Curriculum Map
for
TEXTBOOK: Holt Science & Technology Physical Science
Month
|
UNITS |
standards |
CHAPTERS |
kEY iDEAS/CONCEPTS |
PERFORMANCE INDICATORS/SKILLS |
|
September |
Measurement Scientific
Method Lab
Safety Graphing |
STANDARD
1 – Analysis, Inquiry, and Design (Mathematical Analysis) Students will use
mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose questions, seek answers, and develop solutions. STANDARD 1- Analysis,
Inquiry, and Design ( Scientific Inquiry) |
Chapter
1 |
Key Idea: 1 Abstraction and
symbolic representation are used to communicate mathematically. Key Idea 3 : Critical thinking skills are used in the solution of mathematical
problems. 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. |
M1.1
Extend mathematical notation and symbolism to include variables and algebraic
expressions in order to describe and compare quantities and express
mathematical relationships. M1.1c
Apply mathematical equations to describe relationships among variables in the
natural world. M3.1a
Use appropriate scientific tools to solve problems about the natural world. S2.1c
Design and conduct an experiment to test a hypothesis. S2.1d
Use appropriate tools and conventional techniques to solve problems about the
natural world, including: measuring, observing, describing, classifying,
& sequencing S2.2d
Identify independent variables (manipulated), dependent variables
(responding), and constants in a simple controlled experiment. S2.3
Carry out their research proposals, recording observations and measurements
(e.g., lab notes, audiotape, computer disk, videotape) to help assess the
explanation. S
3.1 Design charts, tables, graphs,
and other representations of observations in conventional and creative ways
to help them address their research question or hypothesis. |
|
mAJOR UNDERSTANDINGS |
sUPPLEMENTAL CONTENT & LEARNING
STRATEGIES |
lAB tHEMES |
ASSESSMENTS
|
||
|
|
Anticipatory
set Graphic
Organizers Co-operative
Learning Groups Student
Exploration Groups Lecture
Teacher
demonstrations Reinforcement
activities Brainstorming Reflective
Writing |
Volume,
Length, Mass Scientific
Method Lab
Safety |
Manute
Bol Lab The
Better Buy Lab Battle
of the Paper Towel Lab Metric
Lab Practical Just
Bag –it Lab Measurement,
Scientific Method, Safety, Graphing unit test Journal
Entries |
||
Curriculum Map
for
TEXTBOOK: Holt
Science & Technology Physical Science
Month
|
UNITS |
standards |
CHAPTERS |
kEY iDEAS/CONCEPTS |
PERFORMANCE INDICATORS/SKILLS |
|
October |
Density |
STANDARD 1- Analysis,
Inquiry, and Design ( Scientific Inquiry) STANDARD 1- Analysis,
Inquiry, Design ( Engineering Design) Standard 4: The
Physical Setting
Students will understand
and apply scientific concepts, principles, and
theories pertaining to the physical setting and living environment and
recognize the historical development of ideas in science. |
Chapter
2 |
Key Idea 1: Engineering
design is an iterative process involving modeling and optimization (finding
the best solution within given constraints); this process is used to develop
technological solutions to problems within given constraints. Key Idea 3:
Matter is made up of particles whose properties determine the observable
characteristics of matter and its reactivity. Objects in the universe are
composed of matter. Matter is
anything that takes up space and has mass.
