Integrated Science Course Syllabus s1
Integrated Science Course Syllabus
2012-2013
First Semester
Unit 1: Scientific Measurement and Method – Chapter 1 (Weeks 1-4)
Behavior Syllabus, Class Introduction, Get to know you,
Word Wall: Science Vocabulary
Importance of Science (Section 1.1)
Introduction to Scientific Method (Section 1.2)
Measurements and Conversions (Section 1.3)
Lab Safety, Using Lab Equipment (Section 1.4)
Pre-PLAN testing, Graphing and Data Tables, Data Interruption (Section 1.4)
Standards:
QC – I.A.1.a-g
QC – I.A.2.b, g
QC – I.A.3.a-d
Essential Question – How can students use the scientific method to design experiments and interpret results.
· Students will design experiments based on research questions.
· Students will identify variables and use multiple trials.
· Students will collect, organize, and analyze data.
· Students will use results from scientific experiments and draw conclusions based on results.
· Students will safely use lab equipment to collect data.
Essential Question – How is the metric system used to collect data in scientific experiments.
· Students will use appropriate SI units for length, mass, time, temperature, area and volume.
· Students will convert among SI unit prefixes.
· Students will use graphs to organize and analyze data.
Key Vocabulary
Conclusion
Hypothesis
Scientific Law
Scientific Theory
Constant
Control
Independent Variable
Dependent Variable
Distance (meter)
Mass (gram)
Volume (liter)
Time (seconds)
Temperature (Celsius)
Line Graph
Bar Graph
Pie Chart
Instructional Practices
Detergent Lab
Pendulum Lab
Graphing Lab
Measurement Lab
Unit 2: Classification of Matter Solids, Liquids, and Gases-Ch. 2,3,8 (Weeks 5-8)
Homogeneous and Heterogeneous Mixtures, Substances (Section 2.1)
Substances, Elements, Compounds, Matter (Section 2.1)
Chemical Properties/Changes and Physical Properties/Changes (Section 2.2)
Solubility, Solvent, Solute (Section 8.1 and 8.2)
Conductivity, Viscosity, Polarity, Density, Melting Point, Boiling Point (Section 3.1)
Kinetic Molecular Theory
Boyle’s Law, Charles’ Law (Section 3.2)
Standards:
CC: 1.1.5 DOK 2 SC-H-STM-S1 QC - II.A.1.b
SC-H-STM-S-9 QC – II.B.1.a-e
SC-H-STM-U-1 QC – II.B.2.c
SC-H-STM-S-12
SC-H-STM-U-2
Essential Question: How does the structure and motion of atoms determine physical and chemical properties?
· Students will identify how chemical and physical properties of matter are related to the structure of matter.
· Students will define density and predict a substances density relative to other substances.
· Students will distinguish between chemical and physical changes and give examples.
· Students will differentiate between compounds and mixtures based on chemical and physical properties.
Essential Question: How does the role of molecules determine the makeup of solids, liquids, and gases?
· Students will describe phase changes associated with boiling/condensing, and melting/freezing.
· Students will describe the differences between the particles of solids, liquids, and gases.
· Students will explain the Law of Conservation of Matter.
· Students will define Boyle and Charles Law.
Key Vocabulary
Homogeneous Mixtures
Heterogeneous Mixtures
Substances
Elements
Compounds
Matter
Chemical Properties/Changes
Physical Properties/Changes
Solubility
Solvent
Solute
Density
Boiling Point
Melting Point
Boyle’s Law
Charles’ Law
Instructional Practices
Glue Lab
Pop Can Lab
Density Lab
Chemical/Physical Changes Lab
Mixtures Lab
Solubility Lab
Unit 3: Periodic Table of Elements-Chapters 4,5,10 (Weeks 9-11)
Proton, Neutron, Electron (Sections 4.1, 4.2 and 4.3)
Organization of Table (Section 5.1)
Period, Mass #, Atomic # (Section 5.2 and 5.3)
Isotope, Ion
Standards:
CC 1.1.1 SC-H-STM-U-5 QC – IV.B.1.a
CC 4.6.11 SC-H-STM-U-8 QC – IV.B.2.a-g
SC-H-STM-U-3 QC – II.A.2.c
Essential Question: How does the organizational structure of the periodic table reflect properties and structure of the elements?
