Download UNIT 1 Map of Unpacked Standards

Curriculum Package
2012-2013
Physical Science
Physical Science is an Introductory
Science course that satisfies the Twin
Rivers Unified School District’s
requirement for Junior High Physical
Science. It is a comprehensive
Physical Science Course that
integrates major topics in Physics,
Chemistry and Astronomy. The
course includes a study of atoms,
molecules, compounds, chemical
reactions, motion, forces and the
Solar System. Laboratory
experiences are a major component
of the course in addition to
traditional instruction. Explicit
instruction in reading and writing
will be incorporated in preparation
for the coming of the Common Core
Standards. Students will be provided
access to a wide variety of
informational texts coming from
different sources.
Contents…
Course Outline
Science Summative Assessment
Guides
Unpacked Content Standards
Pacing Guide
Appendix
-Graphic Organizer s
-Science Fair Resources
-CST Blueprints
June 30, 2012
Dear TRUSD Educator,
Welcome to a new Academic Year!
This curriculum package has been created to help teachers and other instructional support
personnel plan instruction and prepare students for the subject area summative assessments.
Additionally, this curriculum package was written to promote high quality, standards-based
instruction in all core subject areas.
Included you will find: Expected Learning Outcomes, Course Outline [may be printed and
distributed to teachers], Unpacked Standards [to help establish the breadth and depth to which each
content standard must be addressed], District Assessment Guides, Sample pacing calendars, and an
appendix. The appendix at the end of the package contains a selection of helpful, subject-specific,
instructional resources.
Curriculum development is a continuous process. As such, these packages are subject to
periodic revisions to reflect possible changes in student population and future amendments as the State
Educational Frameworks are being rewritten. Through the hard work and commitment of passionate
educators over many years, this curriculum package was made a reality. This document reflects the
common vision of these dedicated educators.
For questions about any section of this package, or to offer comments and suggestions for
improvements, please contact the Curriculum and Instruction Office, Secondary Division.
Thank you.
Curriculum and Instruction
Secondary Division
Bay C, TRUSD District Office
McClellan, CA 95652
916-566-1600
Department:
SCIENCE
Course Title:
Physical Science
Grade Level:
8
Length:
1 Academic Year
Number of Credits:
N/A
Pre-requisite:
Please consult Site Councilor.
1.0 COURSE DESCRIPTION:
Physical Science is an introductory science course that satisfies the Twin Rivers Unified School
District’s requirement for Junior High Physical Science. It is a comprehensive Physical Science
Course that integrates major topics from Physics, Chemistry and Astronomy. In this course,
students will study the four key concepts that help unify the physical sciences: force and energy;
the law of conservation of mass and energy; atoms, molecules, and the atomic theory; and kinetic
theory. Additionally, students will begin studying the sciences using a more quantitative,
mathematically-based approach in preparation for High School Science courses. ‘Inquiry-based
laboratory experiences’ is an integral component of the course. Explicit instruction in reading
and writing will be incorporated in preparation for the coming of the Common Core Standards.
Students will be provided access to a wide variety of informational texts coming from different
sources.
2.0 COURSE GOALS:
At the end of this year-long course, students will be able to:
a. understand that the velocity of an object is the rate of change of its position and know that
changes in velocity are caused by unbalanced forces.
b. discuss how all forms of matter are composed of one or more of the elements, and explain
how each of these elements has distinct properties and a distinct atomic structure.
c. use the periodic table to describe the properties of the elements, the structure of their atoms,
and their capacity to bond.
d. describe chemical reactions as processes in which atoms are rearranged into different
combinations of molecules, where there is no loss in mass nor energy.
e. explain how the chemistry of Carbon underlies the functioning of biological systems.
f. understand that the structure and composition of the universe can be determined from
studying stars and galaxies and their evolution.
g. explain the nature of buoyant force, and use this knowledge to explain and predict the
floating and sinking of objects in a given fluid.
h. design and perform experiments to solve a particular problem, from formulation of a
measurable hypothesis, to analysis and proper communication of results.
3.0 Textbook:
Berdwald, J, Gonya, J., Klevickis, C, Zike, D., Dingrando, L., Haase, D., Turiel, I., Fisher,
D., and M. Zorn. 2007. Focus on Physical Science. New York, New York:
Glencoe/McGraw-Hill Publishing Company, 617 pp.
4.0 Supplementary Materials:
Supplementary materials provided by the publisher include the lab manual and teacher’s edition of
the textbook, and various electronic resources.
Electronic Resources available at: www.ca8.msscience.com
1H
5.0 California Content Standards
The California Content Standards are organized into ‘Cluster Strands’ (or Standard Sets) that
correspond to the major themes covered in the Course:
Standard Set 1: Motion
1. The velocity of an object is the rate of change of its position. As a basis for understanding this concept:
a.