Matter is classified as a substance or a mixture of substances. Knowledge of the structure of matter is
essential to students’ understanding of the living
and physical environments. Matter is
composed of elements, which are made of small particles called atoms. All living and nonliving material is
composed of these elements or combinations of these elements. |
Performance
Indicator 3.1. Observe and describe
properties of materials, such as density, conductivity, and solubility |
|
mAJOR UNDERSTANDINGS |
sUPPLEMENTAL CONTENT & LEARNING
STRATEGIES |
lAB tHEMES |
ASSESSMENTS
|
||
|
S1.3
Represent, present, and defend their proposed explanations of everyday
observations so that
they can be understood and assessed by others. S1.4 Seek to clarify, to
assess critically, and to reconcile with their own thinking the ideas
presented by others, including peers, teachers, authors, and scientists. T1.4 Develop plans, including drawings with
measurements and details of construction, and construct a model of the
solution, exhibiting a degree of craftsmanship. 3.1a Substances have characteristic
properties. Some of these properties
include color, odor, phase at room temperature, density, solubility, heat and
electrical conductivity, hardness, and boiling and freezing points. 3.1g
Characteristic properties can be used to identify different materials, and
separate a mixture of substances into its components. For example, iron can
be removed from a mixture by means of a magnet. An insoluble substance can be separated from a soluble
substance by such processes as filtration, settling, and evaporation. 3.1h
Density can be described as the amount of matter that is in a given
amount of space. If two objects have
equal volume, but one has more mass, the one with more mass is denser. 3.1i Buoyancy is determined by comparative
densities. |
Anticipatory
set Graphic
Organizers Co-operative
Learning Groups Student
Exploration Groups Lecture
Teacher
demonstrations Reinforcement
activities Brainstorming Reflective
Writing Computer
Simulations |
Density
of a regular & irregular object Soaps & Waters Boat
Building Project Whatever
floats your boat |
Soaps
& Waters Performance assessment Boat
Building Project Density
test |
||
Curriculum Map
for
TEXTBOOK: Holt
Science & Technology Physical Science
Month
|
UNITS |
standards |
CHAPTERS |
kEY iDEAS/CONCEPTS |
PERFORMANCE INDICATORS/SKILLS |
|
November |
Heat States
of Matter Elements
, Compounds & Mixtures |
Standard 4: The
Physical Setting
Students will understand
and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical
development of ideas in science. |
Chapter
10 Chapter
3 Chapter
4 |
Key Idea 4: Energy exists
in many forms, and when these forms change energy is conserved. Introduction: An underlying
principle of all energy use is the Law of Conservation of Energy. Simply stated, energy cannot be created or
destroyed. Energy can be transformed,
one form to another. These
transformations produce heat energy.
Heat is a calculated value which includes the temperature of the
material, the mass of the material, and the type of the material. Temperature is a direct measurement of the
average kinetic energy of the particles in a sample of material. It should be noted that temperature is not
a measurement of heat. Key Idea 3: Matter is made
up of particles whose properties determine the observable characteristics of
matter and its reactivity. Objects
in the universe are composed of matter.
Matter is anything that takes up space and has mass. Matter is classified as a substance or a
mixture of substances. Knowledge of
the structure of matter is essential to students’ understanding of the living
and physical environments. Matter is
composed of elements, which are made of small particles called atoms. All living and nonliving material is
composed of these elements or combinations of these elements. |
Performance Indicator 4.1. Describe the sources and identify the transformations of energy observed in everyday life. Performance
Indicator 3.2. Distinguish between
chemical and physical changes. |
|
mAJOR UNDERSTANDINGS |
sUPPLEMENTAL CONTENT & LEARNING
STRATEGIES |
lAB tHEMES |
ASSESSMENTS
|
||
|
4.1a The Sun is a major source of energy for
Earth. Other sources of energy
include nuclear and geothermal energy. 4.1c Most activities in everyday life involve
one form of energy being transformed into another. For example, the chemical energy in gasoline is transformed
into mechanical energy in an automobile engine. Energy, in the form of heat, is almost always one of the
products of energy transformations. 4.1d Different forms of energy include heat,
light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways. 4.2a Heat moves in predictable ways, flowing
from warmer objects to cooler ones, until both reach the same temperature 4.2b Heat can be transferred through matter by
the collisions of atoms and/or molecules (conduction) or through space
(radiation). In a liquid or gas,
currents will facilitate the transfer of heat (convection). 4.2c
During a phase change, heat energy is absorbed or released. Energy is absorbed when a solid changes to
a liquid and when a liquid changes to a gas.
Energy is released when a gas changes to a liquid and when a liquid
changes to a solid. 4.2d Most
substances expand when heated and contract when cooled. Water is an exception, expanding when
changing to ice. 3.2a During a physical change a substance keeps
its chemical composition and properties.
