ExploreLearning PD Blog
GRADE 8 PHYSICAL SCIENCE CURRICULUM MAP SUMMARY 2012-2013
|Orientation/Safety/Unit 1 - Lesson 1 What is Science? – 5 DAYS | Unit 4 – Lesson 2 Temperature – 5 DAYS |
|Unit 1 - Lesson 2 Scientific Knowledge – 4 DAYS |Unit 4 – Lesson 3 Thermal Energy and Heat - 5 DAYS Mini-Assessment #4 |
|Unit 1 - Lesson 3 Scientific Investigations – 5 DAYS |Unit 5 – Lesson 1 Kinetic and Potential Energy – 4 DAYS |
|Unit 1 - Lesson 4 Representing Data – 3 DAYS |Unit 5 – Lesson 2 Motion and Speed – 5 DAYS |
|Unit 1 - Lesson 5 Science and Society - 2 DAYS Mini-Assessment #1 |Unit 5 – Lesson 3 Acceleration – 3 DAYS |
|Unit 2 – Lesson 1 Introduction to Matter – 5 DAYS |Unit 5 – Lesson 4 Forces – 7 DAYS |
|Unit 2 – Lesson 2 Properties of Matter – 5 DAYS |Unit 5 – Lesson 5 Gravity and Motion – 7 DAYS Mini-Assessment #5 |
|Unit 2 – Lesson 3 Physical and Chemical Changes – 7 DAYS |SCIENCE FCAT EXAM |
|Unit 2 – Lesson 4 States of Matter – 5 DAYS |Family Life/Human Sexuality Curriculum BEEP – 5 DAYS |
|Unit 2 – Lesson 5 Pure Substances and Mixtures – 5 DAYS |HIV/AIDS Curriculum BEEP – 5 DAYS |
|Unit 2 – Lesson 6 The Atom – 5 DAYS |Optional Science Activities – Remainder of School Year |
|Unit 2 – Lesson 7 The Periodic Table – 5 DAYS Mini-Assessment #2 | |
|Unit 3 – Lesson 1 Waves – 5 DAYS | |
|Unit 3 – Lesson 2 Properties of Waves – 3 DAYS | |
|Unit 3 – Lesson 3 The Electromagnetic Spectrum – 5 DAYS | |
|Unit 3 – Lesson 4 Interactions of Light - 5 DAYS Mini-Assessment #3 | |
|Unit 4 – Lesson 1 Energy Conversions and Conservation – 5 DAYS | |
| | |
|Unit #: 1 |Pacing: 18 Days |
|Big Idea: 1 - The Practice of Science; 2 - Characteristics of Scientific Knowledge; 3 – The Roles| |
|of Theories, Laws, Hypotheses, and Models | |
|Holt Science Fusion 2011 | |
|Essential Questions: |Teacher Notes: |
|How is science different from other fields of study? (Lesson 1) | |
|How do we know about the world we live in? (Lesson 2) | |
|How do scientists work? (Lesson 3) | |
|In what ways can you organize data to fully understand them? (Lesson 4) | |
|How does science affect our lives? (Lesson 5) | |
|Concepts |Benchmarks: Objectives and Skills |Differentiated Instruction: Recommended |Key Terminology/ Vocabulary|Resources |
| | |Activities and Labs. (See BEEP for additional | | |
| | |instructional strategies) | | |
|Classroom orientation | |Students sign and return Safety Contract |Goggles |SBBC Broward Safety Manual |
|and safety procedures | | |Apron | |
| | | |Beaker |Safety Contract |
| | | |Broken glass | |
| | | |Fire blanket |Pages R16, R17 in Science Fusion: |
| | | |Eyewash |Physical Science |
|The Natural World |SC.8.N.1.5 Analyze the methods used to develop a |ExploreLearning Gizmos: |Science |Florida Science Fusion: |
| |scientific explanation as seen in different fields of |Growing Plants | |Lesson 1: What is Science |
|Designing experiments |science. |Seed Germination |Empirical evidence | |
| | |Force and Fan Carts | | |
|Testable ideas |SC.8.N.1.6 Understand that scientific investigations |Effect of Temperature on Gender | | |
| |involve the collection of relevant empirical evidence, | | | |
|Contributions of |the use of logical reasoning, and the application of | | |Test Specs |
|scientists |imagination in devising hypotheses, predictions, | | |
| |explanations and models to make sense of the collected | | | |
| |evidence. | | | |
| | | | | |
| |SC.8.N.2.1 Distinguish between scientific and | | | |
| |pseudoscientific ideas. (Not Assessed) | | | |
| | | | | |
