species to and |
| | |from a food web. |
| | |Identify the role of the producers in an ecosystem. |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|food web |Using old National Geographic magazines, work in a small group to cut |In what ways are organisms interdependent? |
|ecosystem |out images of organisms and construct your own food web, labeling each| |
| |organism with whatever vocabulary words apply (e.g. deer = primary | |
|producer (6.1a) |consumer, herbivore). | |
|consumer (6.1a) |Given a piece of rope and a role, work as a class to form a food web. | |
|decomposer (6.1a) |Be prepared to classify your role using vocabulary terms. | |
|herbivore | | |
|carnivore | | |
|autotroph | | |
|heterotroph | | |
|scavenger | | |
|omnivore | | |
|interdependence | | |
| | | |
STANDARD 4: The Living Environment
Key Idea: 6 Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Describe the flow of energy and matter through food chains and food webs.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|6.1c Matter is transferred from one organism to another and between |Describe the various matter cycles that occur in an ecosystem. |Identify the various matter cycles. |
|organisms and their physical environment. Water, nitrogen, carbon | |Given a labeled diagram, describe how matter is being recycled. |
|dioxide, and oxygen are examples of substances cycled between the living| |Describe the ways matter is cycled between the living and nonliving |
|and nonliving environment. | |parts of the environment. |
| | | |
| | | |
| | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|matter | | | |
|nitrogen | |Draw and/or label diagrams of matter cycles. |How are substances recycled in ecosystems? |
|carbon dioxide | |Using notes and/or diagrams of the different matter cycles as a | |
| | |reference, list examples of matter cycling and then label them “living | |
| | |to living”, “living to nonliving”. | |
|interdependence | | | |
|ecosystem | | | |
|matter | | | |
|recycle | | | |
|oxygen | | | |
|physical environment | | | |
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 |
| | | |
|7.2a In ecosystems, balance is the result of interactions between |Students will be able to give examples of interdependence. |Provide examples of ways that organisms are dependent on their |
|community members and their environment. |Students will be able to explain why, in any given ecosystem, more diversity |habitat and their community. |
| |means more stability. |Explain why ecosystems that are more diverse are usually more |
| |Describe the interdependence and the results of those interactions in |stable. |
| |ecosystems. |Make a graphic organizer that states ways that humans disrupt the |
| | |natural balance that occurs in ecosystems. |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|ecosystem | | |
|interaction |Discuss how humans disrupt ecosystems by disrupting physical habitat, |How do ecosystems gain stability through diversity? |
| |decreasing species diversity, and destroying interactions among species. | |
|community |Investigate the devastating effects that invasive species have on native | |
|habitat |organisms. | |
|interdependence | | |
|diversity | | |
|stability | | |
|exotic species | | |
| | | |
| | | |
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 7.1: Describe how living things, including humans, depend on the living and nonliving environment for their survival.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|7.1a A population consists of all individuals of a species that | |Identify the various populations present as well as the various features|
|are found together at a given place and time. Populations living |Describe the levels of organization within an ecosystem ranging from most |of an ecosystem. |
|in one place form a community. The community and the physical |complex (ecosystem) to least complex (population). |Describe the relationship of a population, community and ecosystem. |
|factors with which it interacts compose an ecosystem. |Distinguish between nonliving and living factors in an ecosystem. |Explain the interdependence found in ecosystems. |
| |Describe the various nonliving and living components of the Earth’s biomes | |
| | | |
| | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|ecosystem |. | |
|population |Look at diagrams, paintings, pictures, and posters and talk about the |What constitutes a population, community, and an ecosystem? |
|species |different nonliving and living factors that make up the ecosystem. |Describe the nonliving and living factors involved in the development of|
|community |Research a biome and report on the living and nonliving factors of that biome.|a biome. |