Examples of physical changes include freezing, melting, condensation, boiling,
evaporation, tearing, and crushing. 3.2b Mixtures are physical combinations of
materials and can be separated by physical means 3.2c During a chemical change, substances react
in characteristic ways to form new substances with different physical and
chemical properties. Examples of
chemical changes include burning of wood, cooking of an egg, rusting of iron,
and souring of milk. 3.3a All matter is made up of atoms. Atoms are far too small to see with a
light microscope. 3.3b Atoms and molecules are perpetually in
motion. The greater the temperature,
the greater the motion. 3.3c Atoms may join together in well-defined
molecules or may be arranged in regular geometric patterns. 3.3d Interactions among atoms and/or molecules
result in chemical reactions. 3.3e The atoms of any one element are different
from the atoms of other elements 3.3f There
are more than 100 elements. Elements
combine in a multitude of ways to produce compounds that account for all
living and nonliving substances. Few
elements are found in their pure form. |
Anticipatory
set Graphic
Organizers Co-operative
Learning Groups Student
Exploration Groups Lecture
Teacher
demonstrations Reinforcement
activities Brainstorming Reflective
Writing |
Thermal
expansion Molecular
motion Heat
transfer- feel the heat Best
cup of Java Making
Mixtures lab Phase
changes Chemical
& Physical changes White
before your eyes Dissolving
Solids Lab |
Feel
the heat graded lab Heat
test Making
Mixtures lab-graded White
before your eyes- graded Dissolving
Solids Lab- graded Matter
test |
||
Curriculum Map
for
TEXTBOOK: Holt
Science & Technology Physical Science
Month
|
UNITS |
standards |
CHAPTERS |
kEY iDEAS/CONCEPTS |
PERFORMANCE INDICATORS/SKILLS |
|
December |
Atoms Periodic
table |
Standard 4: The
Physical Setting
Students will understand
and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical development
of ideas in science. |
Chapter
11 |
Key Idea 3: Matter is made
up of particles whose properties determine the observable characteristics of matter and its reactivity. Objects in the universe are
composed of matter. Matter is
anything that takes up space and has mass.
Matter is classified as a substance or a mixture of substances. Knowledge of the structure of matter is
essential to students’ understanding of the living and physical
environments. Matter is composed of
elements, which are made of small particles called atoms. All living and nonliving material is
composed of these elements or combinations of these elements. |
Performance
Indicator 4.3. Observe and describe
energy changes as related to chemical reactions. |
|
mAJOR UNDERSTANDINGS |
sUPPLEMENTAL CONTENT & LEARNING
STRATEGIES |
lAB tHEMES |
ASSESSMENTS
|
||
|
3.2c During a chemical change, substances react
in characteristic ways to form new substances with different physical and chemical
properties. Examples of chemical
changes include burning of wood, cooking of an egg, rusting of iron, and
souring of milk. 3.2d Substances are often placed in categories
if they react in similar ways.
Examples include metals, nonmetals, and noble gases 3.2e The Law of Conservation of Mass states
that during an ordinary chemical reaction matter cannot be created or
destroyed. In chemical reactions, the
total mass of the reactants equals the total mass of the products. 3.3a All matter is made up of atoms. Atoms are far too small to see with a light microscope. 3.3b Atoms and molecules are perpetually in
motion. The greater the temperature,
the greater the motion 3.3d Interactions among atoms and/or molecules
result in chemical reactions. 3.3e The atoms of any one element are different
from the atoms of other elements. 3.3f There are more than 100 elements. Elements combine in a multitude of ways to
produce compounds that account for all living and nonliving substances. Few elements are found in their pure form 3.3g The periodic table is one useful model for
classifying elements. The periodic
table can be used to predict properties of elements (metals, nonmetals, noble
gases). 4.3a In chemical reactions, energy is
transferred into or out of a system. |
Anticipatory
set Graphic
Organizers Co-operative
Learning Groups Student
Exploration Groups Lecture
Teacher
demonstrations Reinforcement
activities Brainstorming Reflective
Writing Computer
Simulation |
Atomic
models- clay atom Made
to Order Making
Models of Isotopes Paper
Chromatography |
Made to Order – graded Making
Models of Isotopes-graded Paper
Chromatography– graded Graphing
trends in the periodic table– graded Atoms
& the Periodic Table test |
||
Curriculum Map
for
TEXTBOOK: Holt
Science & Technology Physical Science
Month
|
UNITS |
standards |
CHAPTERS |
kEY iDEAS/CONCEPTS |
PERFORMANCE INDICATORS/SKILLS |
|
January |
Chemical
Bonds & Chemical Reactions Chemical
Compounds Acids
& Bases Nuclear
Chemistry |
. Standard 4: The Physical
Setting
Students will understand
and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical
development of ideas in science. |
Chapter
13, 14, 15 Chapter
16 |
Key Idea 3: Matter is made
up of particles whose properties determine the observable characteristics of matter and its reactivity. Objects in the universe are
composed of matter. Matter is
anything that takes up space and has mass.
