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Subject – Integrated Physics and Chemistry
Unit of Study: Wave Applications
CURRICULUM OVERVIEW
Second Grading Period – Week 1 (3-5 days)
Big Idea
Unit Rationale
Energy in the forms of waves, such as sound, light, or electromagnetic, is used in a
variety of different applications ranging from music to medicine.
We are visual and auditory creatures. The application of waves in everyday situations is
vast and varied in complexity. Almost all communication is through the application of
wave energy.
Concepts
TEKS
TEKS 5 The student knows the effect of waves on
everyday life. The student is expected to:
D demonstrate the application of acoustic principles such as
in echolocation, musical instruments, noise pollution, and
sonograms;
C identify uses of electromagnetic waves in various
technological applications such as fiber optics, optical
scanners, and microwaves
TEKS Specificity - Intended Outcome
” I CAN” statements highlighted in yellow should be displayed for students.
I can
 identify applications of sound waves in
 medical and industrial settings (5D)
 distinguish between different electromagnetic waves and provide examples of their use in everyday life
(5C)
 compare and contrast sound and light waves (5D)
 identify applications of fiber optics and optical
scanners (5C)
Skills
Chemistry TEKS 2 The student uses scientific methods
during field and laboratory investigations. The student is
expected to
A plan and implement investigative procedures including
asking questions, formulating testable hypotheses, and
selecting equipment and technology




plan and perform safe investigations and experiments (1A, 2A)
make accurate measurements using a variety of measuring instruments (2B)
correctly express and manipulate quantities (2C)
communicate a valid conclusion (2D)
B collect data and make measurements with precision;
C organize, analyze, evaluate, make inferences, and
predict trends from data;
D communicate valid conclusions
Evidence of Learning
1. Students will be able to explain and provide examples for how sound, light, and other electromagnetic waves are used in everyday life with at least 80% accuracy.
SAISD © 2008-09 – Second Grading Period
Science IPC
Page 1 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Integrated Physics and Chemistry
Unit of Study: Wave Applications
CURRICULUM GUIDE
Second Grading Period – Week 1 - Lesson 1(3-5 days)
Essential Questions
Essential Pre-requisite Skills
 Which parts of the electromagnetic spectrum can be used for communication?
 What do all musical instruments have in common in terms of producing sound?
 What is the difference between subsonic sounds and ultrasonic sounds?
 Student know that waves are generated and can move through different media
(8.7B)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5 E model of Instruction
Engage
 This lesson will focus on the application of sound, light, and electromagnetic waves in everyday life. Ask the
students to journal how one can gather and communicate information without sound or light being involved. You
might ask - How do blind and deaf people communicate with the world? (5C,D)
Explore



Let students experience the basic fundamental properties of sound such as pitch, loudness, and resonance. The
demo on page 390, the quick labs, and inquiry lab on page 395 are good ways to do this. Ask- What is the
difference between noise and music? (5D)
Have students read pages 390-398 to explore the application of sound waves (5D)
Have students complete study guide 12.1 (5D)

Journal how one can gather and
communicate information without sound or
light being involved (5D)


apply the reading process (5D)
performing activities that demonstration
the application of sound waves in
everyday life situations (5D)
Cornell Note Taking (5D)
Marzano's Six Steps to Effective
Vocabulary Instruction (5D)
Work with a partner to compile a list of
how sound waves are applied in everyday
situations (5D)
Summarize the electromagnetic spectrum
by its major division (5C)
Work in a small group to determine the
speed of sound in air at the current
temperature and compare it with the
accepted value. (5D)
Completer interactive worksheet (5D)



Explain

Discuss with the class, the various characteristics of sound that can be applied to musical instruments, sonar, and
sonograms (5D)
 Illustrate the divisions of the electromagnetic spectrum and the application of each major division (5C)
 Show video clip on light (5C)
Elaborate
 Have students go outside and create an echo to determine the speed of sound in air. Ask- Can you be too far away
for an echo to occur? (5D)
 Have students complete interactive worksheet 11.4 (5D)
Evaluate
 Students can list applications of waves they encounter in everyday life situations (5C,D)
SAISD © 2008-09 – Second Grading Period
So students can…
Science IPC




Construct a visual to illustrate the
application of wave energy transmitted in
the form of sound, light and electromagnet
waves. (5C,D)
Page 2 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Vocabulary:
 pitch
 timber
 echo
 echolocation
 sonar
 noise
 music
 resonance
 electromagnet wave
 spectrum
 optical scanner
 ultrasonic
Resources
Spectrum, Prentice Hall
Chapter 12 (pp. 388-406)

Section 12.1

Section 12.2
Teacher Resource Kit:
Study Guide 12.1,
Math Skills Worksheet 25; p. 83
Reading Integration Worksheet 11.4. "Architectural Acoustics"
Active Physics: Medicine p. M146
Sound waves: http://scout.wisc.edu/Reports/NSDL/PhysSci/2003/ps-031017-topicindepth.php#1
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
Have the student make a visual of the electromagnetic
spectrum identifying the energy form (like microwaves)
and listing applications for them. Do not need to know
wavelength and frequencies.
What do you do for students who master the learning
quickly?
Describe in a paragraph how your life would be different
if you had the hearing of a dog.
Other than visible light, which part of the electromagnet
spectrum do you think is the most important and why?
Interims/TAKS/Benchmarks
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College
Board/Career/Life
Interim 2 2007
Speed of Ultrasonic Sound
Waves in Fat Tissue
Tissue Thickness Speed of Sound
0 cm
331 m/s
5 cm
325 m/s
10 cm
319 m/s
25 cm
?
The speed of ultrasonic sound waves through fatty tissue
is inversely proportional to the thickness of the tissue; if
one factor increases the other decreases. For ever 5 cm
increase in tissue thickness the speed of the sound
waves decrease by 6 m/s. Sea World uses ultrasonic
waves on the killer whales to help diagnose their health
conditions. What is the expected speed of the ultrasound
waves in a killer whale through fat tissue with a thickness
of 25 cm? Bubble in your answer on the grid provided.
Additional TAKS Questions
SAISD © 2008-09 – Second Grading Period
Science IPC
Page 3 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Integrated Physics and Chemistry
Unit of Study: Energy Transformations
CURRICULUM OVERVIEW
Second Grading Period – Week 2 (5-8 days)
Big Idea
Unit Rationale
Energy can be converted from one form to another but the total amount of energy
remains the same.
The conservation of energy is a fundamental concept to the study of physics. We most
often experience energy conversions when potential energy is converted into kinetic.
TEKS
Skills
Concepts
TEKS 6 The student knows the impact of energy
transformations in everyday life. The student is expected
to:
TEKS Specificity - Intended Outcome
” I CAN” statements highlighted in yellow should be displayed for students.
I can
B. investigate and demonstrate the movement of heat
through solids, liquids, and gases by convection,
conduction, and radiation








