Morris School District Morristown, NJ 2015-2016
Physical Science
Superintendent
Mr. Mackey Pendergrast
Morris School District Board of Education
January 2014 - January 2015
1
Mr. Leonard Posey, President
Dr. Peter Gallerstein, Vice President
MEMBERS
Mrs. Nancy Bangiola
Mr. Norman "JB" Blanchard
Mrs. Teresa Murphy
Ms. Lisa J. Pollak
Mrs. Ann Rhines
Mrs. Fran Rossoff
Ms. Jeanette Thomas
Morris Plains Representative
Ms. Lucia Galdi
Morristown High School Administration Mr. Mark Manning, Principal Frelinghuysen Middle School Administration Mr. David Thompson, Principal Curriculum Writers: Mrs. Tracy Bisulca and Ms. Antonia Richards
2 Table of Contents
Part I Rationale and Philosophy 4 Goals and Objectives 5
Part II Works Cited 6 Units Of Study 7 Mastery Objectives 9 (NGSS and NJCCCS)
Part III Assessment Methodologies 17 Assessment and Testing Strategies 18 Texts and Materials 19
Part IV Curriculum Map 20
3 Rationale and Philosophy
Physical Science is a full-year study to help students and young adults learn the properties of matter, elements, compounds, electricity, sound and light, and more. Written to meet national standards, Physical Science offers students who read below grade level or those with limited in English proficiency, the opportunity to practice working with data and sharpen their abilities to infer, classify, and theorize. Comprehension is enhanced through the use of simple sentence structure and low-level vocabulary. Hands-on Investigations and Science in Your Life activities lead students to apply the skills they are learning to everyday life. Also incorporated is the introduction to the interconnectivity of the STEM elements and the Engineering Design Process so that the students of Morristown High School can gain the necessary skills required for careers in our 21st Century world. Students will come to understand that the separate disciplines of Science, Engineering, Technology, and math all play important roles in solving real-world problems using critical and creative thinking skills.
Key considerations:
● State and National Expectations
● Equity and Access to Scientific Principles
● Building on Existing Partnerships Locally, Nationally, and Globally
Goals and Objectives (outcomes):
The study of Physical Science incorporates the following Big Ideas and Enduring Understandings and strives to establish connections and applications of individual skills and concepts intertwined with the broad principles, critical goals, and objectives of the course:
4 ● Metric System
● The Properties of Matter
● The Structure of Matter
● Classifying Elements
● Compounds
● How Matter Changes
● Motion
● Work and Machines
● Heat
● Sound and Light
● Electricity
● Magnets and Electromagnetism
Works Cited:
Pearson Education, Inc. (2012). Physical Science; Marshall and Jacobs.
Bottoms, Gene and Feagin, Caro. High Schools That Work (HSTW) Research brief: Improving Achievement is about Focus and Completing the Right Courses (www.sreb.org).
Daggett, Bill and McNulty, Ray. Rigor and Relevance Framework: International Center for Leadership in Education (www.leadered.com).
Killion, Joellen P. (2008). Collaborative Professional Learning in School and Beyond: A Toolkit for New Jersey Educators. Trenton, NJ: New Jersey Department of Education, the New Jersey Professional Teaching Standards Board, and the National Development Council.
5 National Research Council (1999). A Guide for Using Mathematics and Science Education Standards. Washington, D.C.: National Academy Press.
New Jersey Department of Education (2010). New Jersey Common Core Curriculum Standards 2010. www.njcccs.org.
Stiggins, Rick, Arter, Judith, Chappuis, Jan, and Chappuis, Steve (2006). Classroom Assessment for Student Learning—SUPPLEMENTARY MATERIAL. Portland, OR: Educational Testing Service.
The Secretary’s Commission on Achieving Necessary Skills. (1992). Learning a Living: A Blueprint for High Performance. A SCANS Report for America 2000. Executive Summary. Washington, DC: U.S. Department of Labor.
Webb, Norman. Depth-of-Knowledge Levels. Wisconsin Center for Educational Research (www.facstaff.wcer.wisc.educ/normw).
Units of Study
● The Metric System: ○ What is Physical Science? ○ Why Scientists Measure ○ Using Metric Units to Measure Length ○ Using Metric Measurements to Find Area ○ Using Metric Measurements to Find Volume ○ Using Metric Units to Measure Mass
● The Properties of Matter ○ What are Some Properties of Matter? ○ Mass is Different from Weight ○ Measuring the Mass of a Liquid ○ Measuring the Volume of a Liquid ○ Measuring the Volume of Solid Objects ○ What is Density?
6 ● The Structure of Matter ○ What Are Molecules? ○ What Are Elements? ○ What Are Compounds? ○ How Do Scientists Know What Atoms Are Like? ○ Identifying Elements
● Classifying Elements ○ What Are Symbols? ○ Using the Periodic Table ○ Metals, Nonmetals, and Noble Gases
● Compounds ○ What Are Some Characteristics of Compounds? ○ How Compounds Are Formed ○ Chemical Formulas ○ How Compounds Are Named ○ Acids and Bases
● How Matter Changes ○ What is a Reaction? ○ Using Chemical Equations to Show Reactions ○ Synthesis and Decomposition Reactions ○ Single - and Double - Replacement Reactions
● Motion ○ What are Motion and Speed? ○ Using a Graph to Describe Motion ○ Acceleration ○ The Laws of Motion ○ Gravity
● Work and Machines ○ What is Work? ○ Power ○ Energy ○ Using Levers ○ Mechanical Advantage ○ Some Other Kinds of Simple Machines
7 ● Heat ○ What is Heat? ○ How Heat Affects Matter ○ Temperature ○ How to Measure Heat ○ How Heat Travels
● Sound and Light ○ What Is Sound? ○ Different Sounds ○ How Sound Travels ○ What Is Light? ○ How Light Is Reflected? ○ Bending Light
● Electricity ○ How Electricity Flows Through a Circuit ○ Conductors and Insulators ○ Some Sources of Electric Current ○ Ohm’s Law ○ Series Circuits ○ Parallel Circuits ○ Measuring Electricity
● Magnets and Electromagnetism ○ What Are Magnets? ○ Identifying a Magnetic Field ○ Identifying Magnetism ○ The Relationship Between Magnetism and Electricity
8 Mastery Objectives:
(NGSS)
Next Generation Science Standards 2013
A. The Metric System 1. Explain what matter and energy are. HS-PS1-1 2. Tell why measurement is important. HS-PS2-1, HS-PS2-2 3. Use the basic metric units of length, volume and mass. PS2.A, HS-PS2-1, HS-PS2-2 4. Calculate area, and volume, using metric units. PS2.A, HS-PS2-1, HS-PS2-2 5. Convert metric units. PS2.A, HS-PS2-1, HS-PS2-2
B. The Properties of Matter 1. Describe various objects by listing their properties. HS-PS1-1, PS1.A 2. Measure the amounts of different objects. HS-PS1-1 3. Measure the volume of a liquid, using a graduated cylinder. HS-PS1-2 4. Measure the volume of an object, using displacement of water method. HS-PS1-2 5. Calculate density. HS-PS1-2
C. The Structure of Matter 1. Explain molecules, elements, and compounds PS1.A; PS1.C; & PS2.B 2. Tell how scientists use models PS1.A 3. Explain the meaning of atomic number and mass number. HS-PS1-1 4. Calculate the number of protons, electrons, and neutrons in an element using its atomic number and mass number. HS-PS1-1
D. Classifying Elements 1. Identify the symbols used to represent different elements. HS-PS1-1 2. Describe the kinds of information in the periodic table. HS-PS1-1, HS-PS1-2 3. Classify elements as metals, nonmetals, or noble gases. HS-PS1-1
E. Compounds 1. Describe compounds. HS-PS1-1 2. Explain how compounds are formed. HS-PS1-1
9 3. Tell what information in a formula means. HS-PS1-1 4. Explain how compounds are named. HS-PS1-1 5. Classify some compounds as acids or bases. HS-PS1-1
F. How Matter Changes 1. Explain what a reaction is. PS1.B, HS-PS1-2, HS-PS1-7 2. Describe what occurs when something dissolves. HS-PS1-2 3. State the law of conservation of matter. HS-PS1-2 4. Interpret and write balanced chemical equations. HS-PS1-2 5. Name and explain the four main types of chemical reactions. HS-PS1-2
G. Motion 1. Define and explain motion and speed. HS-PS2-1 2. Calculate speed, distance, and time. PS2.A, HS-PS2-1 3. Calculate acceleration deceleration. HS-PS2-1. 4. Define and explain force. HS-PS2-2 5. Explain Newton’s three laws of motion. HS-PS2-1 6. Define and explain gravity. HS-PS2-1 7. Explain the law of universal gravitation. HS-PS2-1
H. Work and Machines 1. Define and explain work and power. HS-PS3-1, HS-PS3-2 2. Define and explain energy. HS-PS3-1, HS-PS3-2 3. Name the six forms of energy. HS-PS3-1, HS-PS3-2 4. Describe the classes of levers. HS-PS3-1, HS-PS3-2 5. Calculate efficiency and mechanical advantage. HS-PS3-1, HS-PS3-2 6. Describe six types of simple machines. HS-PS3-1, HS-PS3-2
I. Heat 1. Explain how heat energy can be produced. HS-PS3-1, HS-PS3-3 2. Tell how heat changes matter. HS-PS3-1 3. Explain how temperature is measured. HS-PS3-1 4. Identify the difference between temperature and heat. HS-PS3-1 5. Calculate heat gained or lost. HS-PS1-7, HS-PS3-1, HS-PS3-2 6. Explain how matter is heated by conduction, convection, and radiation. HS-PS3-1
10 J. Sound and Light 1. Explain how sound is produced. HS-PS4-1 2. Describe intensity and volume of sound. HS-PS4-1 3. Tell how sound travels. HS-PS4-1, HS-PS4-3 4. Describe the nature of light. HS-PS4-1, HS-PS4-3 5. Explain the reflection of light. HS-PS4-1, HS-PS4-3 6. Explain the refraction of light. HS-PS4-1, HS-PS4-3
K. Electricity 1. Describe how electricity is measured. HS-PS2-5 2. Explain how electric current flows through a circuit. HS-PS2-5 3. Compare insulators and conductors. HS-PS2-6 4. Tell how resistance is useful. HS-PS3-5 5. Describe how batteries produce current. HS-PS2-5 6. Explain direct current and alternating current. HS-PS2-5 7. Explain Ohm’s law. HS-PS2-5 8. Compare series and parallel circuits. HS-PS2-5
L. Magnets and Electromagnetism 1. Describe various kinds of magnets. HS-PS2-4, HS-PS3-5 2. Explain what a magnetic field is. HS-PS2-4 3. Tell what causes magnetism. HS-PS2-4 4. Describe electromagnetism and its uses. HS-PS2-4
Mastery Objectives (NJCCCS)
New Jersey Science & Technology Standards 2010
Science Practice Standards
11 Standard 5.1 Science Practices All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
Strand A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. ● Unit Covered: o All Units
Strand B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. ● Unit Covered: o All Units
Strand C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time. ● Unit Covered: o All Units
Strand D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. ● Unit Covered: o All Units
Standard 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
A. The Metric System 1. Explain what matter and energy are. 5.2.12.A.2, 5.2.12.D.2 2. Tell why measurement is important. 5.1.12.A.1 , 5.1.12.B.2 3. Use the basic metric units of length, volume and mass. 5.1.12.A.1 , 5.1.12.B.2 4. Calculate area, and volume, using metric units. 5.1.12.A.1 , 5.1.12.B.2 5. Convert metric units. 5.1.12.A.1 , 5.1.12.B.2
B. The Properties of Matter (density/mass/volume) 1. Describe various objects by listing their properties. 5.2.12.A.2 2. Measure the amounts of different objects. 5.1.12.A.1 , 5.1.12.B.2 3. Measure the volume of a liquid, using a graduated cylinder. 5.1.12.A.1 , 5.1.12.B.2 4. Measure the volume of an object, using displacement of water method. 5.1.12.A.1 , 5.1.12.B.2
12 5. Calculate density. 5.1.12.A.1 , 5.1.12.B.2
C. The Structure of Matter
1. Explain molecules, elements, and compounds 5.2.12.A.1 2. Tell how scientists use models 5.2.12.A.3 3. Explain the meaning of atomic number and mass number. 5.2.12.A.1, 5.2.12.A.3 4. Calculate the number of protons, electrons, and neutrons in an element using its atomic number and mass number. 5.2.12.A.1
D. Classifying Elements 1. Identify the symbols used to represent different elements. 5.2.12.A.3 2. Describe the kinds of information in the periodic table. 5.2.12.A.3, 5.2.12.A.4 3. Classify elements as metals, nonmetals, or noble gases. 5.2.12.A.3, 5.2.12.A.4
E. Compounds 1. Describe compounds. 5.2.12.B.1 2. Explain how compounds are formed. 5.2.12.B.1 3. Tell what information in a formula means. 5.2.12.B.1 4. Explain how compounds are named. 5.2.12.B.1 5. Classify some compounds as acids or bases. 5.2.12.A.6