Matter is classified as a substance or a mixture of substances. Knowledge of the structure of matter is
essential to students’ understanding of the living and physical
environments. Matter is composed of
elements which are made of small particles called atoms. All living and nonliving material is
composed of these elements or combinations of these elements. Key Idea 4:
Energy exists in many forms, and when these forms change energy is conserved. Introduction: An underlying
principle of all energy use is the Law of Conservation of Energy. Simply stated, energy cannot be created or
destroyed. Energy can be transformed,
one form to another. These
transformations produce heat energy.
Heat is a calculated value which includes the temperature of the
material, the mass of the material, and the type of the material. Temperature is a direct measurement of the
average kinetic energy of the particles in a sample of material. It should be noted that temperature is not
a measurement of heat. |
Performance
Indicator 4.3. Observe and describe
energy changes as related to chemical reactions. Performance
Indicator 3.3. Develop mental models
to explain common chemical reactions and changes in states of matter Performance
Indicator 3.2. Distinguish between
chemical and physical changes Performance
Indicator 4.1. Describe the sources and identify the transformations of
energy observed in everyday life. |
|
mAJOR UNDERSTANDINGS |
sUPPLEMENTAL CONTENT & LEARNING
STRATEGIES |
lAB tHEMES |
ASSESSMENTS
|
||
|
. 3.1b Solubility can be affected by the nature
of the solute and solvent, temperature, and pressure.
The rate of solution can be affected by the size of the particles,
stirring, temperature, and the amount of solute already dissolved. . 3.2c During a chemical change, substances react
in characteristic ways to form new substances with different physical and
chemical properties. Examples of
chemical changes include burning of wood, cooking of an egg, rusting of iron,
and souring of milk. 3.2e The Law of Conservation of Mass states
that during an ordinary chemical reaction matter cannot be created or
destroyed. In chemical reactions, the
total mass of the reactants equals the total mass of the products. 3.3b Atoms and molecules are perpetually in
motion. The greater the temperature,
the greater the motion 3.3d Interactions among atoms and/or molecules
result in chemical reactions. Performance
Indicator 4.3. Observe and describe
energy changes as related to chemical reactions. 4.3a In chemical reactions, energy is
transferred into or out of a system. 4.1a The Sun is a major source of energy for
Earth. Other sources of energy
include nuclear and geothermal energy. 4.1d Different forms of energy include heat,
light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways. |
Anticipatory
set Co-operative
Learning Groups Student
Exploration Groups Lecture
Teacher
demonstrations Reinforcement
activities Brainstorming Reflective
Writing Graphic
Organizers |
Chemistry
in a Bag Making
models of chemical reactions Factors
affecting Reaction rates Preventing
a chemical reaction Rate of reaction Temperature & reaction rates Catalyst
in a chemical reaction Forming
a precipitate Recognizing
a chemical reaction Reactions
involving energy Hot
Liver My Favorite dish Acids
& Bases Lab Acids,
bases or salt? A
homemade Indicator Color
changes and indicators Get
a Half-life Half-life
of a sugar cube |
Chemistry
in a Bag- graded Making
models of chemical reactions Factors
affecting Reaction rates Preventing
a chemical reaction Rate of reaction Temperature & reaction rates Catalyst
in a chemical reaction Forming
a precipitate Recognizing
a chemical reaction Reactions
involving energy Hot
Liver My Favorite dish Chemical
Bonding &Equations test Acids
& Bases Lab Acids,
bases or salt? A
homemade Indicator Color
changes and indicators Get
a Half-life Half-life
of a sugar cube Midterm
Exam |
||
Curriculum Map
for
TEXTBOOK: Holt
Science & Technology Life Science
Month
|
UNITS |
standards |
CHAPTERS |
kEY iDEAS/CONCEPTS |
PERFORMANCE INDICATORS/SKILLS |
|
February |
Characteristics
of Life Cells
& Cell Processes Microscope Mitosis Classification
|
Standard 4:
The Living Environment Students will understand
and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical
development of ideas in science. |
Chapter
3, 4, 6 |
Key
Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Introduction:
All organisms must be able to obtain and use resources, grow, reproduce, and
maintain stable internal conditions while living in a constantly changing
external environment. Organisms
respond to internal or environmental stimuli. Key Idea 1: Living
things are both similar to and different from each other and from nonliving
things. Introduction:
Living things are similar to each other yet different from nonliving
things. The cell is a basic unit of
structure and function of living things (cell theory). For all living things, life activities are
accomplished at the cellular level.