calculate kinetic and potential energy (6A)
determine the form of energy used in different situations (KE and PE) (6A)
define the law of conservation of energy (6A)
differentiate between temperature and heat (6B)
describe the transfer of energy from one form to another (6B)
work in collaborative groups to investigate conduction, convection and radiation (6B)
compare and contrast conductors and insulators (6B)
solve problems involving specific heat (6B)
Chemistry TEKS 2 The student uses scientific methods
during field and laboratory investigations. The student is
expected to

plan and perform safe investigations and experiments (1A, 2A)

make accurate measurements using a variety of measuring instruments (2B)

correctly express and manipulate quantities (2C)

communicate a valid conclusion (2D)
A. describe the law of conservation of energy
A plan and implement investigative procedures including
asking questions, formulating testable hypotheses, and
selecting equipment and technology
B collect data and make measurements with precision;
C organize, analyze, evaluate, make inferences, and
predict trends from data;
D communicate valid conclusions
Evidence of Learning
1.
2.
3.
4.
Student will be able to provide examples of the conservation of energy with at least 80% accuracy.
Student will be able to identify the type f heat transfer between substances with at least 80% accuracy.
Students will identify examples of potential and kinetic energy with at least 80% accuracy.
Students will calculate potential and kinetic energy of objects with at least 80% accuracy.
SAISD © 2008-09 – Second Grading Period
Science IPC
Page 4 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Integrated Physics and Chemistry
Unit of Study: Energy Transformations
Second Grading Period – Week 2 - Lesson 1 –Kinetic and Potential Energy (3-5 days)
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills



What is the difference between kinetic and potential energy?
How does an object falling from a tree illustrate the conservation of energy?
Middle school students are introduced to potential energy potential and kinetic
energy in seventh grade (7.8A)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5 E model of Instruction
Engage
 Attach a block of wood to a spring that is attached to the table and keep both resting horizontally on the table top. Pull
the block back and stretch the spring; then the work done will be converted to potential energy in the spring. Let go of
the block and the potential energy is converted to kinetic energy. Show how the resulting kinetic energy is dependent
on the extent to which we stretch the spring. Ask- When is the stored energy the most and when is the moving energy
the most? (6A)
 Inform the students that this unit will explore the conservation of energy, the relationship between potential and kinetic
energy, different energy conversions, and wow heat moves through solids, liquids, and gases. (6A,B)
Explore
 Have students perform the lab activity on page 311 to explore the conservation of energy in a pendulum. (6A)
 Show video clip on potential energy (IPC CD) (6A)
 Have students perform the potential energy activity (link) Ask– What did you learn from this activity about mass and
potential energy? (6A)





Explain

The relationship between potential and kinetic energy ASK- When an object is thrown into the air, when is its potential
energy the most? the least? When it the kinetic energy the most? the least? (6A)
 How to calculate gravitational potential energy (6A)
 How to calculate kinetic energy (6A)
 Clarify that chemical reactions release potential energy (6A)
Elaborate
 Have students calculate the gravitational potential energy of objects (6A)
 Have students calculate the kinetic energy of a moving object (6A)
 Have students complete study guides 9.3 (6A)
Evaluate
 Students can calculate potential and kinetic energy for objects. (6A)
 Students can demonstrate the relationship between potential and kinetic energy. (6A)
SAISD © 2008-09 – Second Grading Period
So students can…
Science IPC





Observe the conversion of energy from
potential to kinetic. (6A)
Journal observations (6A)
Work with others to verify the
conservation of energy (6A)
Perform an investigation of potential
energy and mass (6A)
Differentiate between potential and
kinetic energy (6A)
Provide examples of chemical
phenomenon that demonstrate that a
chemical reaction is the result of stored
energy (6A)
Calculate potential and kinetic energy of
objects (6A)
Complete review worksheet (6A)
Calculate potential and kinetic energy of
objects (6A)
Illustrate the relationship between
potential and kinetic energy using
words, numbers, and drawings (6A)
Page 5 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Vocabulary:
 potential energy
 kinetic energy
 mechanical energy
Resources
Spectrum, Prentice Hall
Chapter 9 (pp. 297-311)

Section 9.3

Section 9.4
Teacher Resource Kit
Enrichment Worksheet 9.7
Math Skills 20, 21
Study Guide 9.3
Lab Activities: Inquiry Lab p. 311
“Is energy conserved in a pendulum?”
Inquiry Lab p. 329; "How do temperature and energy relate?"
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
Review in small groups, calculations for PE and KE using
small whole numbers progressing to larger ones.
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College
Board/Career/Life
Interims/TAKS/Benchmarks
IPC Interim 2 2005
PE = 20,000 J
KE = 0
Used to calculate the speed of a pendulum bob at the
bottom of its swing given the height from which it is
release from rest.
A
B
C
D
E
PE = 10, 000 J
KE = 10,000 J
Conservation of energy alone
Conservation of momentum aloe
Conservation of both energy and momentum
Conservation of charge
Mechanical equivalent of heat
What do you do for students who master the learning
quickly?
PE = 0 J
KE = 20,000 J
The moon has 1/6 the gravity of Earth. Determine how
long it takes a 2 Kg n object to fall from a height of 40
meters. Why is air friction not a factor?
A box falls from the window of a tall office building. The
measured changes in the kinetic energy (KE) and
potential energy (PE) of the box are a verification of -
A
B
C
D
SAISD © 2008-09 – Second Grading Period
the conservation of mass
the conservation of energy
the conservation of motion
the conservation of gravity
Science IPC
Page 6 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
TAKS 2006
What is the approximate difference in gravitational
potential energy of the two shaded boxes?
A 19 J
B 39 J
C 59 J
D 79 J
Additional TAKS Questions
SAISD © 2008-09 – Second Grading Period
Science IPC
Page 7 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Integrated Physics and Chemistry
Unit of Study: Energy Transformations
Second Grading Period – Weeks 3 - Lesson 2- Conduction, Convection, and Radiation (2-3 days)
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills


What is the difference between heat and temperature?
Given two solids and two liquids each at a different temperature. How is heat
transferred when the two solids touch and the two liquids are mixed together?

