Curriculum and Instruction – Office of Science – Physical ...



Purpose of Science Curriculum Maps?This map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025.? It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides?suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.?The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice.? In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards.? Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices.? However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable.? We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.?Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards. Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), and informational text (specific writing activities). The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining science and engineering practices and disciplinary core ideas is stated in the Framework as follows:Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218)To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.236537510795000An instructional model or learning cycle, such as the 5E model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.Science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a common core in all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.Science Curriculum Maps OverviewThe science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices) At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school. At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes. How to Use the Science Curriculum MapsTennessee State StandardsThe TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard. ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.State StandardEmbedded StandardsOutcomesContentConnectionsStandard 1 -The Nature of Science – 2 WeeksCLE3202.Inq.3 Use appropriate tools and technology to collect precise ad accurate data.CLE3202.Math.2 Utilize appropriate mathematical equations and processes to solve basic physics problemsSelect appropriate tools and technology to collect precise and accurate quantitative and qualitative data.Identify the basis of the SI system, including base units and metric prefixes and scientific notation.Select and apply an appropriate method for computing with real numbers, and evaluate the reasonableness of results.Make decisions about units, scales, and measurement tools that are appropriate for problem situations involving measurementsCommunicate and interpret scientific data collected during experiments in the form of a graph.Foundational principles of physical science and lab safety.Identify the steps scientists use to solve problems.Identify common metric units and conversions. Identify and analyze data using the three types of graphsPrentice Hall Physical Science – Science Skills – Chapter 1– What is Science– Using a Scientific Approach– Measurements– Presenting Scientific DataEngage/Explore – How Do Scientists Use Their Observations? – p. 1Building Science Skills – Observing p. 8Teacher Demo – Scientific Models – p. 10Vernier – Activity #1 Temperature Probe Response Time Skills/Practices– pp. 15, 20Quick Lab – Comparing Precision – p. 18Data Analysis – Faster Than Speeding Data – p. 24 Consumer Lab – Determining the Thickness of Aluminum Foil – pp. 26-27Assessment – p. 31Glencoe Physical Science – The Nature of Science – Chapter 1– The methods of Science– Standards of Measurements– Communicating withGraphsLaunch Lab – Understanding Measurements p. 5Conversion Equations p. 16 Mini-Lab – Determining the Density of a Pencil – p. 19Applying Science and Practice Problems – 24Mini-Lab – Observing Change Through Graphing – p. 25Lab. Converting Kitchen Measurements – p. 27Lab – Design Your Own – Setting High Standards for Measurements pp. 28-29Assessment – pp. 34-35 Prentice Hall Physical Science Academic VocabularyScience, technology, chemistry, physics, geology, astronomy, biology, scientific method, observation, hypothesis, manipulated variable, responding variable, controlled experiment, scientific theory, scientific law, model, scientific notation, length, mass, volume, density, conversion factor, precision, significant figures, accuracy, thermometer, slope, direction proportion, inverse proportionPerformance TasksPseudoscienceStudents will write a paragraph describing two examples of pseudoscience. Students will use their examples to explain why pseudoscience is not actual science.Forensic Science Students will read the article on forensic science on pp. 12-13. Students will describe how criminal investigators use scientific methods to solve their cases. Students will present their information in poster form. (Practice 6/ Literacy.RST.9-10.1)Scientific ProcessesStudents will make a graphic organizer to help identify what they already know, what they want to know, and what they learned about science.SI UnitsStudents will research SI units. Students will summarize the advantages and disadvantages of adopting SI in the United States in the form of a written report. (Practice 5/ Literacy.RST.9-10.4)Standard 1 - Matter --- 2 WeeksCLE 3202.1.1 Explore matter in terms of its physical and chemical properties. CLE 3202.1.4 Investigate chemical and physical changes.CLE 3202.1.5 Evaluate pure substances and mixtures. CLE 3202.Inq.6 Communicate and defend scientific findings. Distinguish among solids, liquids, gases, and plasmas.Identify substances and mixtures based on physical properties.Use the properties of selected materials to categorize them into pare and contrast physical and chemical pare different types of mixtures.Construct an experiment to separate the components of a mixture.Distinguish between examples of common elements and compounds.Prentice Hall Physical Science – Properties of Matter – Chapter 22.1 – Classifying Matter2.2 – Physical Properties2.3 – Chemical PropertiesEngage/Explore – What Properties Could You Use to Describe Materials? – p. 37Data Analysis – Do the Contents of Two Cans of Mixed Nuts Meet FDA Regulations? - 42Quick Lab – Comparing Heat Conductors – p. 46Using Properties to Separate Mixtures - p. 50Concepts in Action – Getting a Fresh Start – p. 52Quick Lab – Identifying a Chemical Change – p. 56Vernier – Activity # 2 -Freezing and Melting of Water Lab – Using Properties to Identify Materials – pp. 60-61Assessment – p. 65Glencoe Science – Classification of Matter – Chapter – 1515.1 – Composition of Matter15.2 Properties of MatterLaunch Lab – Demonstrate the Distillation of Water- p. 449Mini-Lab – Separating Mixtures – p. 453Lab – Elements, Compounds, and Mixtures – p. 457Mini-Lab – Identifying Changes – p 460Law of Conservation of Mass – Calculating Total Mass of Product – p. 463Lab – Checking Out Chemical Changes - pp. 466-467Assessment – pp. 472-473Academic VocabularyPure substances, element, atom, compound, heterogeneous mixture, homogeneous mixture, solution, suspension, colloid, physical property, viscosity, conductivity, malleability, melting point, boiling point, filtration, distillation, physical change, chemical property, flammability, reactivity, chemical change, precipitatePerformance TasksIntegrate Language – ElementsStudents will research and explain the origin of element symbols (other than Au) that are not abbreviations for element names in English.Classification of MatterStudents will make a foldable to ensure that they have understood the content by defining the vocabulary terms from this chapter.Integrate History – AlchemyIn the Middle Ages, alchemy was an early form of chemistry devoted to the study of changing baser metals into gold and also to finding the elixir of perpetual youth. Based on what you know about the properties of metals and biology, explain why this field of study is no longer practiced. (Practice 6/ Literacy.RST.9-10.4). Standard 1 - Matter 2.0 WeeksCLE 3202.1.8 Investigate relationships among the pressure, temperature, and volume of gases and liquids. CLE 3202.Math.2 Utilize appropriate mathematical equations and processes to solve basic physics problems. Distinguish among states of matter in terms of energy, mass, volume, shape, density, particle arrangement, and phase changes. Explain the interrelationship between pressure, temperature, and volume of gases. Prentice Hall Physical Science – States of Matter –Chapter 33.1 – Solids, Liquids, and Gases3.2 – The Gas Laws3.3 – Phase ChangesEngage/Explore – How Easy Is It to Compress Air and Water? – p. 67Teacher Demo – Comparing Liquid Volume – p. 69Data Analysis – What was Mercury Used in Thermometers? – p. 71Teacher Demo – Detecting the Motion of a Gas – p. 72Quick Lab – Observing the Effect of Temperature on Gas Pressure – p. 79Math Skills – The Combined Law – p. 80Quick Lab - Observing Phase Changes – p. 90Exploration Lab - Investigating Changes in Temperature During Heating of a Solid – pp. 92-93Assessment – p. 97Glencoe Physical Science – Solids, Liquids, and Gases – Chapter 1616.1 – Kinetic Theory16.2 – Properties of Fluids16.3 – Behavior of GasesLaunch Lab – The Expansion of a Gas – p. 475Lab – Thermal Energy Changes in Matter – p. 484Mini-Lab – Observing Density and Buoyancy of Substances p. 486Volume Pressure Equation – Calculating Volume – 493Pressure Force Equation – Calculating Forces – p 487Mini-Lab Observing Pressure- p. 494Lab – Testing the Viscosity of Common Liquids – pp. 496-497Assessment – pp 502-503Academic VocabularySolid, liquid, gas, kinetic energy, pressure, absolute zero, Charles’s Law, Boyle’s Law, phase change, endothermic, heat of fusion, exothermic, vaporization, heat of vaporization, evaporation, vapor pressure, condensation, sublimation, depositionPerformance TasksHazardous ChemicalsA hazardous chemical is leaking from a tank truck. Rescue workers need to evacuate people who live near the accident. Write a report explaining why more people are likely to be affected if the chemical is a gas, rather than a liquid?Concepts in Action – Riding on Air – pp. 82-83 Students will write a paragraph comparing early hot-air balloon with modern balloons. Include the following information: the kind