| |Describe what makes it similar to and/or unique from other biomes. | |
|biome |Design your own mini-ecosystem. | |
|physical factors | | |
|biosphere | | |
|interrelationships | | |
|interdependence | | |
|habitat | | |
| | | |
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 7.1: Describe how living things, including humans, depend on the living and nonliving environment for their survival.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|7.1b Given adequate resources and no disease or predators, |Explain why natural populations do not continuously increase over time. |List and describe factors which limit the growth of a population. |
|populations (including humans) increase. Lack of resources, habitat| |Given a population graph, explain what factors may have caused the |
|destruction, and other factors such as predation and climate limit | |population to fluctuate. |
|the growth of certain populations in the ecosystem. | |Explain what keeps a population from continually increasing. |
| | | |
| | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|disease | | |
|predator / predation |Discuss why ten times the number of students would not be able to attend this |In what ways are populations kept in check? |
|habitat destruction |school. |What limits the growth of a population? |
|climate |Discuss how populations are affected by carrying capacity and limiting factors. | |
|ecosystem |How does the human population affect the carrying capacity and limiting factors | |
| |of other populations? | |
|carrying capacity | | |
|limiting factors | | |
|limited resources | | |
|prey | | |
| | | |
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 7.1: Describe how living things, including humans, depend on the living and nonliving environment for their survival.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|7.1c In all environments, organisms interact with one another in many |Describe the characteristics of different close species interactions. |Identify the interactions between various species. |
|ways. Relationships among organisms may be competitive, harmful, or | |Describe the harmful and beneficial relationships between various |
|beneficial. Some species have adapted to be dependent upon each other | |species. |
|with the result that neither could survive without the other. | |Using a graphic organizer, compare and contrast different types of close|
| | |species interactions. |
| | |Explain why parasites usually do not kill their hosts. |
|Vocabulary |Suggested Activities |Conceptual Questions |
|relationship | | | |
|competitive | |Study and graph the population density of predator-prey interactions. |In what ways do species interact? |
|harmful | |Show videos, pictures, and diagrams on the various interactions of | |
|beneficial | |species. | |
| | |Brainstorm close species interactions and then go back and categorize | |
|adaptation |coevolution |them. Then, read more examples (and look at pictures) and categorize | |
|symbiosis | |those. | |
|predator | |Design and complete a graphic organizer that compares and contrasts | |
|prey | |different types of close species interactions. | |
|parasitism | | | |
|parasite | | | |
|host | | | |
|mutualism | | | |
|commensalism | | | |
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 7.1: Describe how living things, including humans, depend on the living and nonliving environment for their survival.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|7.1d Some microorganisms are essential to the survival of other living |Describe ways in which microorganisms are essential to the survival of other|Identify microorganisms and their characteristics. |
|things. |living things. |List ways that microorganisms contribute to the survival of other |
| | |organisms. |
| | | |
| | | |
| | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|microorganism | | |
| |Research a microorganism that makes the survival of another living thing |How can microorganisms be helpful? |
|bacteria |possible and present your findings. | |
|protozoans |Have students make microorganism based products. | |
|spores |Give every student a card with the name of a microorganism and a description| |
|toxins |of what the microorganism does. After reading their descriptions, have them | |
|cultures |sort themselves into categories (e.g. microorganisms that we like to eat, | |
|colonies |microorganisms that keep us healthy, and make us sick). | |
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 7.1: Describe how living things, including humans, depend on the living and nonliving environment for their survival.
