Download CHAMBERSBURG AREA SCHOOL DISTRICT

CHAMBERSBURG AREA SCHOOL DISTRICT
COURSE OF PLANNED INSTRUCTION
SCHOOL CASHS
DEPARTMENT SCIENCE
COURSE TITLE INTEGRATED SCIENCE
DATE 2004
GRADE 10 COURSE LENGTH ONE YEAR
LESSON FREQUENCY (PER WEEK) 5 TIME 47 minutes COURSE REVISED
COURSE CREDIT one COURSE REQUIRED NO ELECTED YES
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I.
MAJOR COURSE OJBECTIVES AND STUDENT PERFORMANCE INDICATORS
All Students Will:
A. Complete a survey of introductory topics related to biology.
PA Academic Standards for Science & Technology 3.3.10.A and 3.3.12.A
1.
2.
B.
Explain the structure and functional similarities and differences found among living things.

Identify and characterize major life forms according to their placement in existing
classification groups.

Describe organizing schemes of classification keys.

Identify and characterize major life forms by kingdom, phyla, class, and order.
Explain the relationship between structure and function at all levels of organization.

Explain and analyze the relationship between structure and function at the molecular,
cellular, and organ-system level.

Describe and explain structural and functional relationships in each of the five (or six)
kingdoms.
Complete a survey of introductory topics related to chemistry.
PA Academic Standards for Science & Technology 3.4.10.A and 3.4.10.B
1.
Explain concepts about the structure and properties of matter.

Know that atoms are composed of even smaller sub-atomic structures whose properties
are measurable.

Predict the behavior of gases.

Describe various types of chemical reactions by applying the laws of conservation of
mass and energy.

Apply knowledge of mixtures to appropriate separation techniques.
2.

Understand that carbon can form many kinds of compounds.

Examine the structure & function of fats, carbohydrates, and proteins
Analyze energy sources and transfers of heat.

Use knowledge of chemical reactions to generate an electrical current.

Evaluate energy changes in chemical reactions.

Use knowledge of conservation of energy and momentum to explain common
phenomena.

Distinguish between nuclear fission and nuclear fusion.
PA Academic Standards for Environment & Ecology 4.2.10.A
1.
Explain that renewable and nonrenewable resources supply energy and materials.




C.
Identify alternative sources of energy.
Explain food and fiber as renewable resources.
Examine the multitude of consumer products made from petroleum.
Explore the use of nuclear power as a source of energy.
Complete a survey of introductory topics related to environmental studies & ecology.
PA Academic Standards for Environment & Ecology 4.1.10.A, 4.1.10.B, 4.1.10.C, 4.1.10.D, and 4.1.10.E
1.
Describe changes that occur from a stream’s origin to its final outflow.
2.
Explain the relationship among landforms, vegetation and the amount and speed of water.
3.
Describe the physical characteristics of a stream and determine the types of organisms found in
aquatic environments.
4.
Describe the multiple functions of wetlands.
5.
Identify and describe natural and human events on watersheds and wetlands.
PA Academic Standards for Environment & Ecology 4.3.10.A and 4.3.10.B
1.
Describe environmental health issues.
2.
Explain how multiple variables determine the effects of pollution on environmental health, natural
processes and human practices.
PA Academic Standards for Environment & Ecology 4.6.10.A, 4.6.10.B, and 4.6.10.C
1.
Explain the biotic and abiotic components of an ecosystem and their interaction.
2.
Explain how cycles affect the balance in an ecosystem.
3.
Analyze how ecosystems change over time.
PA Standard 4.7.10.A
1.
Explain the significance of diversity in ecosystems.
D.
Complete a survey of introductory topics related to physics.
PA Academic Standards for Science & Technology 3.4.10.B, 3.4.10.C, and 3.4.12.C
1.
Analyze energy sources and transfers of heat.

2.
Distinguish among the principles of force and motion.


3.
Use knowledge of conservation of energy & momentum to explain common phenomena.
Describe sound & light effects.
Know Newton’s laws of motion.
Apply the principles of motion and force.




Evaluate wave properties of frequency, wavelength and speed as applied to sound and
light through different media.
Analyze the principles of translational motion, velocity and acceleration as they relate to
free fall and projectile motion.
Interpret a model that illustrates circular motion and acceleration.
Describe inertia, motion, equilibrium, and action/reaction concepts through words, models
and mathematical symbols.
II.
CONTENT OUTLINE AND TIME ALLOCATION
A.
B.
C.
D.
III.
Survey of Biology Topics
Survey of Chemistry Topics
Survey of Environmental Studies & Ecology Topics
Survey of Physics Topics
9 weeks
9 weeks
9 weeks
9 weeks
TEXTS, MATERIALS, AND MAJOR RESOURCES
School District approved texts already in use for biology, chemistry, physics, and environmental studies.
Appropriate multi-media materials will also be utilized as instructional materials.
IV.
PROCEDURES FOR ASSESSMENT OF PA ACADEMIC STANDARDS
Teacher designed quizzes and tests and/or standard text tests
Midterm and cumulative exams as designated by District policy
Teacher observation
Class participation, group discussions, and teacher conference
Teacher, peer, self-assessment of performance
Special reports and research
Student presentations
Opportunity for alternative assessment as deemed appropriate by the teacher
Lab assignments/reports
V.
SPECIAL CONDITIONS OR PREREQUISITES
Science teachers & counselors at Faust will recommend students for placement in the integrated science
course. Students may only take the integrated science course during their sophomore year with the
intent of enrolling in a biology course during their junior year. Students earning a grade of “D” or “F” in
physical science during 9th grade should schedule integrated science.
VI.
COURSE EVALUATION PROCEDURE
All planned courses will be monitored by the department chair and building administrators and revised
according to the District’s revision cycle.
VII.
ACCOMMODATIONS
The needs of students in the learning support and gifted programs are met through a variety of
adaptations, modifications or enrichments to the planned course. If a student has an IEP or a GIEP
(Gifted individual Education Plan), specific strategies and accommodations for that student will be
identified in his or her individualized educational plan under the section called specially designed
instruction. The learning support and gifted teachers are available to provide classroom teachers with
any kind of assistance in providing accommodations.