| |SC.8.N.2.2 Discuss what characterizes science and its | | | |
| |methods. (Not Assessed) | | | |
|Types of Scientific |SC.8.N.3.1 Select models useful in relating the results|Differentiated Instruction Strategies: |Theory |Florida Science Fusion: |
| |of their own investigations. (Not Assessed) |(Advanced) Learning the Laws | |Lesson 2: Scientific Knowledge |
|Explanations | | |Model | |
| |SC.8.N.3.2 Explain why theories may be modified but are|ExploreLearning Gizmos: | | |
|Good Scientific Sources|rarely discarded. |Growing Plants |Law | |
| | |Seed Germination | | |
| | |Force and Fan Carts | | |
| | |Pattern Finder | |Test Specs |
| | |Effect of Environment on New Life Forms | |
| | | | | |
|Types of scientific |SC.8.N.1.1 Define a problem from the eighth grade |Advanced: Quick Lab, The Importance of |Experiment |Florida Science Fusion: |
|investigations |curriculum using appropriate reference materials to |Replication | |Lesson 3: Scientific Investigations |
| |support scientific understanding, plan and carry out | |Observation | |
|Parts of scientific |scientific investigations of various types, such as |Counting Chocolate Chips in Cookies Lab: All | | |
|investigations |systematic observations or experiments, identify |about replication, allowing students to design |Hypothesis | |
| |variables, collect and organize data, interpret data in|the experiment, THEN talk about using the same | | |
|Scientific methods |charts, tables, and graphics, analyze information, make|procedures at the end. |Variable | |
| |predictions, and defend conclusions. |URL: | |Test Specs |
| | | |Data |
| |SC.8.N.1.2 Design and conduct a study using repeated |conjecture/examples/ | | |
| |trials and replication. |directions_for_chips_ahoy.pdf | | |
| | | | | |
| |SC.8.N.1.3 Use phrases such as "results support" or |ExploreLearning Gizmos: | | |
| |"fail to support" in science, understanding that |Growing Plants | | |
| |science does not offer conclusive 'proof' of a |Seed Germination | | |
| |knowledge claim. |Force and Fan Carts | | |
| | |Triple Beam Balance | | |
| |SC.8.N.1.4 Explain how hypotheses are valuable if they |pH Analysis | | |
| |lead to further investigations, even if they turn out |Mystery Powder Analysis | | |
| |not to be supported by the data. | | | |
| | | | | |
|Making sense of Data |SC.8.N.3.1 Select models useful in relating the results|URL |Bar graph, Line graph, |Florida Science Fusion: |
| |of their own investigations. (Not Assessed) | |Circle graph |Lesson 4: Representing Data |
|Types of models | |worksheets/math/graph/ | | |
| | | |Physical Model | |
| | |ExploreLearning Gizmos: | | |
| | |Graphing Skills |Mathematical Model | |
| | |Reaction Time 1 (Graphs and Statistics) | | |
| | |Describing Data Using Statistics | |Test Specs |
| | | | |
| | | | | |
|Science and Society |SC.8.N.4.1 Explain that science is one of the processes|ExploreLearning Gizmos: | |Florida Science Fusion: |
| |that can be used to inform decision making at the |Human Evolution: Skull Analysis | |Lesson 5: Science and Society |
| |community, state, national, and international levels. |DNA Fingerprint | | |
| |(Not Assessed) |Star Spectra | | |
| | |Rainfall and Bird Beaks | | |
| |SC.8.N.4.2 Explain how political, social, and economic |Greenhouse Effect | |Test Specs |
| |concerns can affect science, and vice versa. (Not | | |
| |Assessed) | | | |
| | | | | |
|Unit #: 2 |Pacing: 37 Days |
|Big Idea: 8 – Properties of Matter, 9 – Changes in Matter | |
|Holt Science Fusion 2011 | |