|Major Understanding |Performance Objectives |Suggested Assessment |
|7.1e The environment may contain dangerous levels of substances |Identify causes and effects of pollution on the environment. |List and describe the various sources of pollution. |
|(pollutants) that are harmful to organisms. Therefore, the good health| |Identify various pollutants and their effects on humans and the |
|of environments and individuals requires the monitoring of soil, air, | |environment. |
|and water, and taking steps to keep them safe. | |Identify and describe steps to minimize/eliminatehe pollution |
| | |problem. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|pollutants | | |
|monitoring |Make a graphic organizer that shows causes of pollution, effects, and |What are the causes, effects and possible solutions of the |
|soil |possible solutions. |pollution? |
| |For one week, monitor your community for causes of pollution, effects, and | |
|pollution |solutions. | |
|carcinogens |Design a media campaign that would raise awareness and/or help prevent | |
| |pollution. | |
| |Using lettuce seeds, Brine shrimp, or some other easily cultured organism, | |
| |test the effects of environmental pollutants through a controlled experiment | |
| |(e.g. control, 10% NaCl solution, 50% NaCl solution, etc.). | |
| |Demonstrate, through the dilution of a drop of food coloring, the concept of | |
| |parts per million. Using our local water quality report as a reference, | |
| |discuss how pollutants are measured and how “safe” levels are determined. | |
Standard 4: The Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustain life
Performance Indicator 5.1 Compare the way a variety of living specimens carry out basic life functions and maintain dynamic equilibrium.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.1c. All organisms require energy to survive. The amount of energy |Identify the substances required for cells to release energy |List the basic needs of organisms including energy |
|needed and the method for obtaining this energy vary among cells. |Recognize that cells obtain energy in different ways |Identify that SOME cells use oxygen to release energy from food |
|Some cells use oxygen to release the energy stored in food. |Identify energy as a basic need for the survival of organisms |Compare various methods used by cells to obtain energy. |
| |Recognize that cells require varying amounts of energy |Infer the amount of energy needed by a cell |
| | | |
| | | |
| | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Analyze graphs showing the energy requirements for different types of |What is required for all organisms to maintain dynamic |
|energy |cells. |equilibrium? |
|oxygen |Review historical experiments that demonstrated the role of oxygen in |What is the relationship between cellular activity and energy |
| |energy release. |requirement? |
|respiration(1.2d) | |What role does oxygen play in the release of energy in many |
|glucose(LE) | |organisms? |
|carbon dioxide(1.2d) | | |
|ATP(LE) | | |
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Standard 4: The Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustain life
Performance Indicator 5.2: Describe the importance of major nutrients, vitamins and minerals in maintaining health and promoting
growth, and explain the need for a constant input of energy for living organisms.
|Major Understanding |Performance Objectives |Suggested Assessment |
|5.2a. Food provides molecules that serve as fuel and building |Identify food as the fuel and source of building materials for all |Outline the function of food for all organisms. |
|material for all organisms. All living things including plants, must|organisms. |Explain why all living things must release energy from food |
|release energy from their food, using it to carry on their life |Explain that living things including plants must release energy from food| |
|processes. |to carry out their life process. | |
| | | |
| | | |
| | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|food |Play Project Wild’s “Oh, Deer”, CIBT “plant game”, or other games that |What is the purpose of food? |
|energy |require participants to obtain food to stay alive. | |
|life processes |Construct metaphors to demonstrate the role of food. | |
|molecules | | |
| | | |
|glucose(LE) | | |
|respiration(1.2d) | | |
|ATP(LE) | | |
|metabolism | | |
|synthesis | | |
Standard 4: The Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustain life
Performance Indicator 5.2: Describe the importance of major nutrients, vitamins and minerals in maintaining health and promoting
growth, and explain the need for a constant input of energy for living organisms.
|Major Understanding |Performance Objectives |Suggested Assessment |
|5.2b Foods contain a variety of substances, which include |Identify the composition of food as carbohydrates, fats, vitamins, |Recognize carbohydrates, fats, vitamins, proteins, minerals and |
|carbohydrates, fats, vitamins, proteins, minerals, and water. Each |proteins, minerals and water. |water as components of food and necessary for survival |
|substance is vital to the survival of the organism. | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|carbohydrates | |Test lunch foods for carbohydrates, fats and proteins |Why are a variety of foods (carbohydrates, fats, vitamins, |
|minerals | |Analyze food labels for vitamins and minerals |proteins, minerals or water) vital for an organism? |
|water | | | |
|vitamins | | | |
| | | | |
|proteins | | | |
|fats | | | |
| | | | |
|enzyme(5.1f) | | | |
|glucose(LE) | | | |
|sugar(6.2a) | | | |
|starch(LE) | | | |
|amino acids(LE) | | | |
| | | | |
Standard 4: The Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustain life
Performance Indicator 5.2: Describe the importance of major nutrients, vitamins and minerals in maintaining health and promoting
growth, and explain the need for a constant input of energy for living organisms.