of materials used, the distances traveled, and the type of fuel used. Cite the sources you used for your paragraph and explain how you knew that these sources were reliable. (Practice8/ Literacy.RST.9-10.2)Steps in a ProcessStudents will write a paragraph describing three steps that must occur for a water molecule to start on the surface of hot bath water and end up on the surface of a bathroom mirror. Note whether the phase changes that take place during the process are endothermic or exothermic. Solids, Liquids, and GasesStudents will make a graphic organizer to help them organize information about solids, liquids, and gases.Standard 1 – Matter - 1.5 WeeksCLE 3202.1.2 Describe the structure and arrangement of atomic particles.CLE 3202.Math.2 Utilize appropriate mathematical equations and processes to solve basic physics problems. List the three major subatomic particles and distinguish among their location, charges, and relative masses.Identify the number of protons, neutrons, and electrons in an atom of an isotope based on its atomic number and atomic mass.Prentice Hall Physical Science – Atomic Structure – Chapter 44.1 – Studying Atoms4.2 – The Structure of an Atom4.3 – Modern Atomic TheoryEngage/Explore – How Can You Study Objects That Are Not Visible? – p. 99Quick-Lab – Investigating Charged Objects – p. 102Teacher Demo – Comparing Atomic Models – p. 104Problem Solving Activity – Designing an Atomic Exhibits – p. 109Teacher Demo – Particles and Numbers – p. 110Teacher Demo – Electron Cloud Model - 116Quick-Lab – Comparing Excited States – p. 117Forensics Lab – Using Flame Tests – p. 119Assessment – p. 123Glencoe Science – Properties of Atoms and the Periodic Table – Chapter 1717.1- Structure of the Atom17.2 – Masses of Atom17.3 – The Periodic TableLaunch Lab – Inferring What You Can’t Observe – p. 504Mini-Lab – Modeling an Aluminum Atom – p. 509Applying Science – Radioactive Isotopes Help Tell Time – p. 514Min-Lab – Organizing a Personal Periodic Table – p. 517Lab – A Periodic Table of Food – p. 525Lab – Use the Internet – What’s in a Name? – pp. 526-527Assessment – pp. 532 - 533Academic VocabularyNucleus, proton, electron, neutron, atomic number, mass number, isotopes, energy levels, electron cloud, orbital, electron configuration, ground state, average atomic mass Performance TasksWriting in Science Students will imagine that they lived in ancient Greece. They are to assume that all they know about matter is what they have observed with their five senses. The students have heard the views of both Democritus and Aristotle about matter. The students are to write a paragraph supporting one of their views.Concepts in Action – Small Scale Construction Students will read the article on pp. 106-107. Students will research proposed uses of nanotechnology. They will make a poster describing one proposed use. Students will explain the advantage of using small objects in this application. What problems must be solved before the application can be used?Science and History – Models of the Atom –pp. 114-115 in Prentice Hall and p. 510 in GlencoeStudents will select a scientist mentioned on the time line. The students will research and write a paragraph about the scientist’s early years. What experiences led to his interest in science? Was he the first in his family to be interested in science? What subjects did he study in school?AtomsStudents will make a graphic organizer to help identify what they know, what they want to know, and what they have learned about atoms.Science and History – A Chilling Story – p. 528Students will read the article on page 528 in the Glencoe textbook. Research Report – Evidence seems to show that Earth is warming. Rising temperatures could affect our lives. Students will research global warming to find out how Earth may change. Students will share their report with the class.(Practice8/ Literacy.RST.9-10.1)Standard 1 – Matter - 1.5 WeeksCLE 3202.1.3 Characterize and classify elements based on their atomic structure. CLE 3202.Math.2 Utilize appropriate mathematical equations and processes to solve basic physics problems. CLE 3202.Inq. 1 Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted.CLE 3202.Inq. 6 Communicate and defend scientific findings. Determine the composition of an atom and the characteristics of its subatomic particles. Compare the properties of metals, metalloids, and nonmetals. Create a classification system using the properties of selected elements and compare it to the periodic table.Identify the number of protons, neutrons, and electrons in an atom of an isotope based on its atomic number and atomic mass.Prentice Hall Physical Science – The Periodic Table – Chapter 5 5.1 –Organizing the Elements5.2 – Modern Periodic Table5.3 – Representative GroupsEngage/Explore – how Much Data Do you Need to Identify a Pattern? – p. 125Quick-Lab – Making a Model of a Periodic Table - p. 128Quick Lab – Defining a Metal – p. 135Exploration Lab – Predicting the Density of an Element – pp. 150-151Assessment – p. 