|Essential Questions: |Teacher Notes: |
|What properties define matter? (Lesson 1) | |
|What are Physical and Chemical Properties of Matter? (Lesson 2) | |
|What are physical and chemical changes in matter? (Lesson 3) | |
|How do particles in solids, liquids, and gases move? (Lesson 4) | |
|How do pure substances and mixtures compare? (Lesson 5) | |
|What makes up an atom? (Lesson 6) | |
|How are elements arranged on the periodic table? (Lesson 7) | |
|Concepts |Benchmarks: Objectives and Skills |Differentiated Instruction: Recommended Activities and Labs. (See |Key Terminology/ |Resources |
| | |BEEP for additional instructional strategies) |Vocabulary | |
|Measurement of Matter|SC.8.P.8.2: Differentiate between |Density of Candy bars URL: |Matter |Florida Science Fusion: |
| |weight and mass recognizing that weight| | |Lesson 1: Introduction to Matter |
| |is the amount of gravitational pull on |auto/2009/5/17/56561584/ |Mass | |
| |an object and is distinct from, though |Density%20Sweet%20Density%20 | | |
| |proportional to, mass. |Lab.doc |Weight | |
| | | | | |
| |SC.8.P.8.3: Explore and describe the |ExploreLearning Gizmos: |Volume | |
| |densities of various materials through |Measuring Volume | |Test Specs |
| |measurement of their masses and |Density Laboratory |Density |
| |volumes. |Density via Comparison | | |
| | |Density Experiment: Slice and Dice | | |
| | |Determining Density via Water Displacement | | |
| | |Density | | |
| | |Weight and Mass | | |
|Properties of Matter |SC.8.P.8.4: Classify and compare |Quick Labs: |Physical property |Florida Science Fusion: |
| |substances on the basis of |- Natural vs. Synthetic Fibers | |Lesson 2: Properties of Matter |
| |characteristic physical properties that| |Chemical property | |
| |can be demonstrated or measured; for |Advanced: | | |
| |example, density, thermal or electrical|Guided Inquiry - Will it sink or float? | | |
| |conductivity, solubility, magnetic | | | |
| |properties, melting and boiling points,|ExploreLearning Gizmos: | | |
| |and know that these properties are |Density Laboratory | |Test Specs |
| |independent of the amount of the |Density | |
| |sample. |Mystery Powder Analysis | | |
| | |pH Analysis | | |
| | |Mineral Identification | | |
| | |Circuit Builder | | |
|Changes in observable|SC.8.P.9.1: Explore the Law of |Nylon Rope Trick – Innovative Science activity from Fisher |Physical change |Florida Science Fusion: |
|properties |Conservation of Mass by demonstrating |Scientific. | |Lesson 3: Physical and Chemical Changes|
| |and concluding that mass is conserved |Product # S76784A |Chemical change | |
|Evidence of Chemical |when substances undergo physical and | | | |
|Changes |chemical changes. | |Law of Conservation of | |
| | |fsproductdetail?storeId=10652&productId=696807 |Mass | |
|Conserving mass |SC.8.P.9.2: Differentiate between |&catalogId=29104&matchedCatNo=S76784A | | |
| |physical changes and chemical changes. |&endecaSearchQuery=%23store%3DScientific% |Precipitate |Test Specs |
| | |23N%3D0%23rpp%3D15&fromSearch=1&searchKey | |
| |SC.8.P.9.3: Investigate and describe |=S76784A&highlightProductsItemsFlag=Y | | |
| |how temperature influences chemical | | | |
| |changes. |ExploreLearning Gizmos: | | |
| | |Phases of Water | | |
| |SC.8.N.1.6: Understand that scientific |Mystery Powder Analysis | | |
| |investigations involve the collection |Mineral Identification | | |
| |of relevant empirical evidence, the use|Balancing Chemical Equations | | |