|Major Understanding |Performance Objectives |Suggested Assessment |
|5.2c. Metabolism is the sum of all chemical reactions in an organism.|Define metabolism. |List the factors that influence metabolism including |
|Metabolism can be influenced by hormones, exercise, diet, and aging. |Breakdown the factors that influence metabolism including hormones, exercise,|carbohydrates, fats, vitamins, proteins, minerals and water. |
| |diet and aging. |Diagram the components of metabolism. |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|Metabolism |Create a concept map of metabolism |What is metabolism? |
|chemical reactions |Research the effects of hormones, exercise, diet and aging on metabolism. |What influences metabolism? |
|hormones | | |
|diet | | |
|exercise | | |
|aging | | |
| | | |
|nutrition (KI5) | | |
|enzyme (LE) | | |
|energy (1.1b) | | |
|synthesis (LE) | | |
| | | |
Standard 4: The Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustain life
Performance Indicator 5.2: Describe the importance of major nutrients, vitamins and minerals in maintaining health and promoting
growth, and explain the need for a constant input of energy for living organisms.
|Major Understanding |Performance Objectives |Suggested Assessment |
|5.2d Energy in foods is measured in Calories. The total |Explain how energy in food is measured in Calories |Identify Calories as a measurement of energy in food. |
|caloric value of each type of food varies. The number of |Compare the differing amount of calories required for different people. |Compare the caloric value of different foods |
|Calories a person requires varies from person to person. | |Determine the amount of Calories in a food. |
| | |Estimate the amount of Calories a given person needs. |
| | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
| |Analyze the Caloric value of a given food. |What are Calories? |
|Calorie |Measure the number of Calories consumed. |What effects Caloric need? |
|Caloric value | | |
| | | |
|heat energy (1.2e) | | |
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Standard 4: The Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustain life
Performance Indicator 5.2: Describe the importance of major nutrients, vitamins and minerals in maintaining health and promoting
growth, and explain the need for a constant input of energy for living organisms.
|Major Understanding |Performance Objectives |Suggested Assessment |
|5.2e In order to maintain a balanced state, all organisms |Describe the variables that affect the amount of nutrients an organism needs including: species,|Describe the factors that affect the amount of |
|have a minimum daily intake of each type of nutrient based on|size, age, sex, activity, etc. |calories an organism needs. |
|species, size, age, sex, activity, etc. An imbalance in any |Identify the consequence of an imbalance as weight loss/gain or disease |Propose the effect of an imbalance in nutrient |
|of the nutrients might result in weight gain, weight loss, or|Recognize that a minimum intake of each nutrient is required to maintain a balanced state. |intake. |
|a diseased state. | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
|imbalance | |Why a balanced is diet important? |
|nutrients | |What is required for a balanced diet? |
|balance state | | |
|minimum daily intake | | |
| | | |
|carbohydrates (5.2b) | | |
|fiber | | |
|fat (5.2b) malnutrition | | |
|vitamin (5.2b) | | |
|sugar (6.2a) | | |
|water | | |
|protein(5.2b) | | |
|amino acid (LE) | | |
|balanced diet | | |
|minerals (5.2b) | | |
|obese | | |
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 |
|2.2i Weather describes the conditions of the atmosphere at a given|Describe weather as specific to a location and a short period of time. |Identify weather conditions for the school on a particular day. |
|location for a short period of time. |Identify measurable weather conditions |List types of weather. |
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|Vocabulary |Suggested Activities |Conceptual Questions |
| |Watch weather channel or local weather and observe how the forecast is |What is weather? |
|Weather |done. | |
|atmosphere |Use instruments to record weather conditions | |
| |Have students do a "mock" weather newscast and report. | |
| | | |
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 |
|2.2j Climate is the characteristic weather that prevails from |Describe climate. |Utilize a climate map and identify and name the different |
|season to season and year to year. |Differentiate between weather and climate. |climates: record longitude and latitude of the areas. |
| |Identify climate associated with different weather conditions |Identify different climates of the world. |
| | |Identify the factors that control climate. |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|Climate | |Construct a climate map illustrating different climates. |What is climate? |
|Weather | |Explain how climate affects our lives? |What is the difference between weather and climate? |