Students know position is defined in relation to some choice of a standard reference point and a set of
reference directions.
b.
Students know that average speed is the total distance traveled divided by the total time elapsed and that
the speed of an object along the path traveled can vary.
c.
Students know how to solve problems involving distance, time, and average speed.
d.
Students know the velocity of an object must be described by specifying both the direction and the speed
of the object.
e.
Students know changes in velocity may be due to changes in speed, direction, or both.
f.
Students know how to interpret graphs of position versus time and graphs of speed versus time for
motion in a single direction.
Standard Set 2: Forces
2. Unbalanced forces cause changes in velocity. As a basis for understanding this concept:
a.
Students know a force has both direction and magnitude.
b.
Students know when an object is subject to two or more forces at once, the result is the cumulative effect
of all the forces.
c.
Students know when the forces on an object are balanced, the motion of the object does not change.
d.
Students know how to identify separately the two or more forces that are acting on a single static object,
including gravity, elastic forces due to tension or compression in matter, and friction.
e.
Students know that when the forces on an object are unbalanced, the object will change its velocity (that
is, it will speed up, slow down, or change direction).
f.
Students know the greater the mass of an object, the more force is needed to achieve the same rate of
change in motion.
g.
Students know the role of gravity in forming and maintaining the shapes of planets, stars, and the solar
system.
Standard Set 3: Structure of Matter
Each of the more than 100 elements of matter has distinct properties and a distinct atomic structure. All forms
of matter are composed of one or more of the elements. As a basis for understanding this concept:
a.
Students know the structure of the atom and know it is composed of protons, neutrons, and electrons.
b.
Students know that compounds are formed by combining two or more different elements and that
compounds have properties that are different from their constituent elements.
c.
Students know atoms and molecules form solids by building up repeating patterns, such as the crystal
structure of NaCl or long-chain polymers.
d.
Students know the states of matter (solid, liquid, gas) depend on molecular motion.
e.
Students know that in solids the atoms are closely locked in position and can only vibrate; in liquids the
atoms and molecules are more loosely connected and can collide with and move past one another; and in
gases the atoms and molecules are free to move independently, colliding frequently.
f.
Students know how to use the periodic table to identify elements in simple compounds.
Standard Set 4: Earth in the Solar System (Earth Sciences)
The structure and composition of the universe can be learned from studying stars and galaxies and their
evolution. As a basis for understanding this concept:
a.
Students know that the Sun is one of many stars in the Milky Way galaxy and that stars may differ in size,
temperature, and color.
b.
Students know that the Sun is one of many stars in the Milky Way galaxy and that stars may differ in size,
temperature, and color.
c.
Students know how to use astronomical units and light years as measures of distances between the Sun,
stars, and Earth.
d.
Students know that stars are the source of light for all bright objects in outer space and that the Moon
and planets shine by reflected sunlight, not by their own light.
e.
Students know the appearance, general composition, relative position and size, and motion of objects in
the solar system, including planets, planetary satellites, comets, and asteroids.
Standard Set 5: Chemical Reactions
Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. As a
basis for understanding this concept:
a.
Students know reactant atoms and molecules interact to form products with different chemical
properties.
b.
Students know the idea of atoms explains the conservation of matter: In chemical reactions the number
of atoms stays the same no matter how they are arranged, so their total mass stays the same.
c.
Students know chemical reactions usually liberate heat or absorb heat.
c.
Students know physical processes include freezing and boiling, in which a material changes form with no
chemical reaction.
d.
Students know how to determine whether a solution is acidic, basic, or neutral.
Standard Set 6: Chemistry of Living Systems
Principles of chemistry underlie the functioning of biological systems. As a basis for understanding this
concept:
a.
Students know that carbon, because of its ability to combine in many ways with itself and other elements,
has a central role in the chemistry of living organisms.
b.
Students know that living organisms are made of molecules consisting largely of carbon, hydrogen,
nitrogen, oxygen, phosphorus, and sulfur.
c.
Students know that living organisms have many different kinds of molecules, including small ones, such
as water and salt, and very large ones, such as carbohydrates, fats, proteins, and DNA.
Standard Set 7: Periodic Table
The organization of the periodic table is based on the properties of the elements and reflects the structure of
atoms. As a basis for understanding this concept:
a.
Students know how to identify regions corresponding to metals, nonmetals, and inert gases.
b.
Students know each element has a specific number of protons in the nucleus (the atomic number) and
each isotope of the element has a different but specific number of neutrons in the nucleus.
c.