Human beings are an interactive organization of cells, tissues,
organs, and systems Key Idea 2:
Organisms inherit genetic information in a variety of ways that result in
continuity of structure and function between parents and offspring. Introduction: Every
organism requires a set of instructions for specifying its traits. This information is found in the genes of
cells. As organisms reproduce, these
instructions are passed from one generation to the next. Key Idea 3:
Individual organisms and species change over time. Introduction:
Evolution is the change in a species over time. Millions of diverse species are alive today. Generally this diversity of species
developed through gradual processes of change occurring over many
generations. Species acquire many of
their unique characteristics through biological adaptation, which involves
the selection of naturally occurring variations in populations (natural
selection). Biological adaptations
are differences in structures, behaviors, or physiology that enhance survival
and reproductive success in a particular environment. |
Performance Indicator 5.1. Compare the way a variety of living specimens carry out basic life functions and maintain dynamic equilibrium. Performance
Indicator 1.1. Compare and contrast
the parts of plants, animals, and one-celled organisms. Performance
Indicator 2.1. Describe sexual and
asexual mechanisms for passing genetic materials from generation to
generation. Performance
Indicator 2.2. Describe simple
mechanisms related to the inheritance of some physical traits in offspring. Performance
Indicator 3.1. Describe sources of
variation in organisms and their structures and relate the variations to
survival. |
|
mAJOR UNDERSTANDINGS |
sUPPLEMENTAL CONTENT & LEARNING
STRATEGIES |
lAB tHEMES |
ASSESSMENTS
|
||
|
5.1c All organisms require energy to
survive. The amount of energy needed
and the method for obtaining this energy vary among cells. Some cells use oxygen to release the energy
stored in food. 5.1g The survival of an organism depends on its
ability to sense and respond to its external environment. 1.1a Living things are composed of cells. Cells provide structure and carry on major
functions to sustain life. Cells are
usually microscopic in size. 1.1c Most cells have cell membranes, genetic
material, and cytoplasm. Some cells
have a cell wall and/or chloroplasts.
Many cells have a nucleus. 1.1e Cells are organized for more effective
functioning in multicellular organisms.
Levels of organization for structure and function of a multicellular organism include cells,
tissues, organs, and organ systems 1.1b The way in which cells function is similar
in all living things. Cells grow and
divide, producing more cells. Cells
take in nutrients, which they use to provide energy for the work that cells
do and to make the materials that a cell or an organism needs. 2.1a Hereditary information is contained in
genes. Genes are composed of DNA that
makes up the chromosomes of cells. 2.1d In asexual reproduction, all the genes
come from a single parent. Asexually
produced offspring are genetically identical to the parent. 2.1c Each human cell contains a copy of all the
genes needed to produce a human being. 2.1d In asexual reproduction, all the genes come from a single parent. Asexually produced offspring are genetically identical to the parent. 2.1e In sexual reproduction typically half of
the genes come from each parent. Sexually
produced offspring are not identical to either parent. 2.2a In all organisms, genetic traits are
passed on from generation to generation. 4.2b In sexual reproduction, sperm and egg each
carry one-half of the genetic information for the new individual. Therefore, the fertilized egg contains
genetic information from each parent. 4.4b In one type of cell division, chromosomes
are duplicated and then separated into two identical and complete sets to be
passed to each of the two resulting cells.