| | |Have students do research Rochester average temperature, hottest months, | |
| | |coldest, average yearly rainfall and what types of animal and plants life| |
| | |live in this area? Record the data and present to class. | |
| | |Classify climates. | |
Standard 4: Physical Settings
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Describe different patterns of motion of objects.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | | |
|5.1a The motion of objects is always judged with respect to some |Explain why motion must be described using a frame of reference. |Identify and describe Newton laws of motion. |
|other object or point. The idea of absolute motion or rest is |Describe how motion occurs with respect to a particular frame of |Describe how a frame of referee is used to describe motion. |
|misleading. |reference. | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
| | | |
|Frame of reference |Spin a “top” toy or a student on a chair. Ask the students to describe |How is motion described? |
| |the motion of the top or the student. | |
| |Have the student on the chair hold a book while spinning. Ask the class | |
| |and the student on the chair to describe the motion of the book. | |
| |Compare and contrast the motion of a horse on a merry-go-round when you | |
| |are watching the ride and when you are riding the merry-go-round beside | |
| |the horse. | |
| |Have students describe various motions relative to a specific frame of | |
| |reference. | |
| | | |
Standard 5: Physical Settings
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Describe different patterns of motion of objects.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | | |
|5.1b The motion of an object can be described by its position, |Describe the motion of any object with respect to its position, |Determine the relative speed of various moving objects. |
|direction of motion, and speed. |direction, and speed. | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
| | | |
|Position |Investigate the speed of various objects. |How can the speed of an object be determined? |
|Direction | | |
|Speed | | |
|Motion | | |
|Velocity | | |
|Acceleration | | |
|Constant speed | | |
|Deceleration | | |
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Standard 5: Physical Settings
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Describe different patterns of motion of objects.
|Major Understandings |Performance Objectives |Suggested Assessment |
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|5.1c An object’s motion is the result of the combined effect of all |Explain how force is related to motion. |Identify and describe Newton’s Laws of motion. |
|forces acting on the object. A moving object that is not subjected to a |Describe how friction impacts the motion of objects. |Describe friction and how it interferes with moving objects. |
|force will continue to move at a constant speed in a straight line. An | |Compare object of a constant speed with an accelerating object. |
|object at rest will remain at rest. | | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
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|Newton’s first law of motion |Conduct activities to investigate the factors that affect the speed of |How does force affect the speed of an object? |
|Force |various objects. | |
|Inertia | | |
|Friction | | |
|Constant speed | | |
|Acceleration | | |
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Standard 5: Physical Settings
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Describe different patterns of motion of objects.
|Major Understandings |Performance Objectives |Suggested Assessment |
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|5.1d Force is directly related to an object’s mass and acceleration. |Explain how mass and acceleration will increase the force of an object. |Describe the effect of changing the mass on objects. |
|The greater the force, the greater the change in motion. | |Identify and define force, mass acceleration. |
| | |Using graphs determine the force or acceleration of various objects. |
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|Vocabulary |Suggested Activities |Conceptual Questions |
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|Newton’s second law of motion |Solve simple problems using F = M x A |How can the force of an object be changed? |
|Force |Have students complete simple problems in order to determine which | |
|Acceleration |scenario would create the greatest force. | |
|Gravity |Conduct investigations to determine the amount of force on various | |
|Velocity |objects. | |
|Speed |Chart/graph the changes in force due to the changes in mass and/or | |
|Kinetic energy |acceleration. | |
|Potential energy |Conduct investigations to determine the force of an object with various | |
| |degrees of acceleration. | |
Standard 5: Physical Settings
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.1: Describe different patterns of motion of objects.