F. How Matter Changes 1. Explain what a reaction is. 5.2.12.B.2 2. Describe what occurs when something dissolves. 5.2.12.A.5, 5.2.12.B.2 3. State the law of conservation of matter. 5.2.12.B.3 4. Interpret and write balanced chemical equations. 5.2.12.B.2, 5.2.12.B.3 5. Name and explain the four main types of chemical reactions. 5.2.12.B.2
G. Motion 1. Define and explain motion and speed. 5.2.12.E.1 2. Calculate speed, distance, and time. 5.2.12.E.1 3. Calculate acceleration and deceleration. 5.2.12.E.1 4. Define and explain force. 5.2.12.E.4 5. Explain Newton’s three laws of motion. 5.2.12.E.3 6. Define and explain gravity. 5.2.12.E.4
13 7. Explain the law of universal gravitation. 5.2.12.E.4
H Work and Machines 1. Define and explain work and power. 5.2.12.D.4 2. Define and explain energy. 5.2.12.D.2, 5.2.12.D.4 3. Name the six forms of energy. 5.2.12.D.4 4. Describe the classes of levers. 5.2.12.D.4 5. Calculate efficiency and mechanical advantage. 5.2.12.D.4 6. Describe six types of simple machines. 5.2.12.D.4
I. Heat 1. Explain how heat energy can be produced. 5.2.12.D.2 2. Tell how heat changes matter. 5.2.12.D.2 3. Explain how temperature is measured. 5.2.12.D.2 4. Identify the difference between temperature and heat. 5.2.12.D.2 5. Calculate heat gained or lost. 5.2.12.D.2 6. Explain how matter is heated by conduction, convection, and radiation. 5.2.12.D.2
J. Sound and Light 1. Explain how sound is produced. 5.2.12.D.2, 5.2.12.D.4 2. Describe intensity and volume of sound. 5.2.12.D.2, 5.2.12.D.4 3. Tell how sound travels. 5.2.12.D.2, 5.2.12.D.4 4. Describe the nature of light. 5.2.12.D.2 5. Explain the reflection of light. 5.2.12.D.2 6. Explain the refraction of light. 5.2.12.D.2
K. Electricity 1. Describe how electricity is measured. 5.2.12.E.4 2. Explain how electric current flows through a circuit. 5.2.12.E.4 3. Compare insulators and conductors. 5.2.12.D.2 4. Tell how resistance is useful. 5.2.12.E.4 5. Describe how batteries produce current. 5.2.12.E.4 6. Explain direct current and alternating current. 5.2.12.E.4 7. Explain Ohm’s law. 5.2.12.E.4 8. Compare series and parallel circuits. 5.2.12.E.4
14 L. Magnets and Electromagnetism 1. Describe various kinds of magnets. 5.2.12.E.4 2. Explain what a magnetic field is. 5.2.12.E.4 3. Tell what causes magnetism. 5.2.12.E.4 4. Describe electromagnetism and its uses. 5.2.12.E.4
Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.
● Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs, and interpret the results. 8.1.12.A.1 ● Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online community. 8.1.12.C.1 ● Select and use specialized databases for advanced research to solve real-world problems. 8.1.12.F.1 ● Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal, and social needs. 8.1.12.F.2
Standard 8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. ● Design and create a product that maximizes conservation and sustainability of a scarce resource, using the design process and entrepreneurial skills throughout the design process. 8.2.12.B.1 ● Determine and use the appropriate application of resources in the design, development, and creation of a technological product or system. 8.2.12.F.1 Assessment Methodologies:
Project based applications in the classroom laboratory, through web-based media, and in the research field will provide students with opportunities to test concepts and principles that are introduced in this course. In these experiences students of all learning styles will be able to explore and reinforce fundamental concepts and principles using various field, digital, and laboratory mediums.
Assessments (From NCTE retrieved 2.2.11.) Assessments need to take into consideration both traditional components and elements that may be different for 21st century student work.
Traditional elements of assessment of 21st century student learning
15 The traditional elements for assessing 21st century student work include relevance and reliability of information used in the work; significance of new information or understandings communicated throughout the process and in the final product; effectiveness of the work in achieving its purpose; impact of the work on the audience; creativity or aesthetics demonstrated in the final product; creativity, initiative, and effectiveness demonstrated in solving problems; efficiency and effectiveness of the student’s process; and the student’s legal and ethical process and behavior.
Newer elements of assessment of 21st century student learning Assessment of 21st century products of learning may be different because of technological tools. Some elements to consider include· ● extent of students’ access to 21st century tools both in and out of school ● range and depth of information readily accessible to students ● facility of students and teachers with technology tools ● extent to which tools can make artists, musicians, and designers of students not traditionally considered talented in those fields ● extent to which images and sound may amplify text ● extent to which student products can emulate those of professionals ● extent to which students receive feedback from experts in the field ● potential interaction with and impact on a global audience ● students’ selection of tools or media that most effectively communicate the intention of the product ● students’ level of ethical and legal practice as they remix products ● level of ethics and safety exhibited in students’ online behavior Assessment practices of 21st century student learning may need flexibility and responsiveness to situations such as: ○ students’ greater proficiency with tools or formats than the teacher, which may generate outcomes not anticipated in an assessment rubric (if used) ● technology glitches beyond students’ control that negatively impact the quality of the final products ● scope of collaboration, in the classroom and globally, leading to a greater need for processes that assess progress and achievement of individuals and groups ● support and celebration of the increasing diversity in students’ talents, imagination, perspectives, cultures, and lived experiences ● recognition that the processes of learning and doing are as important as the quality of the final product ● students’ self-evaluation and reflection on process and product integrated into the learning process and contributing to students’ continued growth ● ability of students, parents, and teachers to examine growth over time in authentic ways
Assessment and Testing Strategies
Sound and productive classroom assessments are built on a foundation of the following five key dimensions (Stiggins et al, 2006): Key 1: Assessment serves a clear and appropriate purpose. Did the teacher specify users and uses, and are these appropriate? Key 2: Assessment reflects valued achievement targets. Has the teacher clearly specified the achievement targets to be reflected in the exercises? Do these represent important learning outcomes?
16 Key 3: Design. Does the selection of the method make sense given the goals and purposes? Is there anything in the assessment that might lead to misleading results? Key 4: Communication. Is it clear how this assessment helps communication with others about student achievement Key 5: Student Involvement. Is it clear how students are involved in the assessment as a way to help them understand achievement targets, practice hitting those targets, see themselves growing in their achievement, and communicate with others about their success as learners?
The Physical Science course will include a variety of assessment tools for the effective teaching and to help monitor student progress, evaluate content mastery, and ensure student success. Indicators of Sound Classroom Assessment Practice will consist of both formative and summative assessments that may include, but are not limited to: ● Observation ● Lesson and Chapter Assessments (to think critically and apply chapter concepts). ● Chapter Self Study Guide (for students to assess their knowledge before an exam). ● Interviews ● Portfolios (Project, Growth, Achievement, Competence, Celebration) ● Paper-and-pencil tests/quizzes ● Performance Tasks ● Applications (At Home, Career Connection, Global Connection, In the Community and In the Environment) ● Cross-Curricular Activities (tie science to a variety of curriculum areas
Student Text: ○ Pearson Physical Science, copyright 2012
Teacher Materials and Resources: ○ Teacher’s Edition, Pearson Physical Science ○ Teacher’s Digital Resources Library, Pearson Physical Science
Technology/Computer Software ○ Teacher’s Resource Library DVD: ○ Workbook Activities ○ Alternate Workbook Activities ○ Self-Study Guide ○ Lab Manual and Test Pages ○ Video Adventure Series (Untamed Science)
17 ○ Resource File ○ Lesson and Chapter Assessments
CURRICULUM MAP Content/Objective Essential Questions/ Suggested Activity/ Evaluation/Assessment Enduring Understandings Appropriate Materials-Equipment
Introduction: What is Physical Science? CHAPTER 1 (Suggested Assessment) The learner will: The Study of Matter and Energy The Metric System (3.0 weeks) Lesson Assessments, Chapter Self-Study Guide, ■ will be able to Two Areas of Physical Science Chapter Assessments, Community Connection, explain what matter and The tools of Physical Scientists Instructional Strategies: Warm-up, Activity, quick labs, Oral questioning, energy are Why do scientists measure? closure, Workbook Activities (1-6), ■ will be able to tell why Units of Measurement *Science Integration of Knowledge and Alternative workbook activities, Technology- measurement is important Systems of Measurement Ideas: based assessments, portfolios, interviews. ■ will be able to use the Using Metric Units to Measure Length. Ask students to suggest ways scientist basic metric units of length, Using Meters might use measurement to study the Learning Styles: volume and mass. Using Metric Prefixes damage caused by an oil spill. *Auditory/Verbal ■ will be able to calculate Using Metric Measurements to Find Area. Using an almanac ask students to find Ask pairs of students to make an instructional tape area, and volume, using Using Metric Units to Measure Volume. information about the world's largest and for customers that explains how to measure a metric units Volume of a rectangle smallest marine and land animals. room and how to determine that amount of paint ■ will be able to convert Volume of a liquid *Cross curricular connection: needed. metric units Using Metric Units to Measure Mass History: Students research men and *Body/Kinesthetic Mass Equivalents women throughout history who have made Identify Lengths of uncias (thumb widths) and scientific contributions in chemistry and cubits (distance from the elbow to the tip of the physics. middle finger). Math: have students use an atlas to find *Interpersonal/Group Learning the mileage between several cities in the Groups write a mnemonic that will help them United States. remember the metric prefixes. Drama: Have students develop a skit *Logical/Mathematical about units. Students make a five-column chart with kinds of Physical Education: Assign groups of measurement units. students a sport and have them find out the *Visual/Spatial dimensions of the playing field. Use wooden cubes to explain that the volume of
18 Home Economics: the blocks has three dimensions. Students make a list of food *LEP/ESL products in the home economics Many students with limited English proficiency kitchen shoes amounts are given may have grown up using the metric system rather in ml and L. than the customary system. Provide these students with the opportunity to teach the class *Online connection: about the system. Dictionary of units measurement www.unc.edu/~rowlett/units US Metric Association’s (USMA) lamar.colostate.edu/~hillger
*Applications: Ask a technician to speak to the class about the importance of exact measurement. Students measure a room in their home to calculate the total area of floor space. Students examine containers of liquids and record the amount (metric and customary) Students collect or copy printed materials such as maps, menus, and grocery advertisements. Students rewrite the material substituting metric units measurement for customary units.