Students know substances can be classified by their properties, including their melting temperature,
density, hardness, and thermal and electrical conductivity.
Standard Set 8: Density and Buoyancy
All objects experience a buoyant force when immersed in a fluid. As a basis for understanding this concept:
a.
Students know density is mass per unit volume.
b.
Students know how to calculate the density of substances (regular and irregular solids and liquids) from
measurements of mass and volume.
c.
Students know the buoyant force on an object in a fluid is an upward force equal to the weight of the
fluid the object has displaced.
d.
Students know how to predict whether an object will float or sink.
Standard Set 9: Investigation and Experimentation Standards
Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for
understanding this concept and addressing the content in the other three strands, students should develop their
own questions and perform investigations. Students will:
a.
Plan and conduct a scientific investigation to test a hypothesis.
b.
Evaluate the accuracy and reproducibility of data.
c.
Distinguish between variable and controlled parameters in a test.
d.
Recognize the slope of the linear graph as the constant in the relationship y = kx and apply this principle
in interpreting graphs constructed from data.
e.
Construct appropriate graphs from data and develop quantitative statements about the relationships
between variables.
f.
Apply simple mathematic relationships to determine a missing quantity in a mathematic expression, given
the two remaining terms (including speed = distance/time, density = mass/volume, force = pressure ×
area, volume = area × height).
g.
Distinguish between linear and nonlinear relationships on a graph of data.
Standard Set 10: Target Common Core Standards (ELA):
READING: Cite specific textual evidence to support analysis of science and technical texts.
READING: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct
from prior knowledge or opinions.
WRITING: Write arguments focused on discipline-specific content by introducing claim(s) about a topic or issue,
acknowledging and distinguishing the claim(s) from alternate or opposing claims, and organizing the reasons and evidence
logically.
6.0 Suggested Instructional Strategies and Alternative Assessment Options
Instructional Strategies
Computer assisted learning
Cooperative Learning Groups
Debates
Demonstrations
Discussion
Explicit Direct Instruction
Field trips
Graphic organizers
Guest speakers
Independent practice
Individual and or group projects
Interactive media [e.g.
Videoconferencing]
Internet activities
Jigsaw activities
Laboratory Investigations
Manipulative activities
Modeling
Oral presentation
Pair-share activities
Peer teaching
Posters/displays
Projects
Reciprocal teaching
Research projects
Role playing and dramatization
Whole Group Instruction and discussion
Assessment Strategies
Assignments/Homework
Class participation
Graded discussion
In-class essays
In-class participation
Interactive notebooks
District Assessments [SASA]
Laboratory Reports
Oral presentations
Peer Evaluation
Portfolios
Projects
Publications
Research papers
Self evaluation
Posters/Scientific Poster Papers
Student publications and newspapers
Web-based tests and quizzes
NOTE: A list of varied formative assessments with
descriptions and examples can be found in the Appendix
Section.
2012-2013 PHYSICAL SCIENCE PACING GUIDE & ASSESSMENT CALENDAR
M
T
August
W
Th
F
M
T
W
Th
F
M
T
W
Th
F
M
T
W
Th
F
M
T
W
Th
F
Total Days
1
2
3
6
7
8
9
10
13
14
15
16
17
20
21
22
23
24
27
28
29
30
31
17
26
27
28
18
Unit 1 - Introduction to the Physical Sciences and The World of Motion
3
September
October
1
6
7
10
11
12
2
3
4
5
8
9
10
11
12
15
16
13
17
14
17
18
19
1
2
5
6
7
8
9
12
13
3
4
5
6
7
10
11
12
2
3
4
7
8
Winter Break
1
9
19
22
13
14
17
15
16
19
Unit 2 Test
18
19
Unit 3 - Astronomy
1
18
14
Unit 2 (Part III) - Density and Buoyancy
February
21
24
1
23
20
21
20
24
25
5
6
4
5
6
25
26
29
30
26
27
10
11
14
15
16
17
7
8
11
12
13
14
7
8
11
12
13
21
22
23
26
27
28
31
18
21
22
23
24
25
28
2
3
4
5
8
9
10
11
12
15
16
17
18
15
18
19
15
18
19
1
2
3
6
7
8
9
Bonding
10
13
14
20
20
19
22
23
24
15
16
17
20
21
22
May 19 is Science Fair (District-Wide)!