Middle school students study the interaction of matter and energy including
specific heat (8.10A)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5 E model of Instruction
Engage
 Just prior to the students coming into the room, bring to a boil, a 250 ml beaker containing 150 ml of water and a
1000 ml beaker containing 600 ml of water. Have a thermometer in each. Ask a student to read the temperature
of each and record it on the board. Ask – Which container has the highest temperature? Which contains the
most heat? How is heat moving through each container? Allow all responses but do not give the answer yet.
(6B)
 Using a lamp with the shade removed have a student place their hand on the bulb. Turn the light on and askWhat do you feel ? (heat) How did the heat get to your hand? Hand the student a metal object and have him
touch it to the bulb and ask What should happen if the metal stays touching the bulb for a long time? Say, this is
one way heat is transferred - when objects of different temperature are in direct contact with one another. [do not
define the condition] Have the student remove his hand and place his other hand a little above the bulb. AskWhat do you feel? (heat). How did the heat get to your hand? Have the student move his hand higher, and ask if
he still feels the heat. Ask - What happens to air when it is heated, does it rise or sink? When it cools what does it
do rise or sink? So heated air moves. Say, another way heat is transferred is by a current of moving air or liquid.
[do not define the condition] Finally, have the student place his hand just to the side of the bulb but not touching.
Ask - What do you feel? (heat) . Say, if heated air rises how did the heat get to your hand? (it came directly from
the bulb, it was not carried by the air). This is another way heat can be transferred [ do not define the condition]
(6B)
 Let the students know that this unit will deal with the difference between heat and temperature and how heat
travels (6B)
Explore
 Have the students follow along as you cover the difference between temperature and heat on pages 3324-329
(6B)
 Have students jig saw the information found on pages 331-337. Assign pairs of students a paragraph to
summarize to the class. Make sure the necessary information gets conveyed. [No need to have students make
Celsius - Fahrenheit conversions.] (6B)
 Pair off students and give them a baggie containing an ice cube [ keep them frozen until time to use] Their task is
to see which team can melt the ice cube the fastest by the process of conduction. (6B)
 Lab activity on page 329 or similar. Note, temperature will not change very much so students must measure
accurately. (6A)
SAISD © 2008-09 – Second Grading Period
Science IPC
So students can…

THINK-INK-PAIR-SHARE
Students record information in their
science journal and discuss with their
learning partner (6B)


Pair with another to read about and present
information (6B)
Completing the lab investigation of the
relationship between heat and energy
transfer as well as conservation of energy
(6A,B)
Page 8 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Explain



The difference between heat and temperature [Temperature is not energy, but a measure of it. Heat is energy.]
Ask - Does everything have a temperature? Does ice have heat in it? (6B)
Lead student to a definition of heat transfer by conduction, convection, and radiation and have they compare and
contras the three (6B)
The concept of specific heat and allow student to practice solving for the energy, the mass or the specific heat.
Ask- Why do some pots have copper on the bottom? (6A)
Elaborate
 Have students match the images of heat transfer as being by conduction, convection, or radiation (link) [Best to
print these on card stock and have them cut out and in baggies] (6B)
 Ask students to give more examples of heat transfer for everyday life (6B)
 Have students solve specific heat calculations (6B)
Evaluate
 Have students differentiate between heat and temperature Ask- Is there anything that does not contain heat?
(6B)
 Students should identify examples of heat transfer as being by conduction, convection, or radiation (6B)
 Have students create a visual to demonstrate understanding of conduction, convection, and radiation (6B)
 Require the students to use the specific heat formula to solve for one unknown. Ask- What is the advantage of
using a metal pot over a glass pot? (6A)
SAISD © 2008-09 – Second Grading Period
Science IPC








Marzano's Six Steps to Effective Vocabulary
Instruction (6B)
Give examples of the difference between
heat and temperature (6B)
Compare and contras conduction,
convection, and radiation using a graphic
organizer (6B)
Solve specific heat problems (6A)
Correctly match images with method of heat
transfer (6B)
Provide more examples of heat transfer by
each of the three methods (6B)
Illustrate the difference between heat and
temperature (6B)
Differentiate between examples of
conduction, convection, and radiation in
writing or by a drawing (6B)
Solve problems using the specific heat
formula (6A)
Page 9 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Vocabulary:
 heat
 temperature
 conduction
 convection
 radiation
 insulator
 conductor
 specific heat
Resources
Chapter 10 (pp. 322-338)

Section 10.1

Section 10.2
Teacher Resource Kit
Enrichment Worksheet 10.4
Study Guide 10.0, 10.1, 10.2
Active Physics: Home p. H24
Conduction, convection, radiation: http://outreach.physics.utah.edu/labs/atmosphere/popcorn.html
http://sol.sci.uop.edu/~jfalward/heattransfer/heattransfer.html
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
Have students use flash card to assist with vocabulary
meanings and applications.
Interims/TAKS/Benchmarks
IPC Interim 4 - 2005
Have students create a foldable that contains visual
clues to compare conduction, convection, and radiation.
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College
Board/Career/Life
When a person touches the metal part of a bicycle
handlebar on a cold day, the metal seems much colder
than the plastic handgrip, even though both are at the
same temperature. This is primarily due to A the temperature conductivity of the metal is
greater than that of the plastic
B the temperature conductivity of the metal is
less than that of the plastic
What do you do for students who master the learning
quickly?
Use the Reading Comprehension Process to read IR
Thermography Primer After reading the article on
Thermography, in a short paragraph illustrate the
difference between thermal images using infrared and
those using "night vision" goggles.
When the light bulb is turned on it will produce light and
heat. The hand above the light will be warmed byA conduction
B induction
C convection
D radiation
TAKS 2006
SAISD © 2008-09 – Second Grading Period
Science IPC
C the density of the metal is greater than that of the
plastic
D the density of the metal is less than that of the
plastic
E the latent heat of fusion of metal is greater than
that of the plastic
Page 10 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
The transfer of heat by the movement of air currents in
Earth’s atmosphere is an example of —
A conduction
B convection
C radiation
D fusion
Additional TAKS Questions
SAISD © 2008-09 – Second Grading Period
Science IPC
Page 11 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Integrated Physics and Chemistry
Unit of Study: Electricity
CURRICULUM OVERVIEW
Second Grading Period – Weeks 3-4 (10-13 days)
Big Idea
Unit Rationale
Electricity is the flow of electrical power or charge. It is a secondary energy source
which means that we get it from the conversion of other sources of energy.
Knowledge about electricity and how to produce and harness its power ism of great
importance in our daily lives. Everyday, we use electricity to do many jobs for us - from
lighting and heating/cooling our homes, to powering our computers.
TEKS
Concepts
TEKS 6 The student knows the impact of energy
transformations in everyday life. The student is expected to:
E. measure the thermal and electrical conductivity of
various materials and explain results
F investigate and compare series and parallel circuits
G analyze the relationship between an electric current and
the strength of its magnetic field using simple electromagnets;
C analyze the efficiency of energy conversions that are
responsible for the production of electricity such as from
radiant, nuclear, and geothermal sources, fossil fuels such as
coal, gas, and the movement of water or wind
Skills
D investigate and compare economic and environmental
impacts of using various energy sources such as
rechargeable or disposable batteries and solar cells
Chemistry TEKS 2 The student uses scientific methods
during field and laboratory investigations. The student is
expected to
A plan and implement investigative procedures including
asking questions, formulating testable hypotheses, and
selecting equipment and technology
B collect data and make measurements with precision;
TEKS Specificity - Intended Outcome
” I CAN” statements highlighted in yellow should be displayed for students.
I can






summarize basic concepts of
electricity such as defining electrical charge and electricity (6F)
work with a partner to create and investigate electrical circuits (6F)
explain to others how a potential difference produces a current (6F)
the relationship between determine voltage, current, and resistance (6F)
test for and calculate changes in voltage, current, and resistance in simple circuits (6F)
compare and contrast different energy sources and how their uses impacts the economic
environmental (6D)

plan and perform safe investigations and experiments (1A, 2A)

make accurate measurements using a variety of measuring instruments (2B)

correctly express and manipulate quantities (2C)

communicate a valid conclusion (2D)
C organize, analyze, evaluate, make inferences, and
predict trends from data;
D communicate valid conclusions
Evidence of Learning
1.
2.
3.
Students will identify a circuit as being parallel or series with at least 80% accuracy
Students will solve for one unknown using the formula I = V/R with at least 80% accuracy.
Students will be able to identify the environmental impact of using various energy sources with 80 % accuracy.
SAISD © 2008-09 – Second Grading Period
Science IPC
Page 12 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Integrated Physics and Chemistry
Unit of Study: Electrical Conductivity and Circuits
Second Grading Period – Weeks 3 - 4 Lesson 1 Electrical charge and current (3-4 days)
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills





What does it mean to be charged?
How is the current in a circuit determined?
What is the difference between current and voltage?
Why are metals such good conductors of electricity?
Students learn about electricity in grades 5 and 6 (5.8C and 6.9A,B)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5 E model of Instruction
Engage
 Use an inflated balloon to demonstrate static charge. For example; rub on hair
and stick to wall; rub on clothing and cause a thin stream of water to bend.
Ask- What could explain the reactions you observe? (6F)
Explore
 Have students do an activity to observe electric charge (link) (6F)
 Discuss the major points as the students read pages 430-434. Have students
share experiences of being shocked. If possible, bring the static generator from
the physics classroom into the room and allow students to get charged up. (6F)
Explain
 How an electrical charge forms (6F)
 Clarify fundamental terms associated with electrical current (6F)
 Demonstrate how to solve electrical current problems (6F)
Elaborate
 Solve problems using the formula I = V / R (6F)
 For reinforcement show Video Clips: Ohm's Law (6F)
 Test a variety of objects for electrical conductivity (see page 444 for an
example) (6F)
Evaluate
 Student should be able to calculate current, resistance, or voltage using the
formula I = V / R (6F)
 The student can differentiate between electrical conductors and nonconductors
(6F)
Vocabulary:
 electrical conductor
 electrical insulator
 electric charge
 electric field
 current
 resistance
 voltage
SAISD © 2008-09 – Second Grading Period
 THINK-INK-PAIR-SHARE
Students record information in their sciencejournal and discuss with their
learning partner (6F)


perform an activity to observe and explain an electrical charge (6F)
use the reading process to organize information (6F)



Use examples to illustrate how an object can acquire a charge (6F)
Marzano's Six Steps to Effective Vocabulary Instruction (6F)
Solve simple current problems (6F)


Solve for one unknown when given two components of the formula for
calculating electrical current (6F)
Test the electrical conductivity fro different substances (6F)


Solve for an unknown using the formulas for electrical current (6F)
Compare and contrast conductors and nonconductors (6F)
Resources
Spectrum, Prentice Hall
Chapter 13 (pp. 429-445)
 Section 13.1
 Section 13.2
Science IPC
Page 13 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.




Inquiry Lab p. 444; “How can materials be classified by resistance?”
ampere
watt
volt
ohm
Active Physics: Home p. H50
Enrichment Worksheet 13.3
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
Have students use flash card to assist with vocabulary
meanings and calculations.
What do you do for students who master the learning
quickly?
Use the Reading Comprehension Process to read Which
is the Best Type of Battery? on page 440. Write a
position paragraph on which type of batter they would
chose to use in a portable stereo or explain why a Nickel
Cadmium battery is not a good choice for use in smoke
detectors.
Interims/TAKS/Benchmarks
Interim 2 2007
What is the current in a copper wire that has a resistance
of 1.5 ohms and is connected to a 12-volt electrical
source?
A 8 amp
B 10.5 amps
C 13.5 amps
D 18 amps
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College
Board/Career/Life
An electric current in a copper wire is the result of the
motion of which of the following?
A
B
C
D
E
Copper atoms
Copper oxide molecules
Proton
Electron
Neutron
TAKS 2006
In this circuit, how much current flows through the light
bulb?
A 0.75 amp
B 1.50 amps
C 2.0 amps
D 3.0 amps
Additional TAKS Questions
SAISD © 2008-09 – Second Grading Period
Science IPC
Page 14 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Integrated Physics and Chemistry
Unit of Study: Electrical Conductivity and Circuits
Second Grading Period – Weeks 3 - 4 Lesson 2 - Electrical circuits (3-5 days)
Essential Questions



How does a series circuit differ from a parallel circuit?
What is the advantage and disadvantages of a parallel circuit and a series
circuit?
CURRICULUM GUIDE
Essential Pre-requisite Skills
Students learned about circuits in grades 5 and 6 (5.8C and 6.9A,B)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5 E model of Instruction
Engage

 THINK-INK-PAIR-SHARE
Students record information in their
science journal and discuss with their
learning partner (6F)
Bring in an electrical schematic of a room or building floor and allow students time to try and decipher it. (6F)

Explore


So students can…
Have students construct and investigate series and parallel circuits (see page 456-457 for an example) (6F)
Have students draw schematic diagrams for electrical circuits (6F)
Explain

Have students read pages 446-449 and discuss the difference between series and parallel circuits. Ask - Why would
someone want to use a parallel circuit? a series circuit? (6F)
 How to calculate electrical power Ask- What do you think is the power of light bulbs most used by people? Do
fluorescent light bulbs have power rating? What do you thin these in the room are? - make sure you know the answer
here (6F)
Elaborate
 Have the students list the advantages and disadvantages of the two types of circuits (6F)
 Have students calculate electrical power using the formula P = IV (6F)
Evaluate
 Students should be able to differentiate between series and parallel circuits (6F)
 Students should be able to list the advantages and limitations of series and parallel circuits (6F)
 Have students calculate electrical power (6F)