*Community Connection (Sample): Competing in World Markets
Chapter Vocabulary: chemistry, mass, matter, physical science, customary, metric system, unit, centimeter, kilometer, meter, meter-stick, millimeter, area, exponent, cubic centimeter, liter, milliliter, volume, centigram, gram, kilogram, milligram
Science at Work: (Sample) Feature
19 spotlight about instrument calibration technician. Students examine why accurate instruments are important to scientists.
Investigation (Sample): Safety in the Classroom Hands instead of Feet. Can you think of a measuring system that would be more useful metric system? Counting squares calculating area. How is area related to square unit?
Science in Your Life: Do you have enough paint?
Stem Feature: The Engineering Design Process. Students brainstorm a wide variety of ideas, from the simple (covering the bag in plastic to the more involved (attaching an umbrella to the backpack).
Content/Objective: Essential Questions: CHAPTER 2: (Suggested Assessment) Matter: What are some properties of matter? The Properties of Matter (2 weeks) Lesson Assessments, Chapter Self-Study Guide, The learner will: Some common properties Chapter Assessments, Community Connection, be able to describe various How is mass different from weight? Instructional Strategies: Warm-up Activity, quick labs, Oral questioning, objects by listing their Measuring solid mass. closure, Workbook Activities (7-12), properties. How to measure the mass of a liquid? *Science Integration of Knowledge and Alternative workbook activities (7-12), will be able to measure the Measuring liquid mass. Ideas: Technology-based assessments, portfolios, amounts of different objects. Students read about gold and pyrite then interviews
20 will be able to measure the Measuring the Volume of a Liquid use a Venn diagram to compare and volume of a liquid, using a Measuring with a graduated cylinder. contrast. Learning Styles: graduated cylinder. Reading a scale Fish sink or float by controlling the *Auditory/Verbal will be able to measure the How to measure the volume of solid object? amount of air in a body organ called a Have student partners direct the other in how to volume of an object, using ● Regular and Irregular shapes. bladder. Students research this determine the volume of an irregularly shaped displacement of water ● Using Displacement of Water characteristic. object. method. What is Density? *Cross curricular connection: *Body/Kinesthetic will be able to calculate ● Calculating Density Home Economics: Have a baker explain Obtain small swatches of fabrics. Have students density. ● Density is a Property the properties of different kinds of flour. shut their eyes and determine the properties of ● Sink or Float History: have students read a brief texture and odor. biological sketch about Isaac Newton and *Interpersonal/Group Learning list his major contributions. Using containers of fruit/vegetables have students Language Arts: Students refer to a table Determine the mass of the entire container. Next, of planets and use degrees of comparison just the contents minus the liquid and the liquid to write sentences naming planets with only portion. specific characteristics. *Logical/Mathematical Math: Have students work together to Have students use the data from the homemade measure the volume and mass of a sample balance in Teaching the Lesson to construct a of water. chart from heaviest to lightest of measurement Art/Drama: units. Students write a skit that show *Visual/Spatial how two people monitor erosion Draw several graduated cylinders on the board. of a statue by demonstrating how Shade in some amount of water in each cylinder. the statues volume has decreased. Have students make a reading and record the Math: Make a diagram to show four amount. layers of liquid in a beaker. Students label Students will benefit from repeated each layer and compare densities. performance of the measuring activities. Provide a number of containers and small *Online connection: objects for which students should find the National Science Resources Center volume by displacement. (developed by the Smithsonian Institution. www.stcms.si.edu *LEP/ESL Also, the Science and Technology Have students make a word card for each vocab Concepts for Middle Schools Site. Links word in the lesson. Illustrations can be included to sites that discuss and apply what on the card. Allow student pair's time to practice students have learned about the properties with one another. of matter, including density.
*Applications: Students observe two solids such as
21 baking soda and salt at home. Students write about three physical properties of each. Add vinegar to each and observe the results. Students read labels of liquid and semiliquid food items and list the types of units for measuring each food units mass. Students examine the location of glaciers and icebergs on the globe. They draw a diagram showing how an iceberg displaces water in the ocean. Challenge them to explain the effects of global warming could have on the volume of the oceans and coastlines of nations. Sunken objects are providing new homes in the ocean. Students investigate information about artificial reefs.
*Community Connection (Sample): Measuring Mass and Volume at a Veterinary Hospital.
Chapter Vocabulary: Property, balance, Newton, standard mass, weight, graduated cylinder, displacement of water and density
Science at Work: (Sample) Feature spotlight about Perfumers. Perfumers must recognize and remember smells, must understand chemistry, and must be creative.
Investigation (Sample): Identifying properties. Why is it important to provide a clear description of an object?
22 Finding density. Do you think cooking oil and water have the same density?
Science in Your Life: Is your aquarium large enough?
Stem Feature: Go to www.dimensionsguide.com and search for boats and cruise ships to find the dimensions of specific boats. Provide pictures and describe properties. Engineering Design Process: Select and Plan If matter is less dense than water, it will float. But steel is denser than water and usually sinks. So, how can large boats which are made of steel, float?
Content/Objective: Essential Question: CHAPTER 3: (Suggested Assessment) The Structure of Matter What are Molecules? The Structure of Matter (2 weeks) Lesson Assessments, Chapter Self-Study Guide, The learner will: Size of molecules Chapter Assessments, Community Connection, Describing molecules Instructional Strategies: Warm-up Activity, quick labs, Oral questioning, be able to explain molecules, States of Matter *Science Integration of Knowledge and closure, Workbook Activities (13-17), elements, and compounds. Plasma Ideas: Alternative workbook activities (13-17), will be able to tell how What are elements? Water in nature is commonly found in Technology-based assessments, portfolios, scientists use models. One kind of atom. three states of matter. Ask students to interviews will be able to explain the Natural Elements suggest examples pointing out that we meaning of atomic number Elements in Water cannot actually see water vapor. Learning Styles: and mass number. What are compounds? Research some techniques for viewing *Auditory/Verbal will be able to Calculate the How do scientists know that atoms are like? atoms. After looking at a table for some common number of protons, electrons Using models *Cross curricular connection: compounds, have students complete the statement and neutrons in an element Models of atoms Art: Students draw a picture containing at for each compound in the table: I know that (name using its atomic number and Identifying elements least one solid, liquid and gas. Extend it of compound) is a compound because it is made mass number. Atomic number by having them draw molecules, as they of more than one kind of atom. These atoms are The mass of an Element would be arranged in states of matter. (name of elements). Home Economics: Most cookware is *Body/Kinesthetic made of copper, aluminum or stainless In which substance would it be easiest to wave
23 steel. Have students find out what your hand? (air, water or sand) Students discuss properties of these elements or compounds their choices and why they think this is so. make them useful for cooking. *Interpersonal/Group Learning Drama: Encourage students to think of a Instruct students to hold on to both hands of a creative way to show how the properties partner and try to move around. Compare this of water are different from those of behavior to that of the molecules and a solid. Next hydrogen and oxygen. tell them to hold only one hand and try to move Social Studies: Display a globe in class. around. Compare this behavior to that of the Point out how the globe helps people molecules of a liquid. Continue demonstration to understand geographical features, sizes of include how a gas might behave. countries and bodies of water, and *Logical/Mathematical distances. Have students construct a concept map, relating Language Arts: The names of many atom, nucleus, protons, neutrons, and electrons. elements have Greek or Latin roots. Have Have them expand the diagram to include more students research the etymology of oxygen information about these terms. and carbon. *Visual/Spatial Have students draw atomic models for the first 10 *Online connection: elements. Fermilab at www-ed.fnal.gov and Berkeley Lab at www.lbl.gov/abc to find *LEP/ESL out more about particles accelerators and Have students make diagrams of each of the up-to-date research on the atom. following particles and forms of matter: electrons, neutrons, protons, atom, molecule, element, and *Applications: compound. Instruct them to put as many particles Students check packaged foods, such as in one diagram as they wish and to label each part. cereal, bread, cheese, milk, and snack Then have them meet with a partner and explain foods for the amounts of natural elements the diagrams. in each. Explain at the nutritional facts on the food packages usually include the percentages of the daily requirements of elements that are provided by food. Have students find out where elements such as gold, silver, copper, lead and zinc are mined in the United States. A linear accelerator is a special kind of particle accelerator that produces x-rays. Linear accelerators are used for certain kinds of medical x-ray such as those used for radiation treatment of cancer. Students explore how X-ray machines work.
24 *Community Connection (Sample): Cooking with compounds.
Chapter Vocabulary: Atom, gas, liquid, molecule, plasma, salad, state of matter, element, natural element, compound, electron, model, neutron, nucleus, proton, atomic number and mass number.
Science at Work: (Sample) Feature spotlight … Accelerator technician. Students work in small groups to find information about particle accelerators, such as their history, the types of accelerators and other uses for accelerators.
Investigation (Sample): Breaking down water. How can you tell that water is a compound? Making models of atoms. What three things must every atom have?
Science in Your Life: How are elements important to health?
Stem Feature: Engineering Design Process: Build a Prototype. Many parks and monuments have outdoor fountains. Fountain pools are not refilled often, they can dry up like rain puddles. Imagine you are designing a fountain for park. How can you design a fountain pool that doesn’t dry out
25 easily? STEM: Math… atoms are too small to be counted, but if you know the mass of one atom and the mass of the entire sample, you can calculate the number of atoms. Students will be given a jar filled with material that have approximately the same mass such as marbles, paperclips, or aquarium pebbles. Students will discover how to determine the number of pieces in the jar without counting.
Content/Objective: Essential Question: CHAPTER 4: (Suggested Assessment) Classifying Elements What are symbols? Classifying Elements (2.5 weeks) Lesson Assessments, Chapter Self-Study Guide, The learner will: Element symbols Chapter Assessments, Community Connection, will be able to identify the Using the periodic table Instructional Strategies: Warm-up Activity, quick labs, Oral questioning, symbols used to represent How elements are arranged *Science Integration of Knowledge and closure, Workbook Activities (18-20), different elements. Information in the periodic table Ideas (Sample): Alternative workbook activities (18-20), will be able to explain how Display a magnified picture of a computer Technology-based assessments, portfolios, Isotopes elements are organized in the chip, available through online interviews periodic table. Atomic mass encyclopedias. Explain that the chips will be able to describe the Columns in the periodic table maybe one of two kinds: microprocessors Learning Styles: kinds of information in the Metals, nonmetals, and noble gases that carry out instructions of computer *Auditory/Verbal periodic table. Metals programs, or memory chips which hold On index cards, write the names of elements we will be able to classify Alloys programs. Have students brainstorm a list have discussed or students have read about in the elements as metals, Nonmetals of items at home that they think contain chapter, one per index card. Have students draw nonmetals, or noble gases. Noble gases silicon chips. cards from the pile. Each student should point out Explain that the isotopes C-14, or carbon – the element's location on the periodic table and 14, is widely used to determine the age of tell what they know about it based on the rocks and fossils. Have students read information in the box. about radioactive dating techniques and *Body/Kinesthetic prepare a diagram showing how it is done. Assign each student an element in the periodic *Cross curricular connection: table have the students make a label containing all Language Arts: some students may wish the information from the periodic table about the to do library certain elements that are element and highlight or circle the atomic number.