Ends of Trimesters
September PD Days
13
15
29
30
31
17
21
22
25
21
26
27
28
15
Unit 4 Test
22
25
26
27
28
29
15
25
26
29
30
27
28
21
U5 Part 3 - Bonding
Unit 5 (Part 4) - Chemistry of Living Systems
June
30
Spring Break
Unit 5 (Part 2) - Chem Reactions/Law of Cons of E
May
29
U4 (Part II) - States/Changes in State
Presidents' Week
14
28
Unit 3- Astronomy
Unit 5 (Part 1) - Chemical Reactions
1
22
Winter Break
Unit 3 Test
Unit 4 (Part I) - Prop's of Matter, Atomic T
4
24
25
Unit 1 Test
Thanksgiving Break
U4 (Part III) - Periodic Table and Periodic Trends
March
Vacation Days/Holidays
Trimester 1
26-Oct
4-Sep
Grant/Del Paso
Thanksgiving
November 19-23
Trimester 2
15-Feb
31May
7-Sep
Rio Linda
Dec 24 - Jan 7
10-Sep
Foothill Farms
Winter Break
Presidents'
Week
14-Sep
North Highlands
Trimester 3
20
Unit 2 (Part II) - Forces and Newton's Laws
Unit 2 (Part I)- Introduction to Forces
January
April
5
Unit 1 - Introduction to the Physical Sciences and The World of Motion
November
December
4
Spring Recess
February 18-22
March 22-Apr 1
23
24
29
30
31
22
Finals Week
0
TOTAL
175
CST Testing Period
Last week of April - First Week of May
PHYSICAL SCIENCE GRADE 8
Curriculum Calendar 2010-2011
Unit
Topic
Standards
# of Instructional
Days*
1
Introduction to Science and
Motion
I & E, 4a-4e,
2g
37 days
2
Forces:
(Nature of Forces, Newton’s Laws,
Density and Buoyancy)
2a-2f
8a-8d
34 days
3
Astronomy
1a-1f
20 days
4
Properties and States of
Matter and Changes in State
3a-3e
17 days
5
Atomic Structure and
Periodic Table
7a-7c, 3f, 5d
15 days
6
Reactions and Bonding
5a-5c
41 days
7
Chemistry of Living Systems
3c, 5e, 6a-6c
13 days
*Calendar does not include days for testing and CST Reviews, as well as Finals Week.
“If knowledge can create problems, it is not through ignorance that we can solve them.”
UNIT 1 Map of Unpacked Standards
Motion [Physics]
Standard Set 1
1a. Students know position is
defined in relation to some
choice of a standard reference
point and a set of reference
directions.
1b & 1c. Students know that average speed is
the total distance traveled divided by the
total time elapsed and that the speed of an
object along the path traveled can vary.
a. Students should be able to define what a
“reference point” is and give examples
[buildings, flag pole, sign post].
b. Students should be able to explain how
motion is relative- it is described using reference
directions in comparison to the position of a
reference point.
c. Students in grade eight should be able to
track the motion of objects in a twodimensional (x, y) coordinate system and
analyze distance/position – time graphs.
1d. Students know the velocity of an object
must be described by specifying both the
direction and the speed of the object.
1e. Students know changes in
velocity may be due to
changes in speed, direction,
or both.
a. Students know the formula for
average speed [total distance divided by
total time] and is able to apply the
formula to find any missing variable.
a. Students know how some
quantities, called vector quantities,
require both magnitude and
direction.
a. Students can explain how
acceleration can result from a
change in speed or direction or
both.
b. Students can explain how speeds
may vary in a trip and given a
velocity/time graph, can calculate
average speed given a time period.
b. Students know that vector
quantities such as displacement [vs.
distance], velocity, and forces can be
represented using arrows [length of
arrow represents magnitude].
b. Students should be able to
give examples of situations that
involve all kinds of acceleration
(positive, negative, and due to
change in direction.
1f. Students know how to
interpret graphs of position
versus time and graphs of
speed versus time for
motion in a single direction.
a. Students should be able to
interpret velocity/time graphs.
b. At the end of the unit, students
should be able to distinguish graphs
showing NO motion, positive
acceleration, negative acceleration,
and constant speed.
c. Students are familiar with the
various units to describe speed [meters
per second, km/hr, mi/hr].
Target Common Core Standards (ELA):
READING: Cite specific textual evidence to support analysis of science and
technical texts.
READING: Determine the central ideas or conclusions of a text; provide an
accurate summary of the text distinct from prior knowledge or opinions.
WRITING: Write arguments focused on discipline-specific content by
introducing claim(s) about a topic or issue, acknowledging and distinguishing
the claim(s) from alternate or opposing claims, and organizing the reasons
and evidence logically.
Unit 2a Map of Unpacked Standards
Forces Part A [Physics]
Standard Set 2
2a. Students know a force has
both direction and magnitude.
2b. Students know when an
object is subject to two or
more forces at once, the
result is the cumulative
effect of all the forces.