In this type of cell division, the hereditary information is identical
in all the cells that result. 4.4c Another type of cell division accounts for
the production of egg and sperm cells in sexually reproducing organisms. The eggs and sperm resulting from this
type of cell division contain one-half of the hereditary information |
Anticipatory
set Co-operative
Learning Groups Student
Exploration Groups Lecture
Teacher
demonstrations Reinforcement
activities Brainstorming Reflective
Writing Graphic
Organizers |
Microscope
use Typical
Plant and animal cells Cell
Sizing Diffusion Respiration
in plants Osmosis
in plants Variety
in one-celled organisms |
The
letter “e” lab Onion,
cheek, elodea & potato cells lab Cell
Sizing Diffusion Respiration
in plants Osmosis
in plants Pond
water organism identification |
||
Curriculum Map
for
TEXTBOOK: Holt
Science & Technology Physical Science
Month
|
UNITS |
standards |
CHAPTERS |
kEY iDEAS/CONCEPTS |
PERFORMANCE INDICATORS/SKILLS |
|
March |
Forces/Friction |
Standard 4: The
Physical Setting
Students will understand
and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical
development of ideas in science. |
Chapter
5 |
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. Performance Indicator 5.2. Observe, describe, and compare effects of forces (gravity, electric current, and magnetism) on the motion of objects. |
|
mAJOR UNDERSTANDINGS |
sUPPLEMENTAL CONTENT & LEARNING
STRATEGIES |
lAB tHEMES |
ASSESSMENTS
|
||
|
5.1c An object’s motion is the result of the
combined effect of all forces acting on the object. A moving object that is not subjected to a force will continue
to move at a constant speed in a straight line. An object at rest will remain at rest. 5.2d Friction is a force that opposes motion. 5.2e A machine can be made more efficient by
reducing friction. Some common ways
of reducing friction include lubricating or waxing surfaces. |
Anticipatory
set Co-operative
Learning Groups Student
Exploration Groups Lecture
Teacher
demonstrations Reinforcement
activities Brainstorming Reflective
Writing Graphic
Organizers |
Bioethics Friction |
Journal
Entries Quizzes |
||
Curriculum Map
for
TEXTBOOK: Holt
Science & Technology Physical Science
Month
|
UNITS |
standards |
CHAPTERS |
kEY iDEAS/CONCEPTS |
PERFORMANCE INDICATORS/SKILLS |
|
April |
Speed Velocity Acceleration Potential
+ Kinetic Energy |
Standard
4:The
Physical Setting Students will understand
and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical
development of ideas in science. |
Chapeter
5 Chapter
9 |
Key Idea 5: Energy and matter interact through forces
that result in changes in motion. Key Idea 4: Energy exists
in many forms, and when these forms change energy is conserved.
|
5.1
Describe different patterns of motion of objects. 4.1. Describe the sources and identify the transformations of energy observed in everyday life 4.5 Describe situations that support the principle of conservation of
energy. |
|
mAJOR UNDERSTANDINGS |
sUPPLEMENTAL CONTENT & LEARNING
STRATEGIES |
lAB tHEMES |
ASSESSMENTS
|
||
|
5.1a The motion of an object is always judged with respect to some other object or point. The idea of absolute motion or rest is misleading 5.1b The motion of an object can be described by its position, direction of motion, and speed. 5.1c An object’s motion is the result of the combined effect of all forces acting on the object. A moving object that is not subjected to a force will continue to move at a constant speed in a straight line. An object at rest will remain at rest. 5.1d Force is directly related to an object’s mass and acceleration. The greater the force, the greater the change in motion. 4.1c Most activities in everyday life involve one form of energy being transformed into another. For example, the chemical energy in gasoline is transformed into mechanical energy in an automobile engine. Energy, in the form of heat, is almost always one of the products of energy transformations 4.1d Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways 4.1e Energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on relative position 4.5a Energy cannot be created or destroyed, but only changed from one form into another 4.5b Energy can change from one form to another, although in the process some energy is always converted to heat. Some systems transform energy with less loss of heat than others |
Anticipatory
set Co-operative
Learning Groups Student
Exploration Groups Lecture
Teacher
demonstrations Reinforcement
activities Brainstorming Reflective
Writing Graphic
Organizers |
Speed Velocity Potential
and Kinetic Energy |
Journal
entries Quizzes Speed
of Toys Motion
detector Speed and Acceleration Lab Bouncy
Ball Lab Rap
and Ball lab |
||
Curriculum Map
for
TEXTBOOK: Holt
Science & Technology Physical Science
Month
|
UNITS |
standards |
CHAPTERS |
kEY iDEAS/CONCEPTS |
PERFORMANCE INDICATORS/SKILLS |
|
May |
Gravity
Projectile Motion Newton’s
Laws Simple
Machines Work
and Power |
Standard 4: The
Physical Setting
Students will understand
and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical
development of ideas in science. |
Chapter
5 Chapter
6 Chapter
8 |
Key
Idea 5: Energy
and matter interact through forces that result in changes in motion. Introduction: Examples of
objects in motion can be seen all around us.