26 found in our state. Have them take notes Have students discuss and figure out where in the and presented brief report. periodic table the elements belong. Health: Explain that humans need to take Assign students partners and have the partners in certain elements to maintain good design and carry out an experiment to determine health. Pass around an empty vitamin which metals conduct heat best. bottle. Have students record the elements *Interpersonal/Group Learning listed on the bottle. Help them calculate Explain that only three of the elements on the the recommended daily allowance of each periodic table occur naturally as liquids: mercury, element. gallium, and bromine. Only 11 occur as gases. Social Studies: ask students to read about Give small groups a copy of the periodic table and the work of scientists Henry Becquerel have them highlight the gases and liquids in and Pierre and Marie Curie. Have them different colors. report to the class how the scientist *Logical/Mathematical contributed to our understanding of List elements names in a column on the board. In radioactive elements. a second column write their symbols out of order. Have students draw lines connecting the elements *Online connection: to their symbols. Have students discover online interactive- Have students consider what would result if periodic table of elements. elements were listed in alphabetical order in the periodic table. Pair of students and have the pairs *Applications (Sample): discuss problems that would arise because of the Emphasize the scientist all over the world reorganization. use the same symbols for elements. In Have students with strong math skills demonstrate every country the symbol for gold is how to find the atomic mass of an invented always Au. However the name of the element Zi, with isotopes Zi – 21, the Zi – 22, and element may be different. Ask students if Zi – 23. they know the names for some of the well- *Visual/Spatial known elements in another language. Have students’ copy on index cards the names of Ask students to look in their kitchens and the elements in the four tables on page 92 and 93. bathrooms to find products that contain On other cards, have them write the symbols for different common elements, such as the elements. Pair up students and have them use sulfur, oxygen, carbon, nitrogen, iodine, the card to a variety of games and activities to aluminum, and calcium. Have them tell help them recognize and recall the elements how the element is used in the product and names and symbols. whether they think it is combined with Review with students the structure of the atom, other elements. labeling its parts. Have students draw diagrams of Ask pairs of students to choose three each hydrogen isotope. Suggest that they use elements from the periodic table. Have different colors for protons and neutrons. Have them research information about the them explain why there are different numbers of leading producers of the element and the particles in the nucleus of each isotope.
27 uses of the element. Reproduce the periodic table of the resource file 8 Many elements are metals that people and distribute copies to students. Have them use to make products they need. These highlight the zigzag line by metals and nonmetals. metals are obtained by mining. Mining Then have them use colored pencils or markers to can destroy wildlife habitats. Refining the code elements as metals, nonmetals, and noble metals can result in pollution. Ask pairs of gases. students to choose a metal and investigate *LEP/ESL how it is mined and refined. Ask them to Students who are learning English will benefit identify ways people are trying to protect from making their own boxes for common the environment even as they mine metals elements. Assign student pairs elements for which and produce products. examples can be displayed, such as calcium, Invite a metal worker, plumber, or jeweler copper, silver, and iron. Label examples with the to speak to the class about the handling of element's name. Have them create periodic table metals in the making of alloys. He or she boxes for their elements and label each item. As can explain to the class why an they place the boxes with the examples, have them understanding of the properties of say the element names. Also ask them to point out different metals is important to his or her the symbol and atomic number of the elements work. and explain the meaning of each.
*Community Connection (Sample): Metals, nonmetals, and noble gases in the community
Chapter Vocabulary: Symbol, atomic mass, isotope, periodic table, tritium, family, deuterium, alloy, inert, metal, noble gas and nonmetal.
Science at Work: (Sample) Feature spotlight … Assayer. Assayers work in the lab, testing rock samples gathered from possible mining sites. After students read the Science at work feature discuss why it is important for an assayer to have the ability to concentrate on detail.
Investigation (Sample): Finding iron in your cereal.. Do you think that iron-fortified cereal contains real bits of iron?
28 Electricity and metals. Do copper wire, sulfur, and aluminum all conduct electricity?
Science in Your Life: Which objects contain metals? Look around your classroom. Many of the objects you see contain nonmetal elements? Have students create a chart in which one column contains the name and symbol of the element and the second column lists the uses of the element.
Stem Feature: Engineering Design Process: Brainstorm Solutions When certain elements are in short supply, scientists and engineers figure out what other elements can be used. The periodic table can help them do this, because elements in the same column share many properties. Many electric wires are made of copper. Research properties of copper. Why does copper make good wires? What other elements might be used to make wire? Engineering Design Process: Research The properties that noble gases share make most of them useful in lights, such as neon lights. What happens to a neon light if neon is replaced by argon? How else is argon used in lighting? Go to www.eHow.com and search for argon lighting to find articles that discuss the difference between argon and neon lighting
29 (color and voltage).
Content/Objective: Essential Question: Chapter 5: (Suggested Assessment) Compounds What are Characteristics of Compounds? Compounds (2.5 weeks) Lesson Assessments, Chapter Self-Study Guide, The learner will: ● Compounds and Chemical Changes Chapter Assessments, Community Connection, will be able to describe Instructional Strategies: Warm-up Activity, quick labs, Oral questioning, compounds. ● Characteristics of Compounds *Science Integration of Knowledge and closure, Workbook Activities (21-25), will be able to explain how How are Compounds Formed? Ideas (Sample): Alternative workbook activities (21-25), compounds are formed Arrangement of Electrons in an atom Tell students that many chemical changes Technology-based assessments, portfolios, will be able to tell what the How electrons fill energy levels occur in the human body. One for familiar interviews information in a formula How atoms combine example is digestion of food. The bodies means. Attraction between Atoms digestive system changes food into forms Learning Styles: will be able to explain how Chemical Formulas the body can use. Have interested students *Auditory/Verbal compounds are named. research information about the chemical In large letters right the symbol names of the six Formulas for Compounds will be able to classify some changes that take place in the digestive elements on the chart on page 134. Use a pointer compounds as acids or bases. Compounds Containing Radicals system ensure their findings with the to point to the names, one at a time, Cue a How are Compounds Named? class. volunteer to say the name. Evaluate each Compounds Containing Two Elements Sodium chloride, common table salt, is pronunciation and correct it if necessary. Compounds with More than two Elements one of the most abundant compounds on *Body/Kinesthetic Acids and Bases earth. Sodium chloride makes up nearly Have students develop a skit in which they Properties of Acids 3% of the weight of all the seawater in the demonstrate and explain the chemical bonding Earth’s oceans. between sodium and chloride. Encourage students Properties of Bases Tell students that litmus is made from an to be creative. Testing Acids and Bases organism called a lichen. In fact the name *Interpersonal/Group Learning that this is an old Norse word meaning Organize the class into groups of 2 to 4 students. “dye moss.” A lichen is an unusual Tell the groups to list at least 10 physical changes example of a symbiotic organism -- that is, and at least 10 chemical changes. a compound organism made of two *Logical/Mathematical different species that live together in Present the strategy for remembering electron interdependent ways. Discuss the maximum numbers and energy levels K through connection of lichen to acids and bases. N. Share the diagram with students to make these number relationships clear. *Cross curricular connection: *Visual/Spatial Home Economics: as students to list Prompt students to choose a physical change and a some of the foods prepared in their homes chemical change discussed in the lesson. Have during the last week. Then asked them to them draw a diagram illustrating each change. determine whether the prepared foods Place on the board the chart "some common with the result of a chemical change or radicals". Create a game using index cards to physical change. determine whether the element on the card is
30 Language Arts: Point out that the words represented in the chart of radicals and if so, at atom, electron, and ion all have come connecting that name to the appropriate radical. into English from ancient Greek. Ancient *LEP/ESL Greeks thinkers, such as Democritus, Discuss with students the term radical. Point out pondered the fundamental properties of that in English, as in all languages, words can matter. often need more than one thing- sometimes, many Health: have interested students research things. how the human body uses sodium, Make sure students are familiar with the names potassium and chloride ions for nerve for the common examples used lesson. Suggest communications. that students draw pictures of some of the simpler, Social Studies: during the middle ages in more familiar examples. For acids, they might Europe, people known as alchemists draw a lemon; for bases, they might draw a bar of experimented with substances and tried to soap. change them into different substances. Challenge interested students to find out about the symbols used by alchemists. Math: ask students if they recall factoring in their math classes. Then ask if the calculation in the chart on page 132 (compounds containing radicals) reminds them of factoring. Music: have small groups of students write a short song about naming compounds. Health: one acid that is important to the human health is citric acid, which is found in citrus fruits, such as oranges and other foods. Survey students to see how many have some citrus fruit every day. Have interested students make a poster showing the importance of citrus fruits in a healthy diet.
*Online connection: Direct students to particleadventure.org/particleadventure/. The site explain how scientific understanding of the fundamental particles of the universe, including atoms and subatomic particle’s, has changed from the
31 time of Democritus in ancient Greece to today. Direct students to www.ec.gc.ca/acidrain/kids.html. This site is about acid rain and the pH scale maintained by Canada’s Ministry of the Environment.
*Applications (Sample): One of the world’s major challenges today is fine in a freshwater. In many places, the world groundwater as well as much cropland is becoming more and more salty, a process called salinization. Provide an open forum discussion with students regarding this topic. Pharmacists have long compounded ingredients to make prescription medicines. Although today pharmaceutical companies make most medicines, pharmacist may still have to combine ingredients for some medicines. Ask students to investigate the work for pharmacists and research facilities and in local hospitals or pharmacies. In the 1940s and 1950s, communities started adding tiny amounts of sodium fluoride to the water supplies. Dental research has shown its chemical could greatly reduce tooth decay, especially in children. However some citizens in these communities worried that the chemical could have harmful side effects in people. Have students investigate in their community fluoridates in the water supply. Point out that many of the world's cuisines use sour taste to accent fruit flavors. Cooks incorporate very sour tasting acids, such as citrus juices or vinegar in foods.
32 Prompt students to think of examples of sour flavor accents in other cuisines. Refer students to the Appendix A for information about alternative energy sources. Have students choose a fossil fuel and ask them to explore the impact of accessing the fuel has on the environment and whether fuel companies must do any remediation work after removing the fuel from the ground.
*Community Connection (Sample): Chemistry in Action: Fire Extinguishers
Chapter Vocabulary: Acid, base, binary compound, chemical bond, chemical change, chemical formula, energy level, indicator, ion, pH, physical change, radicals, and subscript.
Science at Work: (Sample) Feature spotlight … Textile Dye Technologist. Ask students to name their favorite article of clothing and describe its color. Ask if they know what color the original materials were. Point out that most fabrics or dyed to provide colors. People who work with color in the fabric industry must have special training to do their jobs.
Investigation (Sample): Observing a chemical change. Look at the descriptions of three changes (teacher provided). Can you predict which will be a physical change and which will be a chemical change? Identifying acids and bases. Providing students with numerous substances, can you identify which substances are acids
33 and which are bases?
Science in Your Life: What is acid rain? After reading a brief description of acid rain. Ask students to recall the properties of acids that they learned in lesson 5. Prompt students to think about a natural setting that they enjoy visiting. Have them write a descriptive paragraph about the place. Then have them write a paragraph describing what it might be like in 15 years if acid rain continues.