|Major Understandings |Performance Objectives |Suggested Assessment |
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|5.1e For every action there is an equal and opposite reaction. |Explain Newton’s third law of motion. |Describe how objects obey Newton’s third law of motion. |
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|Vocabulary |Suggested Activities |Conceptual Questions |
| |Investigate Newton’s third law of motion. | |
|Newton’s third law of motion |Conduct activities with balloon rockets to observe Newton’s third law of|How do rockets launch? |
|Reaction force |motion. | |
|Vertical lift | | |
|Horizontal force | | |
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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 4.1: Describe the sources and identify the transformations of energy observed in everyday life.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|4.1a The Sun is a major source of energy for Earth. Other sources |Explain why the Sun is the major source of energy for the Earth. |Explain or diagram the Sun’s importance in the food pyramid. |
|of energy include nuclear and geothermal energy. |Explain why geothermal and nuclear energy sources on Earth are not dependent |Identify the Sun as the main source of energy. |
| |on the sun. | |
|Vocabulary |Suggested Activities |Conceptual Questions |
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|Sun |Draw and label a concept map showing the sun as the major source of energy |Why is the Sun considered the major source of energy for the |
|energy |(including photosynthesis, food web, water cycle and development of fossil |Earth? |
|nuclear energy |fuels). | |
|geothermal energy | |Why are geothermal and nuclear energy sources not dependent on |
| | |the sun? |
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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 4.1: Describe the sources and identify the transformations of energy observed in everyday life.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|4.1b Fossil fuels contain stored energy and are considered |Explain the differences between nonrenewable and renewable energy |Define renewable and nonrenewable resource. |
|nonrenewable resources. They are a major source of energy in the United|resources. |Identify various resources as renewable or non-renewable. |
|States. Solar energy, wind, moving water, and biomass are some examples|Give the advantages and disadvantages of each energy source. |Describe the current concerns and issues surrounding energy resources |
|of renewable energy resources. | |today. |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|fossil fuels | |Create concept maps or graphic organizers with the different energy |Why are fossil fuels nonrenewable? |
|non-renewable | |resources. |What are the advantages and disadvantages of renewable energy sources? |
|renewable energy | |Research and report on fossil fuels vs. renewable energy sources (solar,| |
|solar energy | |wind, etc.) | |
|wind | | | |
|biomass | | | |
|water | | | |
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|oil | | | |
|coal | | | |
|photosynthesis (6.2a) | | | |
|chemical energy (6.2a) | | | |
|global warming (7.2d) | | | |
|air pollution (7.2d) | | | |
|hydroelectric energy | | | |
|nuclear energy (4.1a) | | | |
Standard 4: Physical Settings
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Describe the sources and identify the transformations of energy observed in everyday life.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|4.1c Most activities in everyday life involve one form of energy |Describe various energy transformation using examples. |Label pictorial scenes of energy transformations taking place indicating|
|being transformed into another. For example, the chemical energy in |Explain how heat energy is usually produced from any transformation. |specific energy forms at the different stages |
|gasoline is transformed into mechanical energy in an automobile engine. | |Explain where waste energy comes from and where it goes. |
|Energy, in the form of heat, is almost always one of the products of | | |
|energy transformation. | | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|energy transformation | | |
|chemical energy |Demonstrate and explain examples of energy transformation. Ex: Energy |How are various forms of energy obtained? |
|gasoline |in the classroom – lights, TV, overhead, heater, etc. |How is heat transferred out of a system as a waste product? |
|mechanical energy |Discuss and demonstrate examples of heat transformation that produce | |
|heat |heat as a waste product. | |
|automobile engine |Draw and map out a diagram of an energy transformation from the source | |
| |including heat as a waste product. | |
|combustion (Chemistry) | | |
|conversion | | |
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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 4.1: Describe the sources and identify the transformations of energy observed in everyday life.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|4.1d Different forms of energy include heat, light, electrical, |Explain how energy is transformed from on form to another. |Describe the major forms of energy and how they are transformed from one|
|mechanical, sound, nuclear, and chemical. Energy is transformed in many |Explain the law of Conservation of Energy. |to another. |
|ways. | | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|heat energy | | |
|light energy |Construct a concept map of different energy forms and their |What are the various forms of energy? |
|electrical energy |descriptions. |In what ways can energy be transformed from one form to another? |
|mechanical energy |Map energy from light bulb back to hydroelectric source. | |
|sound energy |Construct a poster or graphic organizer diagramming the energy | |
|nuclear energy |transformations in a power plant or hydroelectric plant. | |
|chemical energy |Have students look at a visuals, diagrams and pictures of various energy| |
|law of conservation of energy |sources and identify the source, and write about their observations of | |
| |possible transformations going on. | |
|generator | | |
|thermal energy | | |
|potential energy (4.1e) | | |
|kinetic energy (4.1e) | | |
Standard 4: Physical Settings
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Describe the sources and identify the transformations of energy observed in everyday life.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|4.1e Energy can be considered to be either kinetic energy, which is |Explain the difference between kinetic and potential energy. |Explain and give an example of the conditions of potential energy |
|energy in motion, or potential energy, which depends on relative | |(chemistry and position). |
|position. | |Identify potential and kinetic energy in various situations. |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|kinetic energy | | |
|potential energy |Demonstrate: (i.e.: Rubber band stretch), identify the points of |How is kinetic energy different from potential energy? |
|relative position |greatest and least potential energy. | |
|motion |Label diagram of an activity (roller coaster) identify where the | |
| |greatest potential energy would exist. | |
|mass (5.1d) |Identify various examples as kinetic or potential energy. | |
|gravity (5.2a) |Conduct activities of ball and ramp to investigate potential and kinetic| |
|velocity (ES) |energy. | |
| |Conduct activities to show how potential energy is converted to kinetic | |
| |energy. | |
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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 4.4 Observe and describe properties of sound, light, magnetism, and electricity.
