integrated science curriculum · integrated science is an applied science course for the general...

INTEGRATED SCIENCE CURRICULUM

PEN ARGYL AREA SCHOOL DISTRICT

PEN ARGYL AREA HIGH SCHOOL

501 WEST LAUREL AVENUE

PEN ARGYL, PA 18072

PREPARED BY:

NATASHA CHROMEY

NOVEMBER, 2016

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Course Description:

Integrated Science is an applied science course for the general student. The Integrated

Science course covers chemistry and physics content aligned to the Pennsylvania State Academic

Standards. Students will be challenged with various activities and labs that will enrich their

understanding of the natural world. Students will be expected to build various items to test the

concepts that are being taught. Various career opportunities, which are related to the content of

the course, are explored throughout the year.

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INTEGRATED SCIENCE CURRICULUM

INTRODUCTION Safety Unit: Laboratory Safety Unit 1: Science Skills (Introduction) CHEMISTRY Unit 2: Matter Unit 3: Atomic Structure Unit 4: The Periodic Table Unit 5: Chemical Bonds Unit 6: Chemical Reactions Unit 7: Solutions, Acids and Bases Unit 8: Nuclear Chemistry PHYSICS Unit 9: Newton’s First Law of Motion Unit 10: Newton’s Second Law of Motion Unit 11: Newton’s Third Law of Motion Unit 12: Momentum Unit 13: Energy Unit 14: Thermal Energy and Heat Unit 15: The Electromagnetic Spectrum and Light Unit 16: Electricity

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Subject Area: Integrated Science

Safety Unit

All students will be given a safety contract and will need to pass a safety quiz with a 100% in order to begin the laboratory activities and laboratory experiments conducted in the classroom. The student may take the quiz as many times necessary to pass with a 100%.

Unit Outcomes: Students will become familiar with the importance of laboratory safety

procedures and show an understanding of how to appropriately act within the laboratory.

Essential Outcomes and Related Standards: A. Understand the importance of safety in the laboratory. State Standard(s): None available B. Describe safety procedures that will always be performed while working in the lab. State Standard(s): None available C. Identify locations of safety equipment within the classroom. State Standard(s): None available D. Interpret a Materials Safety Data Sheet. State Standard(s): None available E. Understand the procedures in event of an emergency. State Standard(s): None available F. Differentiate between appropriate and inappropriate behavior in the lab. State Standard(s): None available Content and Instructional Activities: Laboratory Safety Packet, Lab Safety Poster, Safety Video, Demonstrations, and Lecture

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Remediation: Guided Reading, Worksheets, Oral Questions Enrichment: Online Internet labs, laboratory exercises, text articles that relate to real applications, reports and essays as appropriate, current events. Online resources may include, but are not limited to, using PHET, PBS, bozemanscience.com, Assessment Criteria: Laboratory Safety Worksheets, content related lab write-ups, think and explain questions, signed papers related to lab safety, Publisher/Teacher created quiz and end of chapter exam Resources and Materials: Conceptual Integrated Science Explorations: Student Text Conceptual Integrated Science Explorations: Laboratory Manual ExamView Pro Testmaker Internet materials as determined appropriate Laboratory Safety Movie

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Unit 1: About Science (Introduction)

Unit Outcomes: Students will be able to gain an initial understanding of experimentation in science and its integration with other content areas such as: mathematics, art, and technology. Essential Outcomes and Related Standards: A. Explain that science is both a body of knowledge and a way of exploring nature. State Standard(s): 3.1.12.C; 3.2.12.A B. Describe how rational thinking and experiments contributed to the development of science. State Standard(s): 3.1.12.A; 3.2.12.B, C C. Explain how mathematics helps in understanding science. State Standard(s): 3.1.12.A, B, C D. Outline the five steps of the scientific method.1 State Standard(s): 3.1.12.A; 3.2.12.A, B, C E. Determine whether a hypothesis is scientific. State Standard(s): 3.1.12.C; 3.2.12.A F. Explain the importance of experiments in science. State Standard(s): 3.1.12.C; 3.2.12.A, B, C G. Distinguish among scientific facts, laws, and theories. State Standard(s): 3.1.12.C H. Explain the limitations of science to the natural world. State Standard(s): 3.1.12.C; 3.2.12.A I. Distinguish between science and technology.