Stem Feature: Engineering Design Process: Identify the Problem Scrambling eggs in a bowl is a physical change. Cooking the eggs is a chemical change. Imagine you have been asked to explain the difference between physical and chemical changes to a class of third grade students. Explain how are physical changes different? Research other examples of physical changes. Make a poster that will show third graders the differences between physical and chemical changes.
34 Content/Objective: Essential Question: Chapter 6: (Suggested Assessment) How Matter Changes What is a Reaction? How Matter Changes (2.0 weeks) Lesson Assessments, Chapter Self-Study Guide, The learner will: ● Dissolving Chapter Assessments, Community Connection, will be able to explain what a Using Chemical Equations to Show Reactions Instructional Strategies: Warm-up Activity, quick labs, Oral questioning, reaction is. Law of Conservation of Matter *Science Integration of Knowledge and closure, Workbook Activities (26-29), will be able to describe what Ideas (Sample): Alternative workbook activities (26-29), Balancing Equations occurs when something Refer students to information about Technology-based assessments, portfolios, dissolves. Synthesis and Decomposition Reactions alternative energy sources. Specifically, interviews will be able to state the law Synthesis Reactions draw their attention to the Energy from of conservation of matter. Decomposition Reactions Hydrogen Fuel section. A fuel cell Learning Styles: will be able to interpret and Single- and Double-Replacement Reactions generates electricity through a chemical *Auditory/Verbal write balanced chemical Single-replacement Reactions reaction. Encourage students to find out Display a balanced reaction using shapes instead more about fuel cells, how they work, and of symbols and numbers. Tell students that the equations. Double-Replacement Reactions will be able to name and their impact on the environment. equation is an example of a single replacement explain the four main types Many organisms act as decomposers. reaction. Point out the use of the word single and of chemical reactions. Decomposers allow the replace. Follow a similar procedure for double chemical compounds that are a replacement reactions. part of every organism to be *Body/Kinesthetic returned to the earth where they Use students as a model of the chemical reaction can be recycled. Have students between hydrogen and oxygen to produce water. research this role. Provide volunteers with cards identifying them as hydrogen atoms or oxygen atoms. Have students *Cross curricular connection: arrange themselves to show the left side of the Home Economics: Many of the foods equation. Holding hands joins atoms. Next, have students eat are mixtures. Challenge students rearrange to show the right side of the students to write recipes for mixtures of equation. nutritious foods. Compile student recipes *Interpersonal/Group Learning into a cookbook. One come in solution in salt water. The world has Social Studies: Antoine Lavoisier huge supplies of saltwater oceans but many parts discovered the law of conservation of of the world often have a shortage of freshwater. matter in the late 1700’s. He focused on Talk to students about desalinization plants and the weights of the substances and products how they are used in places to take the salt out of of chemical reactions. Have students the solution so that people can drink the seawater. research important advances in physical Organize students into groups of two or three. science knowledge between the time of Have the student groups hypothesize one or more alchemists and Lavoisier. ways to remove salt from water experiment with Health: Some common stomachache these ways. remedies contain magnesium carbonate. Rust, an example of a synthesis reaction, can be a Magnesium carbonate creates a double- problem for car owners. Suggest that students replacement reaction in a person’s work together to develop and perform an
35 stomach when it reacts with hydrochloric investigation to observe the production of rust. acid. Discuss with students how the They might use steel wool and water in their double-replacement reaction produces investigation. Ask students to prepare a brief magnesium chloride and carbonic acid. written report outlining their investigation and *Online connection: noting the type of reaction that produces rust. Students can follow steps for writing *Logical/Mathematical chemical equations on the website Write several chemical reactions on the board. www.chem.vt.edu/RVGS/ACT/notes/Typ Have students identify each as a synthesis or es_of_Equations.html. This site provides decomposition reaction. information and some examples of *Visual/Spatial synthesis and replacement reactions. Provide students with wood toothpicks and small polystyrene balls. Ask them to use these materials *Applications (Sample): to make models showing the chemical reaction Have students compile a list of five (combination) of magnesium and fluorine. mixtures and five solutions found in their homes. They might classify the examples *LEP/ESL and categories such as food, cleaning Use a hands-on activity to reinforce lesson substances and clothing. Discuss the vocabulary. Provide students with materials to abundance and variety of mixtures and form a mixture (any combination of materials solutions found in the home. except sugar and water). Then have students make Invite a quality control technician for the a solution (water and sugar). Have students local water company to come visit the identify the solvent and solute in their solution. class. Ask her or him to explain how water is tested to analyze the quality of the local water supply. Acid rain results from a synthesis reaction. Have students’ research information about acid rain. That should answer the following questions: what is acid rain? What causes it? What can acid rain do team vibrant? How can acid rain be reduced? The precipitates of lead compounds usually have colors. These lead compounds were used in the production of paint for many years. Today most paints or lead-free, and laws prohibit the use of lead-based paint in households. Have students find out why.
36 *Community Connection (Sample): Chemical Reactions in Photography
Chapter Vocabulary: Balance, chemical equation, chemical reaction, coefficient, decomposition reaction, dissolve, double replacement reaction, law of conservation of matter, mixture, precipitate, product, reactant, single replacement reaction, solvent, solution, solvent, synthesis reaction.
Science at Work: (Sample) Feature spotlight … Food Technologist. Food Technologist study the nature of food. They experiment with new ingredients and new ways to use ingredients. Have students review the science at work article. Point out the food technologist work on projects such as producing less fattening cooking oils or natural -tasting sugar substitutes. Have students think about the kinds of foods or ingredients they would like to an event or other food topics they would like to explore as food technologist.
Investigation (Sample): Separating a mixture. Can you predict which material will be the solvent? Which material will be the solute? Observing different kinds of reactions. Can you predict the outcome of each reaction described in the investigation?
Science in Your Life: How does a permanent wave work? After students have read the feature on permanent waves,
37 ask anyone who has had a perm share the experience. Invite a hairdresser to speak to the class about the process. Point out that hair straightening is a similar procedure. Have interested students find out how a chemical hair straightener works.
Stem Feature: Engineering design process: Build a Prototype Students produce a reaction in which they measure the gas that is produced when combining baking soda and vinegar.
Engineering Design Process: Test and Evaluate. To push you like to factory to produce hydrogen gas. How can you make the reaction run more quickly? Students are to make predictions, set-up a reaction, compare results, and analyze their results.
Content/Objective: Essential Question: Chapter 7: (Suggested Assessment) Motion What are Motion and Speed? Motion (3.0 weeks) Lesson Assessments, Chapter Self-Study Guide, The learner will: Elapsed time Chapter Assessments, Community Connection, will be able to define and Speed Instructional Strategies: Warm-up Activity, quick labs, Oral questioning, explain motion and speed. Calculating time *Science Integration of Knowledge and closure, Workbook Activities (30-34), will be able to calculate Ideas (Sample): Alternative workbook activities (30-34), Using a Graph to Describe Motion speed, distance, and time. Show the opening chapter picture of a Technology-based assessments, portfolios, will be able to calculate Find Unknown Distances cheetah on the run. Students learn that the interviews acceleration and deceleration Predicting Distances cheetahs are the fastest land animals on will be able to define and Velocity earth. How fast are other animals? Ask Learning Styles: explain force.. Varying Speed students to find out. Have students *Auditory/Verbal will be able to explain Acceleration identify 10 animals. Each should then find Have pairs of students work together to review
38 Newton’s three laws of Deceleration out how fast the animals can move. and understand acceleration and deceleration and motion The Laws of Motion Have students choose a sport to illustrate how they relate to motion and speed. Have the will be able to define and The First Law of Motion how the body uses one or more of pairs write the words motion, speed, velocity, explain gravity. Newton’s laws of motion. acceleration, and deceleration on index cards. The Second Law of Motion Will be able to explain the Have them take turns choosing a card and orally law of universal gravitation. The Third Law of Motion *Cross curricular connection: defining the term. Gravity Math: have students find the times of the *Body/Kinesthetic The Law of Universal Gravitation winners of three recent running the races, Help students understand the importance of Gravity and Acceleration such as 100 m, 400 m, and marathon. including direction when measuring motion. Draw Have them calculate the speed of each one two lines of equal length on a playing field, and compare the speed of the runners in hallway or classroom floor. One line should be three different races. straight and the other should have at least three Art: ask students to design a poster that 90° changes in direction. Use a stopwatch to time shows the average or maximum speeds of how long it takes the same student to walk, hop, animals and or vehicles. They might use or run the length of each path. drawings or pictures cut from newspapers Ask students to draw pictures or diagrams and magazines to illustrate their posters. illustrating each of the laws of motion. Encourage Encourage students to place at least five them to label the drawings or diagrams to help drawings or cutouts on the speed line. explain the law. Ask them to write a statement Social Studies: have pairs of students describing each law. choose a vacation spot they would like to *Interpersonal/Group Learning visit on a road trip. Ask them to use a Give pairs of students some small objects that roadmap to plot the route. Then they have different masses and shapes. Tell students to should determine the distance, and the rank the falling items of the objects, from slowest driving time based on traveling at an to fastest. average speed of 55 mph. *Logical/Mathematical Language Arts: discuss with students Have students write ideas about what would cause how some terms take on different a bicycle to have varying speeds over a certain meanings based on the context in which number of minutes. Students should draw a graph they are used. Point out that in everyday that shows the speed. use, the terms acceleration and *Visual/Spatial deceleration often have opposite Draw a simple line graph on the board. Use it to meanings. illustrate the acceleration and deceleration of a car Physical Education: have students draw over a period of time. a diagram that illustrates the motion To help students understand the concept of air involved in a pitched baseball and a resistance, give them two sheets of paper that are baseball that has just been hit. the same size and weight. Have them form one of Language Arts: explain that the word the sheets into a tight ball. Then tell students to inertia comes from the Latin iners, drop both sheets from the same height and to meaning “unskilled,” “idle,” or “lazy.” observe which reaches the floor first.
39 Have students use the word inertia in a *LEP/ESL sentence about a person. Ask students to draw pictures or diagrams Language Arts: tell students to imagine illustrating each of the laws of motion. Encourage they are living on a planet where the force them to label the drawings or diagrams to help of gravity is either stronger or weaker than explain the law. Ask them to write a statement that on earth. Have them write and describing each a law to accompany their pictures. illustrate an original story explaining what life would be like on the planet.
*Online connection: Students may wish to learn more about Einstein and his work at www.pbs.org/wgbh/nova/einstein/genius/i ndex.html.
*Applications (Sample): Explain to students that speed and distance are measured in miles in the United States, but most countries use kilometers. Have students choose a country other than the United States. They should use a map to calculate the distance between two cities. They been should find out the maximum speed on the country's highways, and determine how long it would take to drive between the two cities. The different branches of the military offer a variety of career opportunities. In the army, volunteers have the opportunity to become paratroopers. Encourage students to learn more about paratroopers. The main United States Army training school for paratroopers is at Fort Bragg, North Carolina. Point out to students that making cars sleeker and more aerodynamic not only makes them faster but enables them to use fuel more efficiently. Have students explain how this ultimately helps the environment.
40 Have students write a brief description of three household tasks that they do frequently. Then have them discuss how the laws of motion influence each job. Discuss with students how people in the community move heavy objects every day, such as a cargo loaders, furniture movers, delivery people, etc. How do they deal with the effects of mass, inertia, and friction in their jobs? For example, do they use tools like dollies and hydraulic lifters? Ask students to discuss their findings.
*Community Connection (Sample): How Fast Does It Go?