| |of logical reasoning, and the | | | |
| |application of imagination in devising | | | |
| |hypotheses, predictions, explanations | | | |
| |and models to make sense of the | | | |
| |collected evidence. | | | |
|Kinetic Theory of |SC.8.N.1.1: Define a problem from the |States of Matter WebQuest |Solid |Florida Science Fusion: |
|Matter |eighth grade curriculum using |URL: | |Lesson 4: States of Matter |
| |appropriate reference materials to |whitley.k12.ky.us/ |Liquid | |
| |support scientific understanding, plan |pages/mwilson/ | | |
| |and carry out scientific investigations|States%20of%20Matter%20 |Gas | |
| |of various types, such as systematic |Web-quest.doc | | |
| |observations or experiments, identify | | | |
| |variables, collect and organize data, |ExploreLearning Gizmos: | |Test Specs |
| |interpret data in charts, tables, and |Phase Changes | |
| |graphics, analyze information, make |Temperature and Particle Motion | | |
| |predictions, and defend conclusions. | | | |
| | | | | |
| |SC.8.N.3.1: Select models useful in | | | |
| |relating the results of their own | | | |
| |investigations. (Not Assessed) | | | |
| | | | | |
| |SC.8.P.8.1: Explore the scientific | | | |
| |theory of atoms (also known as atomic | | | |
| |theory) by using models to explain the | | | |
| |motion of particles in solids, liquids,| | | |
| |and gases. | | | |
|Classifying matter |SC.8.P.8.5: Recognize that there are a |Interactive pH Panel – URL: |Atom |Florida Science Fusion: |
| |finite number of elements and that |ph/ |Element |Lesson 5: Pure Substances and Mixtures |
| |their atoms combine in a multitude of | |Compound | |
| |ways to produce compounds that make up |ExploreLearning Gizmos: |Mixture | |
| |all of the living and nonliving things |Bohr Model of Hydrogen |Pure substance | |
| |that we encounter. |Element Builder |Heterogeneous | |
| | |Electron Configuration |Homogenous | |
| |SC.8.P.8.8: Identify basic examples of |Ionic Bonding | |Test Specs |
| |and compare and classify the properties|Covalent Bonding | |
| |of compounds, including acids, bases, |Balancing Chemical Equations | | |
| |and salts. |Solubility and Temperature | | |
| | |Colligative Properties | | |
| |SC.8.P.8.9: Distinguish among mixtures | | | |
| |(including solutions) and pure | | | |
| |substances. | | | |
| | | | | |
|Atomic structure |SC.8.P.8.7: Explore the scientific |Atomic Structure Lab URL: |Atom |Florida Science Fusion: |
| |theory of atoms (also known as atomic | |Proton |Lesson 6: The Atom |
| |theory) by recognizing that atoms are |sol/Science/Sci6_OT02LN02.pdf |Neutron | |
| |the smallest unit of an element and are| |Nucleus | |
| |composed of sub-atomic particles |ExploreLearning Gizmos: |Electron | |
| |(electrons surrounding a nucleus |Bohr Model of Hydrogen |Electron cloud | |
| |containing protons and neutrons). |Element Builder |Atomic number | |
| | |Electron Configuration |Mass number |Test Specs |
| | | | |
| | | | | |
|Arrangement of the |SC.8.P.8.6: Recognize that elements | |Periodic Table |Florida Science Fusion: |
|periodic table |are grouped in the periodic table |Periodic Table Activity – URL: |Chemical symbol |Lesson 7: The Periodic Table |
| |according to similarities of their | |Average atomic | |
| |properties. |Chemistry/Periodic%20Table/ |Metal | |
| | |PT_Project.pdf |Nonmetal | |
| | | |Metalloid | |
| | |ExploreLearning Gizmos: |Group | |
| | |Element Builder |Period |Test Specs |
| | |Electron Configuration | |
| | | | | |
|Unit #: 3 |Pacing: 18 Days |