· Students will list the charge and location of protons, neutrons, and electrons.
· Students will explain the organization of elements into periods and groups.
· Students will determine atomic number, mass number, and number of protons, neutrons, and electrons in isotopes.
· Students will determine the number of valence electrons and draw the Lewis Dot structure for elements.
· Students will identify specific groups and regions on the periodic table and describe their properties.
Key Vocabulary
Proton
Neutron
Electrons
Atomic Number
Mass Number
Ions
Isotope
Group
Period
Metal
Nonmetal
Metalloid
Instructional Practices
3-D Atom Project
Internet Periodic Table Activity
Groups Brochure
Unit 4: Chemical Bonding – Chapter 6 (Weeks 12-14)
Oxidation Number, Electron Dot Diagram (Section 6.1)
Ionic Bond, Covalent Bond (Section 6.2)
Polar and Nonpolar molecules (Section 6.3)
Standards:
CC 1.1.7 DOK 2 SC-H-STM-S-3 QC- IV.A.3.a-d,f
SC-H-STM-S-4 QC- IV.B.4.a
Essential Questions: How are a variety of chemical compounds determined by the sharing or exchange of electrons?
· Students will describe the characteristics of ionic and covalent bonding.
· Students will predict compound formation and bond type as either ionic or covalent.
· Students will draw Lewis Dot Diagrams for ionic and covalent compounds.
· Students will write chemical formulas based on oxidation numbers.
Key Vocabulary
Ionic Bond
Covalent Bond
Polar/Nonpolar
Oxidation Number
Electron Dot Diagram
Instructional Practices
Candy Compounds
Compound Naming Flashcards
Unit 5: Chemical Reactions, Acids, and Bases – Chapter 8 (Week 15-18)
Oxidation, Reactants, Products (Section 7.1)
Concentration, Temperature, and Surface area
Catalysts, Reaction Rates (Section 7.2)
Single Replacement and Double Replacement (Section 7.2 and Section 7.3)
Balancing Formulas, Equations (Section 7.4 and Section 7.5)
Acids and Bases (Section 8.3 and Section 8.4)
Standards:
CC 1.1.6 DOK 3 SC-H-STM-S-14 QC- III.A.3.b,d,e
CC 1.1.8 DOK 3 QC-V.B.1.a-b
QC-V.B.2.f
QC – V.C.1.a,c,f
Essential Question: How are chemical equations identified and balanced?
· Students will balance chemical equations.
· Students will identify the types of chemical equations.
Essential Question: What factors affect the rate of reactions?
· Students will identify and describe the factors that speed up chemical reactions.
· Students will define a catalyst.
Essential Question: What are properties of acids and bases?
· Students will analyze and use the pH scale.
· Students will describe the characteristics of acids and bases.
Key Vocabulary
Acid
Bases
Oxidation
Reactants
Products
Decomposition
Single Replacement
Double Replacement
Reaction Rates
Catalysts
Reactant
Product
Formula
Equations
Instructional Practices
Balancing Flashcards
Slime Lab
pH Lab
Cookie Mystery Lab
Second Semester
Unit 6: Newton’s Laws of Motion and Forces- Chapters 11 and 12 (Week 1-4)
Distance, Displacement, Motion (Section 11.1)
Speed/Velocity, Inertia (Section 11.2)
Acceleration (Section 11.3), Motion Graphs
Forces, Friction, Gravity, Mass vs. Weight (Section 12.1, 12.2)
Newton’s Laws (Section 12.2, 12.3), Momentum (Section 12.3)
Universal Forces, Net Force, Law of Gravitation (Section 12.4)
Standards:
CC: 1.2.1 DOK 3 SC-H-MF-U-3
SC-H-MF-S-1
SC-H-MF-U-1
SC-H-MF-S-2
SC-H-MF-S-3
SC-H-MF-S-4
Essential Questions: How can we use forces and the Laws of Motion to understand motion of objects? How does describing motion allow us to make predictions about real-life phenomena?