Chapter Vocabulary: Acceleration, constant speed, deceleration, distance, elapsed time, force, friction, gravity, inertia, law of universal gravitation, motion, speed, and velocity.
Science at Work: (Sample) Feature spotlight … Wind Tunnel Technician. Wind tunnel technicians help study the effects of wind on airplanes and other objects. After reading the Science at Work feature on page 195, have students think of additional fields in which wind tunnel experiments would be conducted.
Investigation (Sample): Finding Speed. What formula would you use to calculate speed using distance and time? Newton’s Third Law of Motion. What happens when you release a balloon that is filled with air?
41 Science in Your Life: When is a baseball moving fast? Pitchers have found ways to increase the velocity of their pitches---curveballs, fastballs, and sliders. Lead a discussion about how Newton’s laws affect a pitched baseball.
Stem Feature: Math: engineers use math to come up with most of their inventions. One invention, a pedometer, uses math to determine how far you walk. Create two paths between two points in your school. Measure the length of one of your steps, then walk these paths. Count the number of steps you take and how long it takes you to walk each path. Calculate your speed and draw the distance/time graph.
Engineering Design Process: Design a Prototype Design a winter shoes. The shoe you invent will need to create a lot friction with the ground, even when the ground is slippery. What should the sole be made out of? What other factors going to designing the shoe?
42 Content/Objective: Essential Question: Chapter 8: (Suggested Assessment) Work & Machines What is Work? Work and Machines (3.0 weeks) Lesson Assessments, Chapter Self-Study Guide, The learner will: Scientific Meaning of Work Chapter Assessments, Community Connection, will be able to define and Measuring Work Instructional Strategies: Warm-up Activity, quick labs, Oral questioning, explain work and power Power *Science Integration of Knowledge and closure, Workbook Activities (35-50), will be able to define and Ideas (Sample): Alternative workbook activities (35-40), Energy explain energy Fuels that are burned to produce energy Technology-based assessments, portfolios, will be able to name the six Kinetic and Potential Energy include coal, wood, natural gas and oil. interviews forms of energy The Forms of Energy These fuels may also produce electricity. will be able to describe the The Law of Conservation of Energy Have students choose a fuel and identify Learning Styles: classes and levers Using Levers how it was formed and how it is mined *Auditory/Verbal will be able to calculate The Lever from earth. Pair students and have one partner point to the efficiency and mechanical The Three Classes of Levers Have students draw a picture identifying parts of one class of lever on pages 219 to 220. advantage parts of the body that are levers. Have The other partner names each part and gives you Work and Efficiency for a Lever will be able to describe six them label the fulcrum of each lever. some common examples of this lever. types of simple machines Mechanical Advantage Then students can demonstrate the use of *Body/Kinesthetic Effort Arm and Resistance Arm these parts as levers do work. Have students videotape themselves throwing a Some Other Kinds of Simple Machines Show students pictures of animals that ball into the air and catching it. Have them run the The Pulley have body parts used as simple machines. tape at slow speed and confirm that the ball slows The Inclined Plane Have students describe how each part is on the way up until it stops then speeds up on the The Screw used by the animal and identify is as a way down. simple machine. Have students cut a sheet of paper diagonally to The Wheel and Axle *Cross curricular connection: form two triangles. Ask them what simple Health: encourage students to research machine the triangles are like. Then have students the correct way to lift or move heavy tape the wide end of one triangle flat along the objects to avoid injuries. Have students barrel of the pencil and wrap the triangle around draw diagrams explaining their findings. the pencil. Invite to volunteers to explain how Physical Education: Students can choose they are modeling how a screw is formed from an a sport with which they are familiar to inclined plane. illustrate examples of potential energy and *Interpersonal/Group Learning kinetic energy. Write the terms work, force, distance, power, Math: Students can make-up their own time, newton – meters, joules, and watts on index word problems to figure efficiency. Have cards. Gather students into a group. Give one card them include examples of work they can to each group. Have them tell the meaning of the model in the problems. Students should term and organize themselves in different ways to exchange papers and solve the problems. show how the terms are related. Math: Using the formula for mechanical Have students work in a group to find pictures of advantage, have students calculate which real world applications of wheel and axle. levers have the greatest mechanical *Logical/Mathematical advantage. (Provide data for two different Have students analyze the use of the letters and
43 levers) subscripts to designate values and formulas in the History: Encourage students to find ways chapter. They might write the symbols on index simple machines have helped past card fronts and the words they represent on the civilizations advance. For example, they backs. might read about Roman engineers *Visual/Spatial construction of running water systems and Have a volunteer read aloud the margin note about soldiers building of roads, bridges, and use the watt and kilowatt. Display an electric bill and chariots. Invite students to describe which show students that the electric power delivered is simple machines we are at use and how measured in kilowatts. Review the metric units. they made work easier. Extended by calculating the cost for the service. Language Arts: Remind students that Have students prepare a visual display showing comparison and contrast tells how to how levers are used. Students can search things are alike and different. Display a magazines, internet, newspaper, etc. for pictures screw and a bolt. Have students work in of levers. Ask them to clip the pictures and label pairs to observe how they are like and how them. they are different. *LEP/ESL Have students use a dictionary to look up *Online connection: definitions for chemical, heat, mechanical, For more information about renewable nuclear, radiant, and electrical. Pair students and energy, visit the US Department of have them discuss how the word helps them energy’s website at www.energy.gov/ . understand each form of energy. Ask them to Search for renewable energy source and write a sentence or draw a picture for each kind of scroll through the links to read about energy, explaining how motion is involved. various sources of renewable energy. Students may visit the investors workshop at www.mos.org/sln/Leonardo/InventorsWor kshop.html To learn more about machines and how they work. The site is provided by the Boston Museum of Science through the Science Learning Network.
*Applications (Sample): Refer students to Appendix A for information about alternative energy sources. Ask pairs of students to choose one form of energy and find out how much of that energy the United States and
44 other major countries produce and use. Students can make bar graphs or pie charts that show each major country’s production and consumption of energy. Einstein added to the law of conservation of energy by showing that matter and energy are two forms of the same thing and can be converted into one another. His theory led to the development of the atomic bomb and nuclear power plants. Have students research to find out how these two applications have affected the work community. We are constantly being asked to conserve energy and save resources. Ask students to ways that their families try to save energy. Ask students to find an example at home of a each kind of lever. After using each lever, students can write several sentences explaining what it increases. Brainstorm a list of appliances that display efficiency labels. Have students choose an appliance and make a chart comparing the features of various brands and their efficiency ratings. Brainstorm a list of ideas as to why an understanding of how machines work is essential to a mechanic’s job. Invite your woodshop teacher and students to speak to the class about how he or she uses simple machines. If possible, have them demonstrate the use of some tool and talk about their advantages.
*Community Connection (Sample): Machines in the Community
Chapter Vocabulary: Efficiency, effort arm, effort force,
45 energy, fulcrum, generator, inclined plane, joule, kinetic energy, law of conservation of energy, lever, mechanical advantage, potential energy, power, pulley, resistance arm, resistance force, screw, simple machine, watt, wedge, wheel and axle, work, work input, work output.
Science at Work: (Sample) Feature spotlight … Machine Designer Machine designers work in teams with engineers to design and build machinery. As part of their work, they also test and analyze machines and their parts. Point out that computer and mathematical skills as well as problem-solving skills and creativity is essential to succeed in this arena. Students’ interested in this kind of work may research the profession to learn more about it.
Investigation (Sample): Mass, Height, and Energy. Does an object’s mass have an effect on its potential and kinetic energy? Finding the Mechanical Advantage of a Lever. Which fulcrum position would have a greater mechanical advantage – one at 20 cm or one at 80 cm?
Science in Your Life: How can energy change forms? This feature on roller coasters, provides students with a real life “narrative” that they can follow to observe how energy continually changes forms. Draw diagram of the roller coaster on
46 the board. As students progress through the text, mark the position of the car being described in each sentence. Extend the exercise by labeling the forms of energy.
Stem Feature: Engineering Design Process: Test and Evaluate Engineers design machines that are more powerful than humans and make our lives easier. You want to build the device that makes it easier to get an object to the top of the staircase? Students brainstorm ways they can build a device that will move the object to the top of the stairs more quickly. Next, they build their device. And finally they review the advantages of their device, where can their device be used, and how would you have to change it to lift heavier objects? Engineering Design Process: Test and Redesign. Students build a lever that requires the least amount of force to lift a weight. Content/Objective: Essential Question: Chapter 9: (Suggested Assessment) Heat What is heat? Heat (3.0 weeks) Lesson Assessments, Chapter Self-Study Guide, The learner will: Sources of heat Chapter Assessments, Community Connection, will be able to explain how How heat affects matter Instructional Strategies: Warm-up Activity, quick labs, Oral questioning, heat energy can be produced Changing from a liquid to a gas *Science Integration of Knowledge and closure, Workbook Activities (41-45), will be able to tell how heat Ideas (Sample): Alternative workbook activities (41-45), Changing from a gas to a liquid changes matter Discuss body temperature as an indicator Technology-based assessments, portfolios, will be able to explain how Changing from a solid to a liquid of physical health or illness. Use interviews temperature is measured Expanding and contracting matter disposable thermometers to measure will be able to identify the Temperature students’ temperatures. Suggest that Learning Styles: difference between Thermometers students investigate the impact on the *Auditory/Verbal temperature and heat Temperature scales body of extremely high or extremely low Invite students to create a “sound thermometer”.
47 will be able to calculate heat Temperature conversion body temperatures. Have them bring to class recordings of four gained or lost Melting point Knowledge of the melting point of metals, different sounds that represent for them the will be able to explain how Boiling point for instance, is particularly important to freezing point of water, the boiling point of water, matter is heated by artists or engineers working in elements or and at least two other temperatures. How to measure heat conduction, convection, and alloys. Ask students to research the *Body/Kinesthetic radiation Temperature and heat properties of silver, lead, gold, copper, tin, Using a variety of screw-top plastic and metal l Measuring heat tungsten, and mercury. Have them create a containers containing frozen matter, have students How heat travels chart for these metals, including observe the containers and record their Radiation melting/freezing point temperatures in observations Conduction both Fahrenheit and Celsius. . Convection Explain to students that water warms and *Interpersonal/Group Learning cools more slowly than land does. Have Have students form groups. Then ask them to them investigate the year round imagine that they have been invited to present the temperatures for two U.S. cities located at information in a lesson to a class of first graders. about the same latitude, one of which is on Instruct them to review the material and to create the coast, and one is far inland. a simple presentation explaining the concepts *Cross curricular connection: discussed in the lesson. History: lead students to understand that *Logical/Mathematical nuclear fission and nuclear fusion have Have students investigate the nature of had a significant influence on international evaporation by asking them to measure an equal affairs since WWII. Have students quantity of water into a variety of containers with research and take notes on the roles played different sized openings. by these two energy sources in world Have students make a careful note of the food history. they consume on a given day and the food calorie Home Economics: Have students look up value for each item. a recipe for ice cream and bring it to *Visual/Spatial school. Ask them to compare the total Have students draw a picture or diagram that volume of ingredients to the amounts of shows how heat, temperature, and mass are ice cream the recipe makes. Invite related. Include labels and caption. students to compare findings and write a *LEP/ESL conclusion about the behavior of the Student who immigrated to the U.S. are probably ingredients when they freeze. more familiar with the Celsius scale than the Math: Explain the formulas used to Fahrenheit scale. Encourage a group of students convert temperatures between Fahrenheit to prepare a presentation to help their classmates and Celsius scales. Work through each learn about the Celsius scale. formula on the board using the boiling Have students orally explain convection with the temperature for water as an example. aid of the figure on page 264. Physical Education: Encourage students to discover how and why the human body heats up and cools down. Suggest that
48 they research answers to the following questions: how does the body adjusted temperature change? How does physical exercise affect the body? What is the best way to avoid becoming too hot or cold? Drama: Have students form small groups. Ask them to devise three silent skits, demonstrating one of the three ways heat travels: radiation, conduction, and convection.