|Big Idea: 10 – Forms of Energy | |
|Holt Science Fusion 2011 | |
|Essential Questions: |Teacher Notes: |
|What are waves? (Lesson 1) | |
|How can we describe a wave? (Lesson 2) | |
|What is the relationship between a various EM waves? (Lesson 3) | |
|How does light interact with matter? (Lesson 4) | |
|Concepts |Benchmarks: Objectives and Skills |Differentiated Instruction: Recommended |Key Terminology/ Vocabulary|Resources |
| | |Activities and Labs. (See BEEP for additional | | |
| | |instructional strategies) | | |
| |SC.7.N.1.1: Define a problem from the seventh grade |Slinky Activities - |Medium |Florida Science Fusion: |
|Waves |curriculum, use appropriate reference materials to | |Longitudinal Wave |Lesson 1: Waves |
| |support scientific understanding, plan and carry out |TeacherTools/Adobe/Slinky-Waves.pdf | | |
| |scientific investigation of various types, such as | |Transverse Wave | |
|How Waves Transfer |systematic observations or experiments, identify |ExploreLearning Gizmos: | | |
|Energy |variables, collect and organize data, interpret data in|Earthquake - Determination of Epicenter |Mechanical Wave | |
| |charts, tables, and graphics, analyze information, make|Sound Beats and Sine Waves | | |
|Types of Waves |predictions, and defend conclusions. |Longitudinal Waves |Electromagnetic Wave |Test Specs |
| | |Ripple Tank | |
| |SC.7.P.10.3: Recognize that light waves, sound waves, |Herschel Experiment | | |
| |and other waves move at different speeds in different |Star Spectra | | |
| |materials. |Photosynthesis Lab | | |
| |SC.7.P.10.3: Recognize that light waves, sound waves, |Wave Simulation |Florida Science Fusion: |
| |and other waves move at different speeds in different |ml_science_share/vis_sim/ |Wavelength |Lesson 2: Properties of Waves |
|Describing Waves |materials. |wslm05_pg18_graph/ |Wave Period | |
| | |wslm05_pg18_graph.html |Frequency | |
| | | |Hertz | |
| | |ExploreLearning Gizmos: |Wavefront | |
| | |Earthquake - Determination of Epicenter |Wave Speed | |
| | |Sound Beats and Sine Waves | |Test Specs |
| | |Longitudinal Waves | |
| | |Ripple Tank | | |
| |SC.7.P.10.1: Illustrate that the sun's energy arrives |X-rays Lesson: |Radiation |Florida Science Fusion: |
| |as radiation with a wide range of wavelengths, | |Electromagnetic Spectrum |Lesson 3: The Electromagnetic Spectrum |
|Nature of Light |including infrared, visible, and ultraviolet, and that |physics/2000/index.pl |Infrared | |
| |white light is made up of a spectrum of many different | |Ultraviolet | |
|Color of Light |colors. |Electromagnetic Waves: | | |
| | | | | |
|Parts of the EM | |physics/2000/index.pl | | |
|Spectrum | | | |Test Specs |
| | |EM Spectrum Project | |
|EM Radiation | | | | |
| | |Education/outreach/8thgradesol/ | | |
| | |ElectromagSpect.htm | | |
| | | | | |
| | |Frequencies of Colors/EM Waves Activity | | |
| | | | | |
| | |docs/teachers/lessons/ | | |
| | |roygbiv/roygbiv.html | | |
| | | | | |
| | |ExploreLearning Gizmos: | | |
| | |Herschel Experiment | | |
| | |Star Spectra | | |
| | |Photosynthesis Lab | | |
| | |Radiation | | |
| |SC.7.P.10.2: Observe and explain that light can be |Refraction Activity |Transparent |Florida Science Fusion: |
| |reflected, refracted, and/or absorbed. | |Translucent |Lesson 4: Interactions of Light |
|How Matter interacts | |text/kids/D_Lab/activities/ |Opaque | |
|with Light |SC.7.P.10.3: Recognize that light waves, sound waves, |scattering_light.html |Absorption | |