SAISD © 2008-09 – Second Grading Period
Science IPC
Construct and investigate series and
parallel circuits (6F)
Draw schematics of series and
parallel circuits (6F)
Apply the reading process (6F)
Cornell Note Taking (6F)
Highlight the differences between the
two circuit types (6F)
Use the formula for electrical power to
solve for an unknown (6F)
Compare series and parallel circuits in
terms of their advantages and
disadvantages (6F)
Determine the power of an electrical
circuit (6F)
Identify a schematic diagram of a circuit
as being series or parallel (6F)
List the advantages and limitations of
series and parallel circuits. (6F)
Calculate for one unknown using the
electrical power formula (6F)
Page 15 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Vocabulary:
 electrical conductor
 electrical insulator
 electric charge
 electric field
 circuit
 series circuit
 parallel circuit
 schematic
Resources
Spectrum, Prentice Hall
Chapter 13 (pp. 446-449)
 Section 13.3
Skill Builder Lab p. 456; “Constructing Electric Circuits”
Teacher Resource Kit
Active Physics: Home p. H50
Enrichment Worksheet 13.3
Series and parallel circuits: http://www.allaboutcircuits.com/vol_1/chpt_5/1.html
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
Have students create a foldable to compare and contrast
parallel and series circuits.
Interims/TAKS/Benchmarks
IPC Interim 3 2005
What advantage do parallel circuits have over series
circuits?
A Parallel circuits have paths that never cross which
reduces the chance of an electrical short occurring.
B
Parallel circuits produce equal electrical activity for a
much lower cost than does a series circuit.
C
Parallel circuits have multiple paths for electricity to
follow so the current can continue even if one element
within the circuit fails.
D
Parallel circuits allow for the flow of electricity both in
an open and closed path, while a series circuit only
works with a closed path.
What do you do for students who master the learning
quickly?
Use the Reading Comprehension Process to read Which
is the Best Type of Battery? on page 440. Write a
position paragraph on which type of batter they would
chose to use in a portable stereo or explain why a Nickel
Cadmium battery is not a good choice for use in smoke
detectors.
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College
Board/Career/Life
The potential difference of a battery is 25 volts and 10
amperes flow in the circuit. What power is developed?
A
B
C
D
350 W
250 W
2.5 W
0.4 W
TAKS 2005
Which circuit is built so that if one light bulb goes out, the
other three light bulbs will continue to glow?
SAISD © 2008-09 – Second Grading Period
Science IPC
Page 16 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Additional TAKS Questions
SAISD © 2008-09 – Second Grading Period
Science IPC
Page 17 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Integrated Physics and Chemistry
Unit of Study: Electricity Production and Environmental Impact
CURRICULUM GUIDE
Second Grading Period – Week 4 - Lesson 3 ( 2-3 days)
Essential Questions



Essential Pre-requisite Skills

How are magnetism and electricity related?
What are some alternative energy sources that could be used to produce
electricity other than fossil fuel?
How can the world benefit from recycling?
Energy transformation are presented in middle school (6.9A,B,C and 7.8B)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5 E model of Instruction
Engage
 Use the overhead projector and a blank transparency sheet to demonstrate the properties of a magnet. Use two bar
magnets to show attraction and repelling of the poles. Cove one bar magnet with the transparency and sprinkle with
iron filings to show magnetic field and lines of force. (6G,C)
Explore
 Have students read pages 468-471 and explain how an electromagnet works and then construct one (6G)

Journal observed magnetic field and lines
of force (6G,C)

Explain how an electromagnet works and
construct an electromagnet (6G)
Cornell Note Taking (6G)


Explain


So students can…
How an electric current can produce a magnetic field (6G)
How a changing magnetic field can be used to produce an electric current (6G)
Elaborate
 Have students read pages 638-651 to compile a list of alterative ways to produce electricity other than by burning
fossil fuels (6C)
 Show Video Clips : Environmental Impact (6D)
 Have students discuss the environments impact of alternative energy sources as well as the cost implicating of each
(6D)



Evaluate
 Students can offer pro and cons for alternative energy sources (6C)
 Students can compare economic and environmental impacts of using various energy sources (6D)
SAISD © 2008-09 – Second Grading Period
Science IPC

Describe the magnet field around a wire
carrying an electrical current (6G)
List alternative energy sources and the
advantage and disadvantages of
each(6C)
After watching the vide clip
3-2-1 Process - Students…
 write 3 thing they learned or already
knew
 write 2 questions
 1 paragraph summarizing (6D)
Add environmental and cost issues
associated to the use of alternative
energy sources (6D)
Produce a list of alternative energy
sources and provide the pros and cons of
each in terms of cost and impact on the
environment (6C,D)
Page 18 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Vocabulary:
 magnetic field
 electromagnet
 electric motor
 generator
 induction
 transformer
Resources
Spectrum, Prentice Hall
Chapter 14 (pp.460-478)
 Section 14.1
 Section 14.2
 Section 14.3
Chapter 19 (pp. 638-651)
 Section 19.2
 Section 19.3
Active Physics: Communication p. C74
Teacher Demonstrations p. 468, 650
Enrichment Worksheet 19.7
Lab Activities: Inquiry Lab p. 470-“How can you make an Electromagnet?”
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
Have students prepare a list objects that can be recycled
so they reduce the harm to the environment
Have students work with a partner to create a poster that
shows the recycling of a product and how it helps the
environment.
What do you do for students who master the learning
quickly?
Interims/TAKS/Benchmarks
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College
Board/Career/Life
IPC Interim 2 2005
What happens as the north end of a bar magnet is moved
Many of the hand held devices we use today, like the
into a coil of copper wire that is part of a closed circuit?
i-pod, are powered by batteries or are solar powered. Batteries
can be non-rechargeable or they can be rechargeable. One A The magnet gains potential energy
good reason for buying and using rechargeable batteries
B The magnet attracts the coil
instead of non-rechargeable is that rechargeable batteries - C The coil attracts the magnet
F are less expensive to buy but come in different sizes
D A current flows in the coil, producing a magnetic field
G work best in situations where there is a low light level
E The magnet loses kinetic energy
H can be purchased alone, in pairs, or in multi-packs
J can be used many times before they need to be
disposed of
TAKS 2005
Write a short response to one of the following:
Tell me why you think most people do not recycle.
What do you feel is the number one pollution agent in
San Antonio and why do you think so?
SAISD © 2008-09 – Second Grading Period
Science IPC
Page 19 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
This picture shows a small section of a solar power plant.
Which of these decreases the energy production at such
power plants?
F Cloudy skies
G Ozone in the air
H Hot weather
J Low humidity
Additional TAKS Questions
SAISD © 2008-09 – Second Grading Period
Science IPC
Page 20 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Integrated Physics and Chemistry
Unit of Study: Safety
CURRICULUM OVERVIEW
Second Grading Period – Week 5 (3 days)
Big Idea
Unit Rationale
The science classroom is a place where exploration, experimentation and discovery
take place. It is also a place where students come in contact with potential hazardous
materials and equipment. Planning for science safety involves the students becoming
aware of the potential hazards that science activities may present and what to do when
confronted with a hazardous situation.
The Texas Essential Knowledge and Skills require students to understand and do
science. As we require students to carry out investigations, we must be aware of their
safety and give them the skills they need to do and comprehend science content and
procedures.
TEKS
Concepts
” I CAN” statements highlighted in yellow should be displayed for students.
I can
Chemistry TEKS 1 The student, for at least 40% of
instructional time, conducts field and laboratory
investigations using safe, environmentally appropriate,
and ethical practices. The student is expected to
Skills
TEKS Specificity - Intended Outcome
1A demonstrate safe practices during field and laboratory
investigations



interpret safety symbols commonly
encountered in the science classroom
(1A)

apply safe practices while performing lab investigations and activities (1A)


distinguishing "safe" behaviors vs. "unsafe" behaviors (1A)
identifying the proper techniques to handle lab emergencies (1A)

evaluating situations -- what to do "if" or what's wrong (1A)

pass a written safety test covering safety rules and regulations specific to chemistry (1A)
Evidence of Learning
1.
Given a written test of safety symbols, rules, and regulations, a student will obtain a score of at least 80%
SAISD © 2008-09 – Second Grading Period
Science IPC
Page 21 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Integrated Physics and Chemistry
Unit of Study: Safety
CURRICULUM GUIDE
Second Grading Period – Week 5 - Lesson 1 (3 days)
Essential Questions





Essential Pre-requisite Skills
Where can someone find information about the hazards associated with using a
chemical?
When are personal safety devices, such as aprons and goggles, required to be
worn?
What symbols alert someone to a safety hazard?
What are the expectations and responsibilities of the student when conducting
lab investigations?
How do we react to an accident or unsafe situation?