2c. Students know when the
forces on an object are
balanced, the motion of the
object does not change.
a. Students can explain
how an object is acted
upon by a combination of
one or more forces.
a. Students can
distinguish between
balanced and unbalanced
forces.
c. Students can represent the
direction and magnitude forces as
arrows
b. Students can calculate
the resultant force when
forces are acting in one
direction or from opposite
directions.
b. Students can predict if
a combination of forces
will result in motion or a
change in speed.
d. Students can identify Newton as
a unit of force, and can define it as
being equivalent to 1 kg-m/s2.
c. Students can identify
the direction of the
resultant force.
a. Students can define forces as a
push or a pull
b. Students can explain why forces
are vector quantities, containing
both magnitude and direction.
c. Students can explain
why a net force is NOT
required to keep a
moving object’s speed
constant.
d. Students can draw or
analyze a force diagram.
2d. Students know how to identify
separately the two or more forces
that are acting on a single static
object, including gravity, elastic
forces due to tension or compression
in matter, and friction.
a. Students can
differentiate between the
terms weight and mass
and can explain how the
former is influenced by
gravity.
b. Students can describe
the nature of frictional
force.
c. Students can describe
what elastic forces are
and differentiate between
compression and tension.
Target Common Core Standards (ELA):
READING: Cite specific textual evidence to support analysis of science and
technical texts.
READING: Determine the central ideas or conclusions of a text; provide an
accurate summary of the text distinct from prior knowledge or opinions.
WRITING: Write arguments focused on discipline-specific content by
introducing claim(s) about a topic or issue, acknowledging and distinguishing
the claim(s) from alternate or opposing claims, and organizing the reasons
and evidence logically.
2e. Students know that when the
forces on an object are unbalanced,
the object will change its velocity
(that is, it will speed up, slow
down, or change direction).
a. Students can identify the effects of
unbalanced forces: change in speed
and/or change in direction.
b. Students can describe what centripetal
force is and the opposite counter-acting
force.
2f. Students know the greater
the mass of an object, the
more force is needed to
achieve the same rate of
change in motion.
a. Students can explain
the three laws of motion
developed by Isaac
Newton.
b. Students can explain
why a greater force is
required to accelerate a
bigger mass.
c. Students can use the
formula F=ma to
calculate F, m or a using
appropriate units.
Unit 2b Map of Unpacked Standards
Forces Part B Density and Buoyancy [Physics]
Standard Set 8
8b. Students know how to calculate the density of
substances (regular and irregular solids and liquids)
from measurements of mass and volume.
a. Students know how to measure the density of regular solids
such as a cube [V = L x W x H].
b. Students can measure the density of irregular solids by using
the water displacement method to calculate volume.
c. Students can measure the density of different liquids and
determine the location of several liquids in a density column.
8c. Students know the buoyant force on an object
in a fluid is an upward force equal to the weight
of the fluid the object has displaced.
8d. Students know how to predict whether an
object will float or sink.
a. Students can compare densities of liquids and
solids to determine which will float or sink.
a. Students can describe the nature of buoyant force
by explaining that it is equivalent to the weight of
the displaced fluid [Archimedes’ principle].
b. Students can explain how objects float or sink
as a relationship between two forces: buoyancy and
weight.
c. Students can discuss how the density of objects
can be manipulated to make it float or sink.
b. Students can explain why heavy objects such
as big ships can float on water.
c. Students can measure the comparative
densities of liquids using a classroom-made
hydrometer.
d. Students can define fluids as either as liquid
or a gas.
Target Common Core Standards (ELA):
READING: Cite specific textual evidence to support analysis of science and
technical texts.
READING: Determine the central ideas or conclusions of a text; provide an
accurate summary of the text distinct from prior knowledge or opinions.
WRITING: Write arguments focused on discipline-specific content by
introducing claim(s) about a topic or issue, acknowledging and distinguishing
the claim(s) from alternate or opposing claims, and organizing the reasons
and evidence logically.
-Isaac Asimov (1920-1992)
Unit 3 Map of Unpacked Standards
2g. Students know the role of
gravity in forming and
maintaining the shapes of
planets, stars, and the solar
system.
a. Students can describe gravity as a
force of attraction between masses,
accounting for the spherical shapes of
space objects.
b. Students can explain how gravity
influences the orbits of planets
around the Sun and the moon
around the Earth.
c. Students can explain Newton’s
Law of Universal Gravitation [the
more massive objects are the greater
the force of gravity between them].
d. Students can describe how gravity
led to the formation of stars from
simple elements such as Hydrogen,
Helium and Lithium.
4a. Students know galaxies are
clusters of billions of stars
and may have different
shapes.
a. Students can describe
how billions of stars are
organized into clusters
called galaxies.
b. Students can classify
galaxies according to its
shape- spherical, irregular.
c. Students know how to
classify our own galaxy, the
Milky Way.