| |and other waves move at different speeds in different | |Reflection | |
| |materials. |ExploreLearning Gizmos: |Refraction | |
| | |Radiation |Scattering | |
| | |Color Absorption | |Test Specs |
| | |Heat Absorption | |
| | |Basic Prism | | |
| | |Refraction | | |
| | |Ray Tracing (Lenses) | | |
| | |Ray Tracing (Mirrors) | | |
| | |Laser Reflection | | |
|Unit #: 4 |Pacing: 15 Days |
|Big Idea: 11 – Energy Transfer and Transformations | |
|Holt Science Fusion 2011 | |
|Essential Questions: |Teacher Notes: |
|How is energy conserved? (Lesson 1) | |
|How is temperature related to kinetic energy? (Lesson 2) | |
|What is the relationship between heat and temperature? (Lesson 3) | |
|Concepts |Benchmarks: Objectives and Skills |Differentiated Instruction: Recommended |Key Terminology/ Vocabulary|Resources |
| | |Activities and Labs. (See BEEP for additional | | |
| | |instructional strategies) | | |
|Forms of energy |SC.7.P.11.2: Investigate and describe the |Baggie Science Activity: |Energy transformation |Florida Science Fusion: |
| |transformation of energy from one form to another. | | |Lesson 1: Energy Conversion and |
|Energy Conversion | |cecsci/cecsci.13.txt |Law of Conservation of |Conservation |
| |SC.7.P.11.3: Cite evidence to explain that energy | |Energy | |
|Energy Conservation |cannot be created nor destroyed, only changed from one|Newton’s Cradle demonstration: | | |
| |form to another. |Fisher catalog number S94227 |Efficiency | |
| | |Science First, No.:40-135 |Chemical energy, | |
| | | |Electromagnetic energy, | |
| | |ExploreLearning Gizmos: |mechanical energy, sound |Test Specs |
| | |Potential Energy on Shelves |energy, Thermal energy |
| | |Roller Coaster Physics | | |
| | |Energy of a Pendulum | | |
| | |Air Track | | |
| | |Energy Conversion | | |
| | |Energy Conversion in a System | | |
| | |Inclined Planes – Sliding Objects | | |
| | |Magnetic Induction | | |
| | |Cell Energy Cycle | | |
|Temperature |SC.7.P.11.1: Recognize that adding heat to or removing|Dancing Penny Demonstration: |Kinetic theory of matter |Florida Science Fusion: |
| |heat from a system may result in a temperature change | |Temperature |Lesson 2: Temperature |
|Kinetic energy |and possibly a change of state. |whelm03.asp |Degree | |
| | | |Thermometer | |
|Kelvin, Celsius, and |SC.7.P.11.4: Observe and describe that heat flows in |Ball and Ring Apparatus, demonstrate law of | | |
|Fahrenheit scales |predictable ways, moving from warmer objects to cooler|thermodynamics: | | |
| |ones until they reach the same temperature. |Fisher Catalog # S41702, | | |
| | | | |Test Specs |
| | |servlet/fsproductdetail_10652_ | |
| | |700398_29101_-1_0 | | |
| | | | | |
| | |ExploreLearning Gizmos: | | |
| | |Phase Changes | | |
| | |Temperature and Particle Motion | | |
|Thermal energy and heat|SC.7.P.11.1: Recognize that adding heat to or removing|- Solar Bag Activity ($16-$30 online purchase): |Thermal energy |Florida Science Fusion: |
| |heat from a system may result in a temperature change |Suggested are |Heat |Lesson 3: Thermal Energy and Heat |
|Understanding the |and possibly a change of state. | |Calorie | |
|relationship between | |product/solar-bag or |Conduction | |
|heat, temperature and |SC.7.P.11.4: Observe and describe that heat flows in |worldandrsquo%3Bs-largest-solar-bag/p/IG0027392/|Conductor | |
|thermal energy |predictable ways, moving from warmer objects to cooler| |Insulator | |
| |ones until they reach the same temperature. |Testing Materials for Conductivity: |Convection | |