|Major Understanding |Performance Objectives |Suggested Assessment |
|4.4a Different forms of electromagnetic energy have different |Explain why different forms of electromagnetic energy give off different |List and describe the various forms of electromagnetic energy. |
|wavelengths. Some examples of electromagnetic energy are microwaves,|wavelengths. |Explain how electromagnetic energy gives off wavelengths. |
|infrared light, visible light, ultraviolet light, X-rays, and gamma | | |
|rays. | | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
| | |What is electromagnetic energy? |
|Energy |Observe the spectrum from visible light. | |
|Electromagnetic energy |Read up on the various electromagnetic energies. | |
|Wave length | | |
|Microwave | | |
|Infrared light | | |
|Visible light | | |
|Ultraviolet light | | |
|X-Rays | | |
|Gamma rays | | |
Standard 4: Physical Setting
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.4 Observe and describe properties of sound, light, magnetism, and electricity.
|Major Understanding |Performance Objectives |Suggested Assessment |
|4.4b Light passes through some materials, sometimes refracting in the|Describe how light interact with various objects. |Identify and define reflection, retraction, transparent, |
|process. Materials absorb and reflect light, and may transmit light.|Explain how we see objects. |translucent, opaque, spectrum. |
|To see an object, light from that object, emitted by or refracted | | |
|from it, must enter the eye. | | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|Reflect |Conduct activities with mirrors, prisms, lenses to observe the behavior |How does light behave in different mediums. |
|Refract |of light through various mediums. | |
|Transparent |Conduct various activities with colors, transparent materials to observe | |
|Translucent |the transmittance of light. | |
|Opaque | | |
|Emit | | |
|Transmit | | |
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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 4.4 Observe and describe properties of sound, light, magnetism, and electricity.
|Major Understanding |Performance Objectives |Suggested Assessment |
|4.4c Vibrations in materials set up wave-like disturbances that |Explain how vibrations of various materials create sound waves. |Identify and define sound waves. |
|spread away from the source. Sound waves are an example. Vibration | |Determine the path of sound waves. |
|waves move at different speeds in different materials. Sound cannot | |Describe frequency and amplitude of waves. |
|travel in a vacuum | | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|Vibration |Use Slinkys to demonstrate compressional waves. |How is sound produced? |
|Sound wave |Conduct activities with tuning forks to demonstrate frequency. |How do we get different sounds? |
|Compressional wave |Conduct investigations on production of sound waves. | |
|Frequency | | |
|Amplitude | | |
|Pitch | | |
|Crest | | |
|Trough | | |
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Standard 5: Physical Settings
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.2: Observe, describe, and compare effects of forces (gravity, electric current, and magnetism) on the motion of objects.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|5.2c Machines transfer mechanical energy from one object to another.|Explain how energy has been transferred from one object to another by |Summarize the energy conversion that occurs when you ride a bicycle. |
| |using a machine. |Identify and describe the transformation in various machines. |
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|Vocabulary |Suggested Activities |Conceptual Questions |
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|mechanical energy |Have students conduct experiments with various machines (mechanical |What is mechanical energy? |
|machine |pencil sharpener, an old-fashioned egg beater and, a pulley system to |What is the function of a machine? |
| |lift a weight). For each activity, have students explain the energy | |
|mechanical advantage |conversion that took place and the end result from this energy | |
| |conversion. | |
| |Demonstrate how different machines work. | |
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Standard 5: Physical Settings
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.2: Observe, describe, and compare effects of forces (gravity, electric current, and magnetism) on the motion of objects.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|5.2d Friction is a force that opposes motion. |Describe how the force of friction affects motion. |Identify and describe the force of friction. |
| | |Determine the effects of friction on moving objects. |
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|Vocabulary |Suggested Activities |Conceptual Questions |
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|Friction |Investigate the effect of frictional force on various objects in various|How does friction affect moving objects? |