Space Science [Astronomy]
Standard Set 4
4b. Students know that the Sun
is one of many stars in the
Milky Way galaxy and that
stars may differ in size,
temperature, and color.
4c. Students know how to use
astronomical units and light
years as measures of
distance between the Sun,
stars, and Earth.
a. Students can explain
how stars vary greatly in
size, color, and
temperature.
a. Students should be able to
explain why a different set of
units must be used when
measuring distances in space.
b. Students can diagram
a star’s life cycle,
identifying the
characteristic features of
each stage.
b. Students should be able to
define the units LY [light-year]
and AU [astronomical unit] and
differentiate between the two.
c. Students can describe
the Star as a fairly
typical yellow star.
c. Students should be able to
determine when to use LY or AU
given a situation.
d. Students can deduce
the relative surface
temperature of a star by
its color.
4d. Students know that
stars are the source of
light for all bright objects
in outer space and that
the Moon and planets
shine by reflected
sunlight, not by their own
light.
a. Students should know how
energy is released from inside a
star’s core through nuclear
fusion.
b. Students should be able to
explain how light elements fuse
into heavier elements inside a
star.
c. Students should be able to
explain that the outward
release of gravity inside a star
is balanced by the inward pull
of gravity.
d. Students should be able to
explain how only stars can
produce light.
Target Common Core Standards (ELA):
READING: Cite specific textual evidence to support analysis of science and
technical texts.
READING: Determine the central ideas or conclusions of a text; provide an
accurate summary of the text distinct from prior knowledge or opinions.
WRITING: Write arguments focused on discipline-specific content by
introducing claim(s) about a topic or issue, acknowledging and distinguishing
the claim(s) from alternate or opposing claims, and organizing the reasons
and evidence logically.
4e. Students know the
appearance, general
composition, relative position
and size, and motion of objects
in the solar system, including
planets, planetary satellites,
comets, and asteroids.
a. Students should know the most upto-date definition of a planet [Pluto is
now a dwarf planet] and should be
able to state each planet in the Solar
System according to its distance from
the Sun.
b. Students should be able to
characterize each planet in terms of its
distance from the Sun, size, periods of
rotation and revolution, composition
and nature of its atmosphere.
c. Students should be able to
differentiate the inner planets from the
outer planets.
d. Students should be able to describe
other bodies in space such as asteroids,
comets, satellites, etc.
Unit 4 Map of Unpacked Standards
Properties & States of Matter, Atomic Structure
Standard Set 3, 5, 7, and 8
3d. Students know the states of
matter (solid, liquid, and gas)
depend on molecular motion.
a. Students can explain that
matter exists in three
different forms or states
depending on particle motion
[kinetic energy].
b. Students can classify
samples of matter as solid,
liquid, or gas.
c. Students can restate the
Kinetic Molecular Theory of
Matter and use this theory to
explain the differences among
solids, liquids, and gas.
3e. Students know that in solids the atoms
are closely locked in position and can only
vibrate; in liquids the atoms and
molecules are more loosely connected and
can collide with and move past one
another; and in gases the atoms and
molecules are free to move independently,
colliding frequently.
a. Students can describe melting as the process where a
solid changes into a liquid. Upon application of heat,
solid particles begin to move faster as the change in
state occurs.
b. Students will explain freezing as the process where
a liquid changes into a solid. Upon cooling, liquid
particles begin to slow down as the change in state
occurs.
c. Students can describe vaporization as the process
where a liquid changes into a solid. Upon application
of heat, liquid particles begin to move faster as the
change in state occurs.
d. Students will explain condensation as the process
where a gas changes into a liquid. Upon cooling, gas
particles begin to slow down as the change in state
occurs.
e. Students can use the melting points and boiling
points of substances to determine when a change of
state will occur.
f. Students can identify the change of state involved
given examples [e.g. dew formation as condensation].
5d. Students know physical processes
include freezing and boiling, in
which a material changes form with
no chemical reaction.
7c. Students know substances can
be classified by their properties,
including their melting
temperature, density, hardness,
and thermal and electrical
conductivity.
a. Students can differentiate between
chemical and physical changes.
b. Students can explain why
changes of state such as freezing and
vaporization are classified as
physical changes.
c. Students can give examples of
other physical changes.
a. Students can classify properties
of matter as either physical or
chemical.
b. Students can explain why
boiling and freezing points are
considered as physical properties.