*Online connection: The National Weather Service: weather.noaa.gov Instruct students to choose a country under international weather conditions. They can then select from the number of cities to determine the temperature of each of their cities at the same time on a given day. Point out that good insulators are especially important in the extreme temperatures of outer space. Encourage students to find out about NASA’s research in this area by having them visit www.nasa.gov Encourage students to learn more about heat in G by having them visit the US Navy’s energy website at energy.navy.mil/awareness and click on energy awareness/tools.
*Applications (Sample): Ask students to find out what heat sources are used to heat homes and other buildings in the community. Nuclear power plants are located throughout United States and in other countries. The use of nuclear energy to
49 generate electricity has advantages and disadvantages for the environment. Ask students to research information about the environmental impact of nuclear power plants. Remind students that Earth itself is a heat source. Introduce the term geothermal and help students use etymology to define the term. Students can read about geothermal energy online or in appendix A on page 374 of their text. Taking Iceland for example, have students find out about the use of geothermal power in Iceland and report their findings to the class. Invite students to “adopt” a city on each of the five continents. Instruct them to go on the Internet to find the temperature in Celsius for each of their cities at the same time any given day. Invite a speaker to talk to the class about insulation in modern buildings. Display samples on the wall and ceiling insulation for students to inspect. Encourage students to discuss with their guest importance of insulators in the building trade.
*Community Connection (Sample): Testing The Water
Chapter Vocabulary: Boiling point, calorie, Celsius scale, condensation, conduction, conductor, contract, convection, degree, evaporate, expand, Fahrenheit scale, freezing point, heat, heat source, insulator, melting point, nuclear fission, nuclear fusion, radiation, temperature, thermometer and vacuum.
Science at Work: (Sample) Feature spotlight … Heating, Ventilation, and Air
50 Conditioning (HVAC) Technician HVAC technicians install, maintain, and repair heating, information, and air- conditioning systems. Suggest to students that HVAC technicians sometimes have to deal with critical situations. Invite students to come up with emergencies an HVAC technician might encounter.
Investigation (Sample): Observing and Comparing Expansion and Contraction. What happens when a gas expands and contracts? Measuring the Rate of Heat Loss. Do different amounts of water cools at different rates?
Science in Your Life: How to different heating systems work? How can you control the temperature of your home? Have students read the Science in your Life feature, page 265. Discuss with students the need to stay warm and the methods people have used to protect themselves from cold climates.
Stem Feature: Engineering Design Process: Test and Evaluate Slippery sidewalks can be dangerous. Suppose the city hires you to make the sidewalks less slippery. The city gives you some materials to test. Your job is to figure out which material works best. Math. Your body produces heat. Your body heat comes from the energy in your food. Brainstorm some ways that
51 engineers could take advantage of human body heat. Example, some buildings are partially heated with body heat.
Content/Objective: Essential Question: Chapter 10: (Suggested Assessment) Sound and Light What is Sound? Sound and Light (2.5 weeks) Lesson Assessments, Chapter Self-Study Guide, The learner will: How Sound is Produced Chapter Assessments, Community Connection, will be able to explain how How Sound Travels Instructional Strategies: Warm-up Activity, quick labs, Oral questioning, sound is produced. Different Sounds *Science Integration of Knowledge and closure, Workbook Activities (46-51), will be able to describe Ideas (Sample): Alternative workbook activities (46-51), Loud and Soft Sounds intensity and volume of Review with students the flow of energy Technology-based assessments, portfolios, sound. High and Low Sounds from the sun to plants and then to animals. interviews will be able to tell how sound How Sound Travels Have students explain this flow of light as travels. Sounds Move through Matter energy, using the terms photon, particles Learning Styles: will be able to describe the The Speed of Sound and waves. *Auditory/Verbal nature of light. How Sound Bounces Interested students should build a When students finish reading the lesson, invite will be able to explain the Measuring Distances with Sound Waves periscope and demonstrate its use to the them to give oral explanations for how sound reflection of light. class. travels through matter and how it is reflected. “Seeing” Inside will be able to explain the Invite students who are interested in space *Body/Kinesthetic refraction of light. the Body with Sound exploration to learn about lenses used in Hang a table tennis ball from a ring stand or some What is Light? refracting and reflecting telescopes. other support. Have students strike a tuning fork l Light as a Particle Illustrate how images of the stars are with a hand and touch it to the ball. Ask them to Light as a Wave formed. write an explanation for why the ball bounces Colors in White Light *Cross curricular connection: away. How is Light Reflected? Music: Have students who play musical Have groups of students use their bodies to instruments bring them to class. Ask each demonstrate how sound travels. Light Bounces musician to demonstrate how sound is Interested students might bounce a tennis ball off Concave Mirrors produced in the instrument. of a smooth surface, then off of a bumpy surface Convex Mirrors Music: Invite students who play musical to demonstrate that the angle of reflection is Bending Light instruments to demonstrate how they unpredictable or random with one surface over Lenses change pitch and intensity. Have listeners another. Lens in Eyeglasses tell whether sounds have increased or *Interpersonal/Group Learning decreased in pitch and intensity as each Have groups plan and carry out an experiment to
52 new sound is played. test the speed of sound. Students will need to Art/Drama: Acoustic materials deaden work outside and use a stopwatch. sound by absorbing it well. Ask students *Logical/Mathematical to research materials used in theaters and Have students research and diagram the structure concert halls to prevent echoing of sounds. of sound waves. Help them label the amplitude Home Economics: Lead a discussion and wavelength of the waves. regarding primary and complementary Encourage students to conduct a survey of friends colors. Be sure students understand the and family (or staff) to determine how many of difference between light and pigments. them wear corrective lenses. Next, they can Hold a discussion about why certain determine the percentages who are nearsighted or colors in the visible spectrum “go farsighted. together” – that is why they are pleasing *Visual/Spatial when combined. Have two students stretch a long, coiled spring Home Economics: Invite an interior between them. Strike one end of the spring with a design professional to talk to the class. He stick or rolled up newspaper. Have students or she can explain how mirrors are used in observe how the wave travels back and forth. decorating and the effects they have on Have students observe the visible spectrum using perception of space. a prism and record the order in which the colors Health: Have students’ research are arranged. ultraviolet light rays and their harmful Have students make diagrams to explain why an effects on skin and eyes. Then have them object viewed through a plane mirror appears to research how polarized sunglasses work. be behind the mirror. Provide groups of students with a smooth-sided *Online connection: glass filled with water and a penlight flashlight. The physics classroom site can connect Ask students to observe where the light strikes the students to lessons explaining the nature paper and draw a diagram showing light as it of sound waves, sound properties and their enters and leaves the glass. perception and behavior of sound waves. Visit *LEP/ESL www.glenbrook.k12.il.us/gbssci/phys/Clas Students who are learning English may not be s/sound/soundtoc.html familiar with acronyms, words formed from the Visit initial letters of a phrase. Write the word sonar micro.magnet.fsu.edu/optics/lightandcolor and below it write sound navigation and ranging. /index.html to explore what happens to Then have students find and circle letters that light passing through lenses. Interactive were used to form sonar. tutorials allow students to experiment with Use the terms photon and visible spectrum to help different positions of light source, lens, students enlarge their English vocabularies. and focal point. Explain the root meaning of the words. Pair students who are English proficient with those *Applications (Sample): who are learning English. Have them use a
53 Using speakers in stereos or cellphones, dictionary to list at least five words using each of experiment with ways to demonstrate that these roots. vibrations from speakers carry sound. Ask students to write a description of the music by their favorite group or solo artist. They should use the words frequency and intensity in their description. Play examples of music from different part of the world. Display pictures of instruments used to produce sounds. Have students discuss the characteristics of sounds produced by unfamiliar instruments. Ask the manager or employee of a music or electronics store about what makes a good listening room and why placement of speakers makes a difference. Have students relate the movement of sound through different materials into the discussion. Refer students to Appendix A for information about alternative energy sources. Encourage students to find out more about solar energy and its use in producing electric power. Have them use the information they find to design a solar- powered home. Assign groups of students each a different arena in the community such as retail sales, delivery, etc. Have each group research the use of lasers by individuals or groups in their category. Have students investigate what is meant by “light pollution” in heavily populated areas. What are some of the effects of being continuously subjected to artificial light or bright, reflected light for long periods of time? Have student find one example of a concave mirror and one example of a
54 convex mirror in their homes or family vehicle. Students should write a paragraph summarizing its effect on the reflected image. Have students work in pairs to locate places in the community where convex and concave lens are work.
*Community Connection (Sample): Using Sound and Light
Chapter Vocabulary: Concave lens, concave mirror, convex lens, convex mirror, cycle, decibel, echo, farsighted, focal point, frequency, Hertz, image, intensity, lens, light, nearsighted, photons, pitch, plane mirror, prism, reflect, refraction, sonar, sound wave, ultrasound, vibrate, visible spectrum and volume.
Science at Work: (Sample) Feature spotlight … Optician Opticians write orders for grinding and inserting lenses into frames. Discuss reasons why opticians need good people skills and an understanding of the physics of light.
Investigation (Sample): Inferring How Sound Waves Travel. Can sound travel through matter? Measuring Angles of Reflected Rays. Does the angle of a light ray when it hits a mirror match the angle of its reflection?
Science in Your Life: What are lasers and how do we use them? Explain that white light mixes the
55 frequencies of all eight kinds of light, but light from a laser has only one frequency and color. Have student read about the uses of lasers. Interested students may research some recent applications for laser light.
Stem Feature: Engineering Design Process: Test and Evaluate Has your family ever asked you to turn down the music in your room? Soundproofing could help this problem. Brainstorm ways to soundproof your room. Make a prototype of a soundproofed room. How will you know if your idea blocks sound? Engineering Design Process: Build a Prototype Sometimes it useful to see over walls or around corners. Engineers have used the science of light reflection to create periscopes that allows us to do this. Suppose the owner of an apartment building hires you to build a periscope that lets her see what is happening on her roof. How can mirrors reflect light into your eye so that you can see from high about you?