These motions result from an interaction of energy and matter. This interaction creates forces (pushes
and pulls) that produce predictable patterns of change. Common forces would include gravity,
magnetism, and electricity. Friction
is a force that should always be considered in a discussion of motion. When the forces acting on an object are
unbalanced, changes in that object’s motion occurs. The changes could include a change in speed or a change in
direction. When the forces are
balanced, the motion of that object will remain unchanged. Understanding the laws that govern motion
allows us to predict these changes in motion. |
Performance
Indicator 5.2. Observe, describe, and
compare effects of forces (gravity, electric current, and magnetism) on the
motion of objects. Performance
Indicator 5.1. Describe different
patterns of motion of objects. |
|
mAJOR UNDERSTANDINGS |
sUPPLEMENTAL CONTENT & LEARNING
STRATEGIES |
lAB tHEMES |
ASSESSMENTS
|
||
|
5.2a Every object exerts gravitational force on
every other object. Gravitational
force depends on how much mass the objects have and on how far apart they
are. Gravity is one of the forces
acting on orbiting objects and projectiles. 5.2e A machine can be made more efficient by
reducing friction. Some common ways
of reducing friction include lubricating or waxing surfaces. 5.2c Machines transfer mechanical energy from
one object to another. 5.2g Simple machines include a lever, a pulley,
a wheel and axle, and an inclined plane.
A complex machine uses a combination of interacting simple machines,
e.g., a bicycle 5.2f Machines can change the direction or
amount of force, or the distance or speed of force required to do work. |
Anticipatory
set Co-operative
Learning Groups Student
Exploration Groups Lecture
Teacher
demonstrations Reinforcement
activities Brainstorming Reflective
Writing Graphic
Organizers |
Falling
Objects 1st
and 3rd Laws Levers |
Journal
entries Quizzes Rocket
Lab Newton
1st Law Lab Cleaver
Leaver Munkey
Lab |
||
Curriculum Map
for
TEXTBOOK: Holt
Science & Technology Physical Science
Month
|
UNITS |
standards |
CHAPTERS |
kEY iDEAS/CONCEPTS |
PERFORMANCE INDICATORS/SKILLS |
|
June |
Sound Light |
Standard 4: The
Physical Setting
Students will understand
and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical
development of ideas in science. |
Chapter
20 Chapter
21 Chapter
23 Chapter
22 |
Key Idea 4:
Energy exists in many forms, and when these forms change energy is conserved. Introduction: An underlying
principle of all energy use is the Law of Conservation of Energy. Simply stated, energy cannot be created or destroyed.
Energy can be transformed, one form to another. These transformations produce heat
energy. Heat is a calculated value
which includes the temperature of the material, the mass of the material, and
the type of the material. Temperature
is a direct measurement of the average kinetic energy of the particles in a
sample of material. It should be
noted that temperature is not a measurement of heat. |
Performance
Indicator 4.4. Observe and describe
the properties of sound, light, magnetism, and electricity |
|
mAJOR UNDERSTANDINGS |
sUPPLEMENTAL CONTENT & LEARNING
STRATEGIES |
lAB tHEMES |
ASSESSMENTS
|
||
|
4.4a Different forms of electromagnetic energy
have different wavelengths. Some
examples of electromagnetic energy are microwaves, infrared light, visible
light, ultraviolet light, x-rays, and gamma rays. 4.4b Light passes through some materials,
sometimes retracting
in the process. Materials absorb and
reflect light, and may transmit light.
To see an object, light from that object, emitted by or reflected from
it, must enter the eye. 4.4c Vibrations in materials set up wave-like
disturbances that spread away from the source. Sound waves are an example.
Vibrational waves move at different speeds in different
materials. Sound cannot travel in a
vacuum. |
Anticipatory
set Co-operative
Learning Groups Student
Exploration Groups Lecture
Teacher
demonstrations Reinforcement
activities Brainstorming Reflective
Writing Graphic
Organizers |
Pitch Waves Mirrors Prisms |
Musical
Bottles Musical
Instrument Which
Light is Hottest Law
of Reflection Quizzes Journals Refraction
lab |
||