| | | |Test Specs |
| |SC.7.N.1.1: Define a problem from the seventh grade |pdf | |
| |curriculum, use appropriate reference materials to | | | |
| |support scientific understanding, plan and carry out |ExploreLearning Gizmos: | | |
| |scientific investigation of various types, such as |Phase Changes | | |
| |systematic observations or experiments, identify |Temperature and Particle Motion | | |
| |variables, collect and organize data, interpret data |Radiation | | |
| |in charts, tables, and graphics, analyze information, |Conduction and Convection | | |
| |make predictions, and defend conclusions. |Heat Absorption | | |
| | |Heat Transfer by Conduction | | |
| | |Calorimetry Lab | | |
|Unit #: 5 |Pacing: 26 Days |
|Big Idea: 11 – Energy Transfer and Transformations; 12 – Motion of Objects; 13 – Forces and | |
|Changes in Motion | |
|Holt Science Fusion 2011 | |
|Essential Questions: |Teacher Notes: |
|How is mechanical energy conserved? (Lesson 1) | |
|How are distance, time, and speed related? (Lesson 2) | |
|How does motion change? (Lesson 3) | |
|What causes motion? (Lesson 4) | |
|How do objects move under the influence of gravity? (Lesson 5) | |
|Concepts |Benchmarks: Objectives and Skills |Differentiated Instruction: Recommended |Key Terminology/ |Resources |
| | |Activities and Labs. (See BEEP for additional |Vocabulary | |
| | |instructional strategies) | | |
|Transformations between|SC.6.P.11.1: Explore the Law of Conservation of |Happy/Sad balls - |Energy |Florida Science Fusion: |
|kinetic and potential |Energy by differentiating between potential and | |Kinetic energy |Lesson 1: Kinetic and Potential Energy |
|energy |kinetic energy. Identify situations where kinetic | |Potential energy | |
| |energy is transformed into potential energy and vice|Roller Coaster Builder: |Mechanical energy | |
| |versa. | | | |
| | |digital_library/4851.aspx |Law of Conservation of | |
| | | |Energy |Test Specs |
| | |ExploreLearning Gizmos: | |
| | |Potential Energy on Shelves | | |
| | |Roller Coaster Physics | | |
| | |Energy of a Pendulum | | |
| | |Air Track | | |
| | |Inclined Planes – Sliding Objects | | |
| | |Pulley Lab | | |
|Formula for average |SC.6.P.12.1: Measure and graph distance versus time |Motion Graphs |Position |Florida Science Fusion: |
|speed |for an object moving at a constant speed. Interpret | |Reference point |Lesson 2: Motion and Speed |
|(avg. speed = d/t) |this relationship. |motion_graphs.pdf |Motion | |
| | | |Speed | |
|Constant speed vs |MA.6.A.3.6: Construct and analyze tables, graphs, |Domino Dash Activity – Measuring Speed |Vector | |
|changing speed |and equations to describe linear functions and other| |Velocity | |
| |simple relations using both common language and |Lessons/Physics/ | |Test Specs |
| |algebraic notation. |Force_Motion/domino_dash.pdf | |
| | | | | |
| | |ExploreLearning Gizmos: | | |
| | |Measuring Motion | | |
| | |Distance-Time Graphs | | |
| | |Distance-Time and Velocity-Time Graphs | | |
|Changes is motion |MA.6.A.3.6: Construct and analyze tables, graphs, |Acceleration Visualizations |Acceleration |Florida Science Fusion: |
| |and equations to describe linear functions and other| | |Lesson 3: Acceleration |
|Calculate average |simple relations using both common language and |~atitus/physlets/1Dmotion/ |Centripetal acceleration | |
|acceleration |algebraic notation. |x_t_graph.html | | |
| | |Other Diagrams - | | |
| | |~atitus/physlets/1Dmotion/ | | |
| | | | |Test Specs |
| | |ExploreLearning Gizmos: | |