56 Content/Objective: Essential Question: Chapter 11: (Suggested Assessment) Electricity How Electricity Flows Through Circuit Electricity (2.5 weeks) Lesson Assessments, Chapter Self-Study Guide, The learner will: Static Electricity Chapter Assessments, Community Connection, will be able to explain how Closed Circuits Instructional Strategies: Warm-up Activity, quick labs, Oral questioning, electric current flows through Open Circuits *Science Integration of Knowledge and closure, Workbook Activities (52-58), a circuit Ideas (Sample): Alternative workbook activities (52-58), Schematic Diagrams will be able to compare Remind students that their brains produce Technology-based assessments, portfolios, insulators and conductors Conductors and Insulators electric current. Have students diagram interviews will be able to tell how Resistance the route a message takes from their finger resistance is useful Some sources of Electric Current to their brain when they touch a hot Learning Styles: will be able to describe how Dry-Cell Batteries surface. *Auditory/Verbal batteries produce current Wet –Cell Batteries Some fishes, such as the electric eel, Suggest that students research some people in the will be able to explain direct Direct and Alternating Current discharge electricity. Encourage students history of the discovery of electricity. current and alternating to find out more about how these animals Display a battery-operated radio or other device. Ohm’s Law current produce electricity and other facts about Have students examine the arrangement of the will be able to explain Ohm’s Series Circuits them. batteries. Have them experiment in rearranging law Devices in Series Circuits *Cross curricular connection: the batteries and turning the device on. will be able to compare series Batteries in Series Circuits Social Studies: Have students research *Body/Kinesthetic and parallel circuits Fuses and Circuit Breakers information about electrical investigations Provide bar magnets to students. Allow them to will be able to describe how Parallel Circuits Benjamin Franklin conducted. Ask them manipulate the magnets to feel the unlike poles electricity is measured. Devices in Parallel Circuits to find out how he developed the lightning attract and the like poles repel. rod. Provide students with an electric cord or insulated Batteries in Parallel Circuits Health: Have students work in small wire with some of the insulation stripped away. Measuring Electricity groups to make a list of safety precautions Ask students to identify the material that is the Electric Power to observe when they use or are around conductor of electricity and the material that is the Using Electricity electricity. They might look for safety and insulator. health tips related to electricity online. Let students dramatize what happens when a fuse Home Economics: Have student watch melts, breaking a series circuit. Ask students to as you toast bread in a toaster. What stand in a circle with legs apart and feet touching. evidence of resistance do they observe? Pass around a ball (the electron). Ask one student Health: Ask students if they know how to act like a melted fuse stopping the movement of batteries can be used to help some parts of the ball (signifying that a circuit is broken). the body work as they should. Interested *Interpersonal/Group Learning students could research how these devices Explain that electric, or battery-operated, cars are work to help patients to keep their heart one alternative to gasoline-powered cars. Pair up beating or to improve hearing. students and have them research the advantage Social Studies: Have students research and disadvantages of battery-powered cars. the backgrounds of Alessandro Volta and *Logical/Mathematical George S. Ohm. Have students report Students can write an original word problem important facts about each scientist. finding our how much electric current an
57 Art: Students could draw Rube appliance uses. They exchange problems with a Goldberg-like series circuits with many partner to find the answers. items in them. Encourage students to be *Visual/Spatial as inventive as possible. Post the Have a volunteer hold the top sheet of a ridiculous circuits for the class to enjoy. newspaper against the wall while you smooth out Math: Ask students to find out whether the newspaper by rubbing the entire surface their homes are protected by fuses or several times with a wool cloth. Then have a circuit breakers. Tally the results and volunteer let go of the paper. The paper will cling have students show the results on a bar or to the wall. Ask students for possible a circle graph. explanations. Language Arts: Students can write one Display a variety of appliances and extension to two paragraphs explaining the cords with long and short cords and thick and thin advantage of using parallel circuits in a cords. Have students group the cords according to home. their resistance based on thickness and length. Math: Tell students the amount of Instruct students to look back at the diagram that kilowatts some appliances use per hour. shows closed circuit on page 311. Ask students if Have students determine the cost of this diagram shows direct current or alternating running each appliance for six hours. current and why they think so. Demonstrate resistance by setting up a circuit *Online connection: containing a light bulb. Show how the bulb’s To review what they have learned about brightness changes as you use wires of different electricity, find projects and experiments, lengths or thicknesses. and learn more about energy conservation, *LEP/ESL students might visit the California Energy Demonstrate a fuse. Use a copper bell wire to Commission Web site at connect three dry-cell batteries, a small light bulb, www.energyquest.ca.gov/index.html a socket, and a switch. Close the switch. Explain that too much heat in the circuit melted the wire *Applications (Sample): and the circuit broke. Point out that several home safety devices Draw a schematic diagram of a series circuit on require batteries. Have them list the the board. Use an eraser to break the line between devices in their home that require the two bulbs. Ask students if the bulbs will light batteries. Then have them write the up and why they think so. Repeat the procedure number and size of the batteries used for for a parallel circuit. each item. Discuss ways to ensure that they devices are always in service. Explain that electrical appliances used in the U.S. cannot be used in many places in Europe and other countries. Have students find out why and tell how to overcome this.
58 Explain that electricians install, repair, and maintain electrical systems in all kinds of devices and buildings. Invite an electrician to the class to discuss his or her job. Discuss the importance to the environment of power conservation. Explain that most power plants that provide electricity burn fossil fuels. Have students research the amounts of power common appliances need and find out which ones use especially large amounts of electricity. How can these appliances be used more efficiently?
*Community Connection (Sample): Electricity in Your Home
Chapter Vocabulary: Alternating current, ampere, battery, circuit, closed circuit, conductor, direct current, dry-cell battery, electric current, electric power, electricity, electromotive force, insulator, kilowatt-hour, ohm, Ohm’s law, open circuit, parallel circuit, resistance, schematic diagram, series circuit, static electricity, terminal, volt, voltage, wet-cell battery.
Science at Work: (Sample) Feature spotlight … Line Installer Line Installers install electrical power, telephone, and cable TV lines, etc. After reading the Science at Work feature aloud. Have students name some specific companies in your community for which line installers work. Also have them describe some recent emergencies during which line installers were needed.
59 Investigation (Sample): Constructing Series Circuits. How would you create a series circuit? Constructing Parallel Circuits. How do you know a circuit is a parallel circuit?
Science in Your Life: How can you check your home’s electrical safety? Electricity is helpful but it also can be harmful. Have volunteers take turns reading the Science in Your Life feature on page 341. Then discuss each safety item, having students explain why each one can be unsafe.
Stem Feature: Engineering Design Process: Brainstorm Solutions Has the electricity ever gone out at your home? Some events, like a tree branch falling on a power line, can break the circuit. Research what else can cause a power outage and what the electric company does when the power goes out. Think of ways the electric company can keep the power from going out. STEM: Math Most wall outlets put out 120 volts of electricity, which is too high for many electronic devices. Scientists and Engineers have invented transformers that change the voltage in a circuit. Show to students’ examples of transformers. Help them calculate the resulting voltage of each of these transformers.
60 Content/Objective: Essential Question: Chapter 12: (Suggested Assessment) Magnets & What are Magnets? Magnets and Electromagnetism (4.5 Lesson Assessments, Chapter Self-Study Guide, Electromagnetism Magnetic Poles weeks) Chapter Assessments, Community Connection, The learner will: Identifying A Magnetic Field Warm-up Activity, quick labs, Oral questioning, Will be able to describe The Earth as a Magnet Instructional Strategies: closure, Workbook Activities (59-62), various kinds of magnets. *Science Integration of Knowledge and Alternative workbook activities (59-62), Identifying Magnetism Will be able to explain what Ideas (Sample): Technology-based assessments, portfolios, a magnetic field is Making a Magnet Point out that human beings are not the interviews Will be able to tell what Demagnetizing a Magnet only creatures to find a use for magnetism. causes magnetism The Relationship Between Magnetism & Electricity Have students research the subject of Learning Styles: Will be able to describe Motors animal navigation. Invite them to present *Auditory/Verbal electromagnetism and its their findings to the class. Have students record and listen to a brief passage uses *Cross curricular connection: about magnetism on an audiotape. After they Art: Students could think up and draw a rewind the tape, have them gently pull it from the new invention that makes use of magnets. cassette and run a magnet along the recorded Inventions can be as simple or as elaborate section. Help them develop a general statement as students wish. about the properties of recording tape and the Social Studies: Explain to students that principles of tape recording. historians are not sure exactly where and Invite musical students to play guitars for the when the magnetic compass was invented. class. Have them demonstrate both acoustic and Students could research and write a short electric. Point out that the electric guitar relies on report on the early use of the compass and electromagnetic pickup, an amplifier and speakers how it aided in world exploration. to turn the strings vibrations into music. Language Arts: Write the words *Body/Kinesthetic magnetize and demagnetize on the board. Provide small groups with compass. Have them Point out that the prefix de- reverses the use the compass to determine which classroom meaning. Ask students to find three words wall is north, east, west and south. in which the prefix de- makes a work that Provide wires or iron nails and bar magnet so has the opposite meaning of the base students can try making a magnet. Have students word. follow the direction on page 357. History: Suggest that students find out If possible, obtain a discarded telephone for what two scientists, Michael Faraday and students to examine. Allow students to examine Christian Oersted, discovered about the electromagnet in the telephone. You could electricity and magnetism. Have students also use a hair dryer for this purpose as well. write a report on their findings. *Interpersonal/Group Learning Music: Within the last 75 years, the Challenge small groups of students to make electric guitar has revolutionized world posters explaining how maglev train works. They music. The music that most of them enjoy should label the key elements of the technology today would not exist without the and include brief explanatory text. discovery of electromagnetism. Invite *Logical/Mathematical
61 students to share what they know about Have pairs of students use blank sheets of paper electric guitars. Then share some electric and paper clips to model the arrangement of atoms guitar facts. in magnetized and non-magnetized materials. *Visual/Spatial Have students draw a diagram that illustrates why *Online connection: a compass works. The diagram should indicate Direct students interested in learning more that Earth is a natural magnet, with two magnetic about the earth as a magnet to NASA’s poles. educational outreach Web site at *LEP/ESL image.gsfc.nasa.gov/poetry. Have student work in small groups. Recording Electricity and Magnetism a Web site keywords found on pages 356-358. Have students administered by Kennesaw State list the part of speech and science-related meaning University in Georgia offers student of each word. Extend the activity by having the information on topics related to the lesson groups use each term in written sentences. on motors. The site address is edtech.kennesaw.edu/web/electric.
*Applications (Sample): Have students investigate how magnets are used in their home and list the uses. Electromagnetism makes television possible, and you can use television to connect to people and places around the world. Suggest that students research information to find out how television has provided people with a global connection. What the role has television played in connecting people and cultures from around the world? Have students interview an auto mechanic about his or her work. Ask them to inquire about the importance of electric motors in the modern car and the type of repair they typically require. Point out that most people take access to household electricity for granted. Challenge students to find out more about the electric supply in their own
62 community.
*Community Connection (Sample): Making a Map
Chapter Vocabulary: Attract, electromagnet, electromagnetism, lines of force, magnet, magnetic field, magnetic pole, motor and repel.
Science at Work: (Sample) Feature spotlight … Appliance Service Technician. Appliance Service Technicians perform tests on different parts of appliances, including motors, heating elements and switches. After inviting a volunteer to read aloud the spotlight feature, have students write one thing they believe they would like about this career and one thing they would not enjoy. Ask: What does being an appliance service technician have to do with magnets?
Investigation (Sample): Observing Magnetic Lines of Force. Do the lines of force around a bar magnet look different than the lines of force around a horseshoe magnet? Constructing an Electromagnet. Is it possible to increase an electromagnet’s magnetic properties?
Science in Your Life: How does magnetism move a train? Ask volunteers to take turns reading the Science in you Life feature on page 365. Have students conduct an Internet search using the keywords maglev train. Ask
63 them to visit several web sites. Have students share their information in small groups.
Stem Feature: Engineering Design Process: Brainstorm Solutions Has the electricity ever gone out at your home? Some events, like a tree branch falling on a power line, can break the circuit. Research what else can cause a power outage and what the electric company does when the power goes out. Think of ways the electric company can keep the power from going out. STEM: Math Most wall outlets put out 120 volts of electricity, which is too high for many electronic devices. Scientists and Engineers have invented transformers that change the voltage in a circuit. Show to students’ examples of transformers. Help them calculate the resulting voltage of each of these transformers.
64 65