155Glencoe Physical Science – Elements and Their Properties – Chapter 1919.1 – Metals19.2 – Nonmetals19.3 – Mixed GroupsLaunch Lab – Observing Colorful Clues – p. 569Mini-Lab – Discovering What’s in Cereal – p. 574Mini-Lab – Identifying Chlorine Compounds in Your Water p. 580Lab – What Type Is It? – p. 583Circle Graphs p. 587Lab – Design Your Own – Slippery Carbon pp. 592-593Assessment – pp. 598-599Academic VocabularyPeriodic table, period, group, periodic law, atomic mass unit, metals, transition metals, nonmetals, metalloids, valence electron, alkali metals, alkaline earth metals, halogens, noble gases, malleable, ductile, metallic bonding, diatomic moleculePerformance TasksMendeleev’s Periodic TableStudents will write a paragraph about Mendeleev’s periodic table. Students will use their paragraph to convince a reader that the periodic table is extremely useful to scientists. (Hint: Use specific facts to support your argument.)Concepts in Action – Elemental Friends and Foes – Prentice Hall – pp. 146-149Students will choose a trace element other than vanadium, selenium, or iodine. Students will find out which goods are good sources of the element. They will write a paragraph explaining how their diet meets or could be adjusted to meet their need for this element.GroupsStudents will make a graphic organizer to help classify and organize elements into groups based on their common features.The Gas That GlowsDivide students into groups of three. As a group, students will brainstorm a new product or business, and then design a neon sign to advertise their idea. Groups are to see if other groups can correctly guess what their sign represents.TOOLBOXUnit 1.1 The Nature of Science – 2 WeeksPlansStudents will learn how to convert quantities from the English system to the metric system and think about the many ways in which measuring quantities is a part of daily life. A complete introductory lesson plan is located at . Students are able to use the Stair Method to learn the metric system units and the conversion. The lessons are scaffold in order to meet the needs of students where they are ON SCIENTIFIC METHOD for TeachersThis website contains today’s most up-to-date, complete, clear, concise, and reliable information about the scientific method and scientific method activities that has ever been offered. website to extend academic language, discussion, and written argumentation skills. This supplement is fully aligned with science specific literacy standards. scientific method can be stated several ways, but basically it involves looking at the world around you, coming up with an explanation for what you observe, testing your explanation to see if it could be valid, and then either accepting your explanation (for the time being... after all, something better might come along!) or rejecting the explanation and trying to come up with a better one. ActivitiesStudents use a game to learn the scientific method and to start identifying sources of error in the activity at the following website: will be able to use the scientific method to solve problems and collect data-based observations. ResourcesThis quiz assesses students knowledge of the scientific method, controlled experiments and associated variables, how to analyze data and graphs, forming a conclusion, scientific equipment and procedures, what are models, and to identify and eliminate experimental errors. website that tries to convince people that there are tree octopi. A great website to teach a lesson on how to evaluate what students read, research multiple sources when gathering data, and that when an observation does not agree with an accepted scientific theory, the observation is sometimes fraudulent. Use of the computer lab or classroom computers with Internet access is needed for students to read all about the tree octopus. of the scientific method that can be downloaded, posted, printed, etc: 1.2 Classification of Matter --- 2 WeeksPlansStudents work in small groups to learn about the chemical composition of common substances using the American Chemical Society website. , compounds and mixtures activity along with a poem that teaches the concept observe and compare an element, compound and mixture. In this elements, compounds and mixtures lesson plan, student observe taco salad, a beaker of salt and a helium balloon. Students make lists comparing and contrasting the three samples. They identify the 3 samples as an element, compound and mixture. Students experiment with nuts, bolts and washers to represent elements, compounds and mixtures. for TeachersThe document at the following website provides a review of basic concepts for teachers and might also be used with students: lesson for Elements mixtures and compounds. Lesson plan supported by presentation and cards for a game at the end of the presentation. Resources concise description of chemical nomenclature: ActivitiesTo distinguish and describe the three types of matter: elements, compounds, mixtures, students engage in two activities described on this website: PREZI on Classification on Elements Compounds and Mixtures for a lab activity in which students determine whether certain changes in matter are chemical or physical, and to describe the changes in detail using observational skills in the form of a printable handout: ResourcesThe following website describes molecules and compounds, provides examples, and has links to other interesting pages, such as 3-D models of molecules: , Elements, Compounds and Mixtures Webquest this javascript test to assess your knowledge -- physical change or chemical change? 