8a. Students will describe
density as a physical
property and calculate
density as mass per unit
volume
3a. Students know the structure
of the atom and know it is
composed of protons,
neutrons, and electrons.
a. Students can use the
formula D = M/V to
calculate any missing
variable [given two
known terms].
a. Students can draw (or
analyze a diagram of) the
basic structure of an atom.
b. Students can compare
the densities of different
substances [solids,
liquids, and gas].
b. Students can differentiate
among proton, neutron,
and electron based on the
particle’s charge, mass, and
location.
7b. Students know each element
has a specific number of
protons in the nucleus (the
atomic number) and each
isotope of the element has a
different but specific number of
neutrons in the nucleus.
a. Students can define an “element”
as a pure substance with a definite
number of protons in its atom’s
nucleus.
b. Students can explain how the
atomic number of an element
represents the number of protons in its
nucleus.
c. Explain how an element’s atomic
number determines its location on the
periodic table.
Target Common Core Standards (ELA):
READING: Cite specific textual evidence to support analysis of science and
technical texts.
READING: Determine the central ideas or conclusions of a text; provide an
accurate summary of the text distinct from prior knowledge or opinions.
WRITING: Write arguments focused on discipline-specific content by
introducing claim(s) about a topic or issue, acknowledging and distinguishing
the claim(s) from alternate or opposing claims, and organizing the reasons
and evidence logically.
Unit 5,6 Map of Unpacked Standards
3f. Students know how to use the
periodic table to identify elements in
simple compounds.
7a. Students know how to identify
regions corresponding to metals,
nonmetals, and inert gases.
a. Students can identify the names of
common compounds and their formulas
(water = H2O, carbon dioxide = CO2, salt
= NaCl).
a. Students can describe the physical
and chemical properties of metals,
non-metals, and inert gases.
b. Students can analyze the atom-by-atom
composition and element ratio of a
compound given its formula.
b. Students can classify any element
as metallic, non-metallic, semimetallic, or as an inert (noble) gas
given its position on the periodic
table.
c. Students know how to use the periodic
table by specifying the element being
described given the group and period
number.
Periodic Table, Chemical Reactions, and Bonding
Standard Set 3, 5, 7, and 8
3b. Students know that compounds
are formed by combining two or
more different elements and that
compounds have properties that are
different from their constituent
elements.
3c. Students know atoms and
molecules form solids by
building up repeating patterns,
such as the crystal structure of
NaCl or long-chain polymers.
a. Students can describe the
crystalline structure of some
solids and give examples.
a. Students can determine the
elements making up a compound.
b. Students can create a
model of a crystal showing
the repeating structures.
b. Students can explain how the
properties of a compound are
different from the properties of the
elements that are making them up.
c. Students can explain how
some substances are
polymers, chains made up of
repeating units and give
examples.
c. Students can identify the signs
that signify that a chemical reaction
has occurred.
5a. Students know reactant atoms
and molecules interact to form
products with different chemical
properties.
a. Students can explain what
happens during a chemical
reaction.
b. Students can represent simple
chemical reactions, using equations.
c. Students can identify the
reactants and products in a
chemical reaction.
Target Common Core Standards (ELA):
READING: Cite specific textual evidence to support analysis of science and
technical texts.
READING: Determine the central ideas or conclusions of a text; provide an
accurate summary of the text distinct from prior knowledge or opinions.
WRITING: Write arguments focused on discipline-specific content by
introducing claim(s) about a topic or issue, acknowledging and distinguishing
the claim(s) from alternate or opposing claims, and organizing the reasons
and evidence logically.
5b. Students know the idea of
atoms explains the conservation
of matter: In chemical reactions
the number of atoms stays the
same no matter how they are
arranged, so their total mass
stays the same.
a. Students can explain how
chemical reactions simply
involve the rearrangement of
atoms.
b. Students can state the Law
of Conservation of Matter and
apply this law to explain
experimental data involving
masses of reactants and
products.
5c. Students know
chemical reactions
usually liberate heat
or absorb heat.
a. Students can classify a
chemical reaction as
exothermic and endothermic.
b. Students can evaluate
energy diagrams, identifying
parts of the graph that
represent energy released or
absorbed.
c. Students can apply the
Law of Conservation of
Energy to explain heat
content (calorie) data
involving reactants and
products.
Unit 6 Chemistry of Living Systems
Chemistry of Living Systems
Standard Sets 5 & 6
3c. Students know atoms
and molecules form
solids by building up
repeating patterns, such
as the crystal structure
of NaCl or long-chain
polymers.
a. Students should be able to
recognize compounds with
crystalline structures [NaCl] and
compounds that consist of long
chains of repeating units
[polymers].
b. Students should be able to
identify most organic compounds
[proteins, polysaccharides] as
polymers.