|Force |conditions. | |
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|resistance | | |
|heat (4.1d) | | |
|force (5.1c) | | |
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Standard 5: Physical Settings
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.2: Observe, describe, and compare effects of forces (gravity, electric current, and magnetism) on the motion of objects.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|5.2e A machine can be made more efficient by reducing friction. |Describe how machinery can be made more efficient. |Describe ways that could make a machine more efficient. |
|Some common ways of reducing friction include lubricating or waxing |Explain the effects of reducing friction on various machines. | |
|surfaces. | | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
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|efficient |Investigate the efficiency of various machines. |How can machines be made more efficient? |
|lubricating |Investigate the reduction of friction on machines. | |
|waxing (surfaces) | | |
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Standard 5: Physical Settings
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.2: Observe, describe, and compare effects of forces (gravity, electric current, and magnetism) on the motion of objects.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|5.2f Machines can change the direction or amount of force, or the |Explain how machines improve work efficiency. |Determine the advantage of each type of simple machine. |
|distance or speed of force required to do work. | |Explain how specific machines make work easier. |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|machines | | |
|force |Illustrate how machines make work easier by changing the distance, |How do machines affect force required to do work? |
|speed |direction, or force used. | |
|work |Investigate various machines and how they affect the work done. | |
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|effort | | |
|resistance | | |
|mechanical advantage | | |
Standard 5: Physical Settings
Key Idea 5: Energy and matter interact through forces that result in changes in motion.
Performance Indicator 5.2: Observe, describe, and compare effects of forces (gravity, electric current, and magnetism) on the motion of objects.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|5.2g Simple machines include a lever pulley, a wheel and axle, and an|Identify various examples of simple machines. |Identify and describe examples of simple machines. |
|inclined plane. A complex machine uses a combination of interacting |Describe the components (simple machines) of a complex machine. |Identify the simple machines that make a specific complex machine. |
|simple machines, e.g., a bicycle. | | |
|Vocabulary |Suggested Activities |Conceptual Questions |
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|simple machine |Provide students with actual examples or pictures of simple machines. |What is a simple machine? |
|complex machine |Ask them how they function. |Identify the various simple machines that make up a specific complex |
|lever |Build a complex machine using two or more simple machines. |machine? |
|pulley | | |
|wheel and axle | | |
|inclined plane | | |
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|mechanical advantage | | |
|screw | | |
|wedge | | |
|fulcrum | | |
Standard 4: Physical Setting
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.5 Describe situations that support the principle of conservation of energy.
|Major Understanding |Performance Objectives |Suggested Assessment |
|4.5a Energy cannot be created or destroyed, but only changed from one|Explain the law of conservation of energy. |Explain how energy is transformed and conserved |
|form into another. | | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|Law of Conservation of Energy | | |
| | |How is energy conserved in an energy transformation? |
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|Transformed (4.1c) | | |
|kinetic energy (4.1e) | | |
|potential energy (4.1e) | | |
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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 4.5 Describe situations that support the principle of conservation of energy.
|Major Understanding |Performance Objectives |Suggested Assessment |
|4.5b Energy can change from one form to another, although in the |Explain how energy is lost as heat as energy is converted from one form |Identify how energy is converted from one form to another. |
|process some energy is always converted to heat. Some systems |to another. |Explain how heat energy is formed. |
|transform energy with less loss of heat than others. | | |
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|Vocabulary |Suggested Activities |Conceptual Questions |
|energy | |Why 100% of the energy is never converted in any energy transfer? |
|converted | | |
|heat | | |
|system | | |
|transform | | |
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