Student understands that there are safety rules and regulations that they must
know and follow (K-12 1A)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5 E model of Instruction
 by journaling answers to questions about
what they observed in the safety demo (1A)
Engage



Start with a demonstration of what can happened when safety rules are not followed; for example - Eye Safety
Teacher Demo and power point (1A)
Ask-Where can one find information about the hazards a substance presents?(1A)
Demonstrate a MSDS (download free from Flinn Scientific) (1A)
Explore

Ask What are some symbols you encounter daily outside of the school environment? (traffic signs, railroad crossing,
no smoking etc…) (1A)

Ask- What is the function of these symbols? (information we need to be safe) (1A)

Facilitate students become familiar with safety symbols. Possible activity -groups of two or three use a baggie
containing cut-up safety symbols and their meanings. They are to match the symbol with their meaning (1A)

Divide students into groups to conduct a MSDS activity (1A)
Explain

Cover safety rules and regulations as they pertain to chemistry (1A)

Video clip Lab Safety (1A)
Elaborate

Show images (power point link) and solicit comments about what safety violation(s) can be observed. (1A)

Ask students to share things they have seen other do during a science experiment (1A)

Facilitate a MSDS activity where students use MSDS sheets and answer teacher developed questions [such as What is the health hazard rating of …?] about selected chemicals (1A)
SAISD © 2008-09 – Second Grading Period
Science IPC
 by sharing with the class prior
knowledge about lab safety (1A)
 by discussing with others the safety rules and
regulations to be followed (1A)
 by correctly match safety symbols with their
meanings (1A)
 by using MSDS sheets to identify the hazards
associated with a chemicals use (1A)
 by correctly identifying rules, regulations, and
unsafe lab practices (1A)

by correctly a MSDS activity to state
actions to take when a specific accident
occurs (1A)
Page 22 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evaluate

Students take a written safety exam [Student may not perform investigations until a written test has been passed]
(1A)

Safety reading activity (1A)
Vocabulary:
 Hazard
 MSDS
 Disposal
 Toxic
 Ventilation Adequate
 Poisonous
 Fume
 Waif
 Symbol

by passing a written safety exam (1A)

by using the reading process (1A)
Resources
Spectrum, Prentice Hall
Safety TE pages 78T-82T
Science Tool Kit at www.utdanacenter.org
Safety: http://bcbrown.net/utk/safety.html
http://ecommerce.nsta.org/enewsletter/2003-06/member_high.htm
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
Students are grouped for mini-instruction of rules they
are not clear on. Teacher may demonstrate the rule.
Interims/TAKS/Benchmarks
Interim 2 2006
Students visit a web site and answer the questions
asked. What's wrong here?
Reinforcement video Lab Linebacker
A
What do you do for students who master the learning
quickly?
Student reads an article on lab accidents and shares with
the class Lab Accidents
C
C
D
1 Which symbol alerts you to a corrosive danger?
A
B
C
D
SAISD © 2008-09 – Second Grading Period
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College
Board/Career/Life
Symbol A
Symbol B
Symbol C
Symbol D
Science IPC
Page 23 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
TAKS 2004 Released Question
All of these procedures must be followed when using the
setup shown above except —
A
B
C
D
putting on safety goggles
handling the beaker with tongs
securing loose clothing
wearing rubber boots
Additional TAKS Questions
SAISD © 2008-09 – Second Grading Period
Science IPC
Page 24 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Integrated Physics and Chemistry
Unit of Study: Properties of Matter
CURRICULUM OVERVIEW
Second Grading Period – Weeks 6-8 (15 days)
Big Idea
Unit Rationale
Matter exists as compounds, mixtures, or elements. Every sample of matter has specific
physical and chemical properties that determine its structure, appearance, and
reactivity. When matter undergoes a change, it is either a physical change or a
chemical change.
The understanding of the characteristics and properties of matter, including reactivity, is
fundamental to understanding and applying chemistry in everyday situations
TEKS
Concepts
TEKS 7 The student knows relationships exist between
properties of matter and its components. The student is
expected to:
E. classify samples of matter from everyday life as being
elements, compounds, or mixtures
TEKS 8 The student knows that changes in matter affect
everyday life. The student is expected to:
A. distinguish between physical and chemical changes in
matter such as oxidation, digestion, changes in state, and
stages in the rock cycle.
TEKS 7A The student knows relationships exist between
properties of matter and its components. The student is
expected to:
A. investigate and identify properties of fluids including
density viscosity, and buoyancy.
Chemistry TEKS 2 The student uses scientific methods
during field and laboratory investigations. The student is
expected to
A plan and implement investigative procedures including
asking questions, formulating testable hypotheses, and
selecting equipment and technology
Skills
B collect data and make measurements with precision;
TEKS Specificity - Intended Outcome
” I CAN” statements highlighted in yellow should be displayed for students.
I can










define matter and provide examples (7E)
identify the characteristics of the different states of matter (8A)
summarize the relationship between the states of matter and the addition or removal energy in the form
of heat (8A)
interpret phase diagrams (8A)
compare and contrast compounds, elements, and mixtures (7E)
perform investigations that demonstrate the properties of compounds, elements, and mixtures (7E, 8A)
identify a property of matter as being physical or chemical (8A)
identify a change in matter as being physical or chemical (8A)
investigate properties of fluids to include density, viscosity, and buoyancy (7A)
calculate the density of selected objects (7A)

plan and perform safe investigations and experiments (1A, 2A)

make accurate measurements using a variety of measuring instruments (2B)

correctly express and manipulate quantities (2C)

communicate a valid conclusion (2D)
C organize, analyze, evaluate, make inferences, and
predict trends from data;
D communicate valid conclusions
SAISD © 2008-09 – Second Grading Period
Science IPC
Page 25 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
1.
2.
3.
4.
Successfully perform lab investigations to observe and identify the physical and chemical properties of selected substances as being physical or chemical in nature, with
responses to all components of the investigation including a summary statement or conclusion paragraph.
Use different solids and liquids to discover and calculate their densities with at least 80% accuracy.
Used selected liquids to compare their viscosity and then rank order them with at least 80% accuracy
Correctly identify a substance as being an element, compound or mixture with at least 80% accuracy.
SAISD © 2008-09 – Second Grading Period
Science IPC
Page 26 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Integrated Physics and Chemistry
Unit of Study: Properties of Matter
Second Grading Period – Week 6 - Lesson 1- Elements, Compounds, and Mixtures (3-5 days)
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills




What are some differences between the states of mater?
How might you tell the difference between a mixture and a compound?
What is the relationship between elements and compounds?
Students have prior knowledge of compounds, elements, and mixtures (5.7B
6.7A 7.7C )
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5 E model of Instruction

Engage

Start by check for prior knowledge by asking students-What is matter? Ask - In what forms does matter exist?
(7E)

Show Video Clip Matter and ask students to write a brief summary paragraph (7E)

Teacher Demo on page 38 (7E)

Let the students know this week lessons will focus on the classification of matter as being elements,
compounds, or mixtures (7E)
Explore

Tell students they will receive a sample to separate. The sample is composed of elements, compounds and
mixtures. Their task is to separate the sample into it components. Show video clip mixtures

Separate a mixture (link) (7E)
Explain

The relationship between elements and compounds and how to distinguish between the two. Here is a
chance to touch on math by talking about ratios of elements in compounds. (7E)

Differentiate between compounds and mixtures and the two classifications of mixtures- give examples of
each. Ask- Which classification do you think most mixtures would fall? Be sure to stress that solutions are
special kinds of mixtures. (7E)
Elaborate
 Lead a discussion of what determines the state of a sample of matter. Ask- How does the distance between
the molecules in solids, liquids, and gases differ? Ask-What must be done to change on state into another?.
Use this to extend the lesson into phase change. Show phase change video clip (7E)
 Have students answer question as they refer to the phase chance chart on page 49. Ask such questions as What are the two variables being compared? What is occurring when the line is increasing in slope? What is
happening when the line is vertical? Refer the class to the poster of the water phase change and compare
the two. Ask - What differences do you see?
SAISD © 2008-09 – Second Grading Period
Science IPC
So students can…





by sharing prior knowledge about the states of
matter by writing in science journals in response
to teacher questions (7E)
After watching the video clip have students
o 3-2-1 Process - Students…
write 3 thing they learned or already knew
write 2 questions
1 paragraph summarizing (7E)


Perform an activity to separate a mixture (7E)
Summarize in journal major points of the video
clip (7E)

Compare, contrast and provide examples for the
two types of mixtures (7E)
Identify a solution as being a homogeneous
mixture (7E)
Marzano's Six Steps to Effective Vocabulary
Instruction (7E)
Describe the relationship between heat and the
state a sample of matter is in (7E)
Stating the information that can be gained from
looking at the phase diagram for water (7E)




Page 27 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evaluate
 Create a lab station practical(and answer document) for students to classify substances as elements,
compounds, or mixtures (7E)
Vocabulary:
 matter
 mass
 atom
 molecule
 element
 compound
 mixture
 phase
 solid
 liquid
 gas
 evaporation
 condensation

Classify samples as elements, compounds,
mixtures (7E)
Resources
Spectrum, Prentice Hall
Chapter 2 (pp. 38-52)
 Section 2.1
 Section 2.2
Teacher Resource Kit
Study Guide 2.1, 2.2
Skills Workshop- Reading in the
Content Area 4-1, 4-2
Basic Skills Worksheets;1.3, 1.7, 2.2
TAKS Practice Workbook; Chapter 2 -Writing pp. 17-18
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
Have students create a graphic organizer to compare
compounds, elements, and mixtures
Students view photo of substances to classify them as
compounds, elements, and mixtures
Interims/TAKS/Benchmarks
IPC Interim 3 2006
A sweater is advertised as being 60% wool and 40%
cotton. How would a scientist classify this sweater?
A Element
B Compound
C Mixture
What do you do for students who master the learning
quickly?
D Solution
Research and report on the 4th state of matter - plasma
Which of these are composed of two or more different
substances that are chemically combined in a definite
ratio?
F Compounds
G Mixtures
H Elements
J Solutions
TAKS 2006
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College
Board/Career/Life
A chemical reaction is used to separate a mixture into
separate substances in which of the following situations?
A Pure water is obtained from ocean water by
evaporating the water and condensing it
B Iron filing are separated from sand by the use of a
magnet
C iron metal is produced from an ore containing iron (III)
oxide
D Plant pigments in a solution are separated by the use
of paper chromatography
E Sand is obtained from a sand-sugar mixture by adding
water to dissolve the sugar
Additional TAKS Questions
SAISD © 2008-09 – Second Grading Period
Science IPC
Page 28 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Integrated Physics and Chemistry
Unit of Study: Properties of Matter
Second Grading Period – Week 7 - Lesson 2 - Physical and Chemical Changes (5-7 days)
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills




What is the basic difference between a physical and a chemical change?
Is there is any way to change water chemically?
How can digestion be both a physical and chemical change?
Students bring with them experience with the physical and chemical properties
of matter (6.7A,B 7.7A,B 8.9B,D)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5 E model of Instruction
Engage
 Bring a number of different objects into the room. Have the students work in small groups to identify characteristics
(properties) of the object that they can observe - these are the physical properties of the objects. Ask the question- If
you broke the objects into small pieces, how many of the observations you made would change? (8A)
 Perform a chemical property demonstration such as vinegar and backing soda. Have the class supply physical
property observations of the substances. Mix the two and ask the class to describe what happens. How are these
observations different from the ones you made when you described the objects I gave you? (8A)
So students can…





Explore


Have students perform a lab activity to observe physical and chemical changes. A good chemical change is copper
chloride solution and aluminum foil (link) (8A)
Show Video Clips: Physical Properties Physical and Chemical Properties (8A)

Explain

Lead a discussion of how to identify a change as being physical or chemical by asking questions such as: What did
you discover happened when a physical change took place? Was a new substance was formed? What did you
discover happened when a chemical change took place? Was a new substance was formed? (8A)
 The difference between physical and chemical properties (8A)
 The difference between a physical and chemical change (8A)
Elaborate
 Have student perform an additional investigation of physical and chemical properties and changes such as (link) (8A)
 Have the class participate in an paper activity to identify examples of physical and chemical changes such as (link)
(8A)
SAISD © 2008-09 – Second Grading Period