5e. Students know how to
determine whether a solution
is acidic, basic, or neutral.
a. Students should be able to describe the
physical properties of acids and bases.
b. Students should be able to distinguish
between acids and bases based on their
reactions with indicators [litmus paper,
red cabbage juice].
c. Students should be familiar with pH
values and the pH scale and be able to
use it to classify acids, bases and neutral
substances.
6a. Students know that Carbon,
because of its ability to combine in
many ways with itself and other
elements, has a central role in the
chemistry of living organisms.
6b. Students know that living
organisms are made of molecules
consisting largely of carbon,
hydrogen, nitrogen, oxygen,
phosphorus, and sulfur.
a. Students should be able to identify
the different chemical properties of
Carbon particularly its bonding
capacities.
a. Students can identify the six most
abundant elements in living things [S, P, O,
N, C and H].
b. Students should be able to
describe how Carbon can bond with
itself and/or other elements to form
molecules of different shapes
[tetrahedral, planar, and linear].
b. Students can explain that the
combination of these six elements
[SPONCH] result in a wide variety of
simple to complex organic molecules
important to living systems.
c. Students can explain how
Carbon-based molecules play a
central role in the Chemistry of life.
6c. Students know that living organisms
have many different kinds of
molecules, including small ones, such
as water and salt, and very large ones,
such as carbohydrates, fats, proteins,
and DNA.
a. Students should be able to describe
each of the different categories of organic
substances present in living systems as
well as identify their functions.
b. Students should be able to describe the
composition of lipids, carbohydrates,
proteins and nucleic acids.
c. Students should be able to explain how
some biologically important substances
are small molecules [water, salt.
Target Common Core Standards (ELA):
READING: Cite specific textual evidence to support analysis of science and
technical texts.
READING: Determine the central ideas or conclusions of a text; provide an
accurate summary of the text distinct from prior knowledge or opinions.
WRITING: Write arguments focused on discipline-specific content by
introducing claim(s) about a topic or issue, acknowledging and distinguishing
the claim(s) from alternate or opposing claims, and organizing the reasons
and evidence logically.
Unit 7 Map of Unpacked Standards
Experimentation and Investigation
from Standard Set 9
9a. Students will plan and
conduct a scientific
investigation to test a
hypothesis.
a. Students can identify a
problem within the realm of
science and state this problem as
a question.
b. Students can formulate a
measurable hypothesis.
c. Students can design an
experiment to test a particular
hypothesis.
d. Students can set up a data
table to organize experimental
results.
9b. Evaluate the
accuracy and
reproducibility of data.
a. Students can
determine if a set of data
is accurate by comparing
it to set of accepted or
actual values.
b. Students can evaluate
if a set of data is
reproducible by
determining if repeated
tests yield the same set of
results.
9c. Distinguish between
controlled parameters in a
test.
a. Students can distinguish
between dependent and
independent variables.
b. Students can explain
why controlled variables
are necessary in a scientific
investigation.
9d. Recognize the slope of a linear
graph as the constant in the
relationship “y =kx” and apply
this principle in interpreting
graphs constructed from data.
a. Students can analyze a
graph showing a linear
relationship, and recognize that
the slope of the graph is the
constant k in the direct
variation equation “y = kx.”
b. Given a data table or graph,
students can determine if a
linear relationship exists
[positive or negative slope].
9e. Construct appropriate
graphs from data and
develop quantitative
statements about the
relationships between
variables.
a. Students can create
appropriate graphs given a set of
data [bar graphs to show
comparative relationships, line
graphs to show changes over time
or trends].
b. Students can derive simple
mathematical relationships given
a set of data.
9f. Apply simple
mathematical relationships
to determine a missing
quantity in a mathematical
expression given the two
remaining terms.
a. Students can use any given
equation [r = d/t, d = m/v,
p = f/a] to calculate for any
missing term.
b. Students can identify the
unknown and given/s in a
problem as well as determine
the formula that can be used to
solve the problem.
e. Students can write up a
conclusion section explaining
results.
Target Common Core Standards (ELA):
READING: Cite specific textual evidence to support analysis of science and
technical texts.
READING: Determine the central ideas or conclusions of a text; provide an
accurate summary of the text distinct from prior knowledge or opinions.
WRITING: Write arguments focused on discipline-specific content by
introducing claim(s) about a topic or issue, acknowledging and distinguishing
the claim(s) from alternate or opposing claims, and organizing the reasons
and evidence logically.
9g. Distinguish between
linear and non-linear
relationships on a
graph of data.
a. Students can create a
scatter plot, given a set of
data points, and determine
if a linear relationship
exists.
b. Students can determine,
given a scatter plot, if a
non-linear relationship
[logarithmic, parabolic]
exists.