| | |Distance-Time and Velocity-Time Graphs | | |
|Different kinds of |SC.6.P.13.1: Investigate and describe types of |Introduction to Forces |Force |Florida Science Fusion: |
|Forces |forces including contact forces and forces acting at| |Net force |Lesson 4: Forces |
| |a distance, such as electrical, magnetic, and |Lessons/Physics/Force_Motion/ |Inertia | |
|Force diagrams |gravitational. |forces_ws.pdf | | |
| | | | | |
|What causes motion? |SC.6.P.13.3: Investigate and describe that an |ExploreLearning Gizmos | | |
| |unbalanced force acting on an object changes its |Force and Fan Carts | |Test Specs |
| |speed, or direction of motion, or both. |Fan Cart Physics | |
| |MA.6.A.3.6: Construct and analyze tables, graphs, |Inclined Plane – Rolling Objects | | |
| |and equations to describe linear functions and other|Roller Coaster Physics | | |
| |simple relations using both common language and | | | |
| |algebraic notation. | | | |
|Effect of gravity on |SC.6.P.13.1: Investigate and describe types of |Orbit simulator: Use your mouse to put a small |Gravity |Florida Science Fusion: |
|matter |forces including contact forces and forces acting at|object in Earth’s orbit: |Free fall |Lesson 5: Gravity and Motion |
| |a distance, such as electrical, magnetic, and | |Orbit | |
|Law of Universal |gravitational. |/2000/applets/satellites.html |Microgravity | |
|Gravitation | | | | |
| |SC.6.P.13.2: Explore the Law of Gravity by |ExploreLearning Gizmos | | |
|Orbits |recognizing that every object exerts gravitational |Gravity Pitch | | |
| |force on every other object and that the force |Golf Range | |Test Specs |
|Formula: |depends on how much mass the objects have and how |Orbital Motion - Kepler’s Laws | |
|F=mg |far apart they are. |Solar System Explorer | | |
| | |Solar System | | |
| | |Gravitational Force | | |
| | |Free-Fall Laboratory | | |
|Unit # 6: Family Life/Human Sexuality Curriculum BEEP and HIV/AIDS |Pacing: 10 Days |
|Big Idea: | |
|Essential Questions: |Essential Questions: |
|FAMILY LIFE: |HIV/AIDS: |
|1. What are the structures of the male and female reproductive systems? How do they function? |1. What are STD’s and how can they be prevented? |
|2. How does an embryo develop into a baby? |2. What are the symptoms of STD’s or HIV? |
|3. What are the physical and emotional reasons for sexual feelings? |3. What are the consequences of contracting an STD or HIV? |
|4. What steps can be utilized to make good decisions? | |
|5. What is considered responsible dating behavior? | |
|Concepts |Resources |Benchmarks: Objectives and Skills |Differentiated Instruction: Recommended |Key Terminology/ Vocabulary|
| | | |Activities and Labs. (See BEEP for additional | |
| | | |instructional strategies) | |
|Family Life/Human |All lessons are found in B.E.E.P. under| |ExploreLearning Gizmos: |Conception |
|Sexuality |the Learning Village. | |Inheritance |Embryo |
| | | |Human Karyotyping |Family |
| |6-12 Curriculum, Science, Family Life | | |Relationship |
| |and HIV/AIDS | | |Femininity |
| | | | |Fertilization |
| | | | |Gonads |
| | | | |Masculinity |
| | | | |Ovulation |
| | | | |Puberty |
|HIV/AIDS |All lessons are found in B.E.E.P. under| |ExploreLearning Gizmos: |Virus |
| |the Learning Village. | |Disease Spread |Disease |
| |6-12 Curriculum, Science, Family Life | |Virus Lytic Cycle |Communicable |
| |and HIV/AIDS | |Human Homeostasis |Hygiene |
| | | |Drug Dosage |Pathogen |
| | | | |Immunity |
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