Science IPC



by working with others to correctly
identify and list physical properties of
object s (8A)
by journaling responses to prompt ,
questions, and demonstrations (8A)
THINK-INK-PAIR-SHARE
Students record information in their
science journal and discuss with their
learning partner observations about the
demonstration (8A)
by stating that properties do not
change with a change in size, shape, or
state (8A)
perform an investigation to observe
physical and chemical properties and
changes (8A)
journal key points presented by the
video clips (8A)
Differentiate between physical and
chemical properties (8A)
Differentiate between physical and
chemical changes (8A)
perform an investigation to observe
physical and chemical properties and
changes (8A)
participate in a class activity to classify
changes physical or chemical (8A)
Page 29 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evaluate
 Students can identify a property as being physical or chemical (8A)
 Students should be able to identify a change as being physical or chemical (8A)
Vocabulary:
 property
 physical property
 chemical property

physical chance
 chemical change
 reactivity


Identify a property as being either
physical or chemical in nature (8A)
Identify a change in a substance as
being either physical or chemical (8A)
Resources
Spectrum, Prentice Hall
Chapter 2 (pp. 53-60)
 Section 2.3
Teacher Resource Kit
Study Guide 2.3
Enrichment Worksheet 2.3
TAKS Practice Workbook
Chapter 2 -Writing pp. 19-20
Physical and chemical changes in matter
http://www.fordhamprep.com/gcurran/sho/sho/lessons/lesson15.htm
http://www.usoe.k12.ut.us/curr/science/sciber00/8th/matter/sciber/change.htm
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
Have students demonstrate physical changes by using a
sample of wax and making as many changes to it as
possible and observing that it is still wax and nothing
more.
Have students list ways to change a substance and have
it still be the same substance.
What do you do for students who master the learning
quickly?
Cutting hair is a simple physical change. Describe your
worst hair cut experience.
Interims/TAKS/Benchmarks
Interim 2 2006
Which property listed below is a physical property of
matter?
A Forms a precipitate in tap water
B Fizzes when placed in an acid
C Is digested by stomach juices
D Looks shiny in bright light
TAKS 2006
Sheets of ice containing mostly pure water can be formed
by decreasing the temperature of saltwater. Which of
these best describes this change?
F Chemical change
G Physical change
H Nuclear change
J Atomic change
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College
Board/Career/Life
When two colorless liquid reagents are mixed, which of
the following observations would suggest that a chemical
reaction has occurred?
I Formation of a precipitation
II A color change
III Appearance of gas bubbles
A
B
C
D
E
I only
III only
I and II only
II and III only
I,II, and III
Additional TAKS Questions
SAISD © 2008-09 – Second Grading Period
Science IPC
Page 30 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Integrated Physics and Chemistry
Unit of Study: Properties of Matter
CURRICULUM GUIDE
Second Grading Period – Week 8 - Properties of Fluids (3-5 days)
Essential Questions






How can you determine the density of a substance if you are only given a small
piece of the substance?
How does the density change when an object has been divided in half?
What is the relationship between density and buoyancy?
What can you do a liquid to change its viscosity?
Why is 50 g of ice less dense than 50 g of water?
How can density be used to identify different metals?
Essential Pre-requisite Skills

Students bring with them experience with the physical properties of density
(4.7B 5.7D 6.7,B)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5 E model of Instruction
Engage
 Perform a demonstration of density like the one on page 54 (7A)
 Ask - Why do some things float and others sink? Why does a piece of wood sink and a piece of steel the same
size sink? Why dos hot air rise and cols air sink? Why doe a helium balloon float up but one you blow up fall to
the floor? Let students know they will be discovering why some things float in water and why different liquids
sometimes form layers when they are mixed together (7A)
 Show density video clip (7A)
Explore
 Present the concept of density with its formula. [see page 55] (7A)
 Have the students determine the density of two regular solid; one higher than 1g/cm 3 and one that is less. You
may need to review volume calculations. Ask - How can we determine the density of an irregular object? Ask What happened when you get into a bathtub full of water? (7A)
 Have students determine the density of an irregular solid by water
displacement. (7A)

by journaling observation of the
demonstration and video (7A)

Check with a partner to responding to
questions (7A)

State that density is a physical property
based on the ration of the mass of an
object to its volume (7A)
Performing investigations to determine the
density of regular and irregular solids (7A)
Use the density formula to calculate density
(7A)
Manipulate the density formula to solve for
different unknowns (7A)



Explain

So students can…
Review the density formula and how to use it. Have students solve for different unknowns when given the other
two. TAKS test the calculations of each component not just density. (7A)
Elaborate
 Have students discover that dividing a substance does not half its density- density stays the same because it is a
ration and ratios never change. Take a solid brick and determine its density. Then, break it into pieces and have
groups fid the density of a piece. (7A)
 Have students determine the density and viscosity of two liquids (link) (7A)
SAISD © 2008-09 – Second Grading Period
Science IPC


Find the density of a piece of an object of
known density and compare it to the
original sample (7A)
Determine the density of two liquids and
use the vale to identify them from a density
data chart, then rank them by their
viscosity (7A)
Page 31 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Evaluate
 Students can use the density formula to solve for one unknown (7A)
 Students will be able to explain why dividing a sample in hale does not change its density (7A)
Vocabulary:
 property
 fluid
 density
 buoyancy
 viscosity

Solve problems using the density formula
(7A)
Explain why density does not depend on the
size of a sample (7A)
Resources
Spectrum, Prentice Hall
Chapter 2 (pp. 53-56)
 Section 2.3
Teacher Resource Kit
Math Skills Worksheet 5
"Rearranging Algebraic Equations"
Demo. p. 54
Lab Activity-"How are the mass and volume of a substance relater?" p. 57
Study Guide 2.3 Density/Viscosity/Buoyancy
http://www.nisd.net/secww/science/science-taks/Properties%20of%20fluids%28final%29_files/frame.htm
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
Interims/TAKS/Benchmarks
IPC Interim 3 2006
Have students identify if an object will float or sink when
placed in water
8cm
Density = 0.66 g/cm3
D
Have students explain why an object floats or sinks when
placed in water using vocabulary terms.
5cm
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College
Board/Career/Life
At Oo C and 1 atm, the density of C2H4 gas is
approximately
A
B
C
D
E
0.80 g/L
1.0 g/L
1.3 g/L
2.5 g/L
28 g/L
6cm
What do you do for students who master the learning
quickly?
Use the Reading Comprehension Process to read Dead
Sea
After reading the Dead Sea article explain the statement
" It is impossible for a person to drown in the Dead Sea".
Find the mass of this object in grams.
A 158.4 g
B 180.6 g
C 240.3 g
D 405.25 g
TAKS 2006
The buoyant force that a fluid exerts on objects is
increased when there is an increase in the fluid’s —
F acidity
G clarity
H solubility
J density
Additional TAKS Questions
SAISD © 2008-09 – Second Grading Period
Science IPC
Page 32 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Integrated Physics and Chemistry
Unit of Study: Assessment Week
CURRICULUM OVERVIEW
Second Grading Period – Week 9
Big Idea
Unit Rationale
Evaluation of learning in an ongoing process.
At end of a grading period, a formal assessment is part of the overall learning process.
All content covered during the second grading period subject to evaluation.
TEKS
TEKS Specificity - Intended Outcome
Concepts
I can:
Review content as need and conduct a formal
assessment
Skills
Review science process skills as need and conduct a
formal assessment
Evidence of Learning
Given a written assessment document, students will obtain a score of at least 80% or higher
SAISD © 2008-09 – Second Grading Period
Science IPC
Page 33 of 33
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.