· Students will define and calculate speed, distance, velocity, and acceleration.
· Students will construct and interpret distance/time graphs.
· Students will determine how forces affect the motion of an object.
· Students will conduct investigations regarding the motion of objects.
· Students will apply Newton’s three Laws of Motion to real-life phenomena.
Key Vocabulary
Inertia
Force
Mass
Weight
Newton’s 3 Laws
Speed
Velocity
Acceleration
Momentum
Friction
Net Force
Law of Gravitation
Gravity
Air Resistance
Instructional Practices
Speed Lab
Race car Lab
Inertia Lab
Acceleration Lab
Action/Reaction Lab
Unit 7: Energy, Work, and Thermodynamics- Chapters 14 and 15 (Weeks 5-8)
Work, Power, (Section 14.1) Input (Section 14.2), Efficiency (Section 14.3)
Kinetic Energy and Potential Energy, Forms of Energy (Section 15.1)
Conversion and Conservation of Energy (Section 15.2)
Thermal Energy (Section 16.1)
Transfer (Conduction, Convection, & Radiation) (Section 16.2)
Standards:
CC: 4.6.7 DOK 2 SC-H-ET-U-9
CC: 4.6.6 SC-H-ET-S-11
CC: 4.6.4 SC-H-ET-S-8
SC-H-ET-S-3
Essential Questions: Do I need energy to do work? How does energy input compare to energy output?
· Students will explain why the energy output of machines is always less than the energy input.
· Students will be able to list and define the 5 simple machines.
Essential Question: How does the Law of Conservation of Energy apply to real world system?
· Students will be able to differentiate between potential and kinetic energy.
· Students will explain the Law of Conservation of Energy using energy transformations.
· Students will describe how the three Laws of Thermodynamics apply to real world systems.
Key Vocabulary
Law of Conservation of Mass/Energy
Simple Machines
Work
Energy
Work input vs. work output
Efficiency
Friction
Inclined Plane
Levers
Wheel & Axle
Fulcrum
Pulley
Screw
Convection
Conduction
Radiation
Instructional Practices
Roller Coaster Lab
Convection lab
Unit 8: Electricity, and Magnetism- Chapters 20 and 21 (Weeks 9-12)
Static Electricity, Conductor, Insulators (Section 20.1)
Currents, Motor, Generator, Resistors (Section 20.2),
Series Circuit, Parallel Circuit, Electrical Circuits (Section 20.3)
Magnets, Magnetic fields, Magnetic Force (Section 21.1)
Electromagnetisms (Section 21.2)
Voltage, Coulomb’s Law (Section 21.3)
Standards:
CC 1.2.2 DOK 3 SC-H-MF-U-5
SC-H-MF-U-6
SC-H-MF-S-5
SC-H-MF-S-6
SC-H-MF-S-8
SC-H-MF-S-9
Essential Question: Where does Electricity come from?
· Students will predict the behavior of charged objects.
· Students will describe how electricity is generated.
· Students will differentiate between static and current electricity.
· Students will contrast series and parallel circuits.
Essential Question: How are electricity and magnetism related?
· Students will relate how electric charges produce magnetic fields.
· Students will determine the use of electromagnets.
· Students will list the properties of magnets.
· Students will describe how magnetism occurs.
Key Vocabulary
Static Electricity
Conductor
Insulator
Magnetic Field
Magnetic Force
Electromagnet
Voltage
Motor
Generator
Series Circuit
Parallel Circuit
Resistors
Instructional Practices
Static Electricity Lab
VandeGraaff Lab
Circuit Lab
Magnets Lab
Unit 9: Science Fair (Weeks 13-18)