1.3 Solids, Liquids, Gases ----- 1.5 WeeksPlansIn the lesson plan described on this website, students observe the effect of pressure on the boiling point of water and a demonstration of how the molecular kinetic theory can explain phase change. collection of lesson plans that allow teachers to implement various strategies while differentiating the concepts of solid liquid and gases. student will be able to apply the conventional gas laws in the determination of volume changes resulting from changes in temperature, pressures, or number of moles of the gas. for TeachersThe document at the following website provides a review of basic concepts for teachers and might also be used with students: example of an ANIMOTO on solids liquids and gases. Students may use the slide show maker for every concept. explanation of the particle theory of the states of matter: ActivitiesThis website provides an interactive tutorial on the states of matter: website allows students to create and play a board game on solid liquid and gases can view an on-line slide presentation about phase diagrams at the following website: ResourcesFree power point presentations on the states of matter: is a free website that allows students to creatively express their knowledge on a concept BITESIZE The particle model is great interactive video that engages the students with visual, audio and kinesthetic activities following website links to crossword puzzles, quizzes and other activities: 1.4 Properties of Atoms and the Periodic Table --- !.5 WeeksPlansA lesson plan in which student investigate the structure of atoms using models: students will be able to construct a model of the atom for any element. A performance assessment will be made of this task. website for providing an overview of all lessons for middle school chemistry will be introduced to the basic information for the elements in most periodic tables: the name, symbol, atomic number, and atomic mass for each element. Students will focus on the first 20 elements. They will try to correctly match cards with information about an element to each of the first 20 elements. Students will then watch several videos of some interesting chemical reactions involving some of these elements for TeachersA concise summary of atoms and ions is provided on the following web page: will learn about the development of the periodic table of elements and be able to find information about specific elements in the periodic table ActivitiesCreate a periodic table out of everyday objects. You may use pictures from magazines, catalogs, clipart, photographs, or actual small objects (No real candy or food). Youmay use pictures of candy or food. Website provides Teacher /Student activities that introduces multi strategies for teaching atoms and the periodic table ResourcesFree power point presentations on atomic structure and the history of the atom: printable worksheet in which students trace the history of the development of models atomic structure: This website provides multiple ideas, activities and strategies that can be implemented when delivering instruction. ! is a classroom response system which creates an engaging learning space, through a game-based digital pedagogy 1.5 Elements and Their Properties --- 1.5 WeeksPlansA complete unit plan for the periodic table is described at lesson introduces students to the Periodic Table and to the Visual Thesaurus as reference tools they can use to learn more about the elements and their properties. Groups of students will investigate a small group of elements, determine their common traits, and create original trading cards to represent these elements and their unique properties for TeachersThe following website provides a review of the periodic table with links to additional websites: website provides teacher with scaffold and differentiated instructional strategies for teaching elements and its properties. ActivitiesLinks to a variety of games about the periodic table can be found at will create a book using the information provided in this packet. They can cut out each section and create a study guide for the finished product. is an activity that allows the student to select their own level of difficulty as they learn the periodic table that contains the elements' symbols and their periodic numbers ResourcesAn online periodic table: online quiz on the periodic table: ................
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