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State Standard(s): 3.1.12.D J. Explain the value of studying integrated science. State Standard(s): 3.1.12.A K. Students will learn how to take measurements using various devices (i.e. ruler, lab equipment, etc.) State Standard (s): None Available L. Students will apply precision and accuracy to the lab equipment and the measurement taken. State Standard (s): None Available Content and Instructional Activities: “Discover!” Activity, lecture, visual aids, demonstrations, “Check Your Reading” questions Remediation: Guided Reading, Textbook Worksheets, Practice Book, Oral Questions Enrichment: Online Internet labs, laboratory exercises, text articles that relate to real applications, reports and essays as appropriate, current events. Exploring events in which the students used the scientific method. Have a measurement challenge using various forms of laboratory equipment. Assessment Criteria: Chapter review questions, words to know and use section, content related lab write-ups, think and link questions, think and explain questions, Publisher/Teacher created quiz and end of chapter exam Resources and Materials: Conceptual Integrated Science Explorations: Student Text Pasco Interface ScienceWorkshop Software Conceptual Integrated Science Explorations: Laboratory Manual Conceptual Integrated Science Explorations: Guided Reading Conceptual Integrated Science Explorations: Practice Book ExamView Pro Testmaker Internet materials as determined appropriate

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Unit 2: Matter

Unit Outcomes: Students will be able to classify pure substances as elements,compounds or mixtures. Students will be able to describe the characteristics of an element and the symbols used to identify elements. Students will be able to explain the behavior of gases, liquids and solids using kinetic theory. Students will be able to distinguish chemical changes from physical changes. Essential Outcomes and Related Standards: A. Differentiate between an element, compound and a mixture. State Standard(s): 3.2.12.B, C; 3.4.12.A B. Classify pure substances as elements or compounds. State Standard(s): 3.2.12.C, C; 3.2.12.A C. Classify mixtures as heterogenous or homogenous. State Standard(s): 3.2.12.C, C; 3.2.12.A D. Define the characteristics of an element and a compound. State Standard(s): 3.2.12.A, B E. Classify materials as solids, liquids and gases and relate to kinetic theory. State Standard(s): 3.2.12.B; 3.4.12.A Content and Instructional Activities: “Discover!” Activity, lecture, visual aids, demonstrations, “Check Your Reading” questions Remediation: Guided Reading, Textbook Worksheets, Practice Book, Oral Questions

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Enrichment: Online Internet labs, laboratory exercises, text articles that relate to real applications, reports and essays as appropriate, current events. This chapter will relate how things in pure form like chlorine, gas that is deadly can combine with sodium, metal that is highly reactive and make table salt. Ideas such as not putting on high beams in dense fog. Separating different types of mixtures which can relate to chromatography or even cleaning out water soluble stains versus non water soluble stains. Assessment Criteria: Chapter review questions, words to know and use section, content related lab write-ups, think and link questions, think and explain questions, Publisher/Teacher created quiz and end of chapter exam Resources and Materials: Conceptual Integrated Science Explorations: Student Text Pasco Interface ScienceWorkshop Software Conceptual Integrated Science Explorations: Laboratory Manual Conceptual Integrated Science Explorations: Guided Reading Conceptual Integrated Science Explorations: Practice Book ExamView Pro Testmaker Internet materials as determined appropriate

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Unit 3: The Atom

Unit Outcomes: Students will be able to identify the parts of an atom and show how the properties of atoms relate to the organization of the periodic table, isotopes, and chemical bonding. Essential Outcomes and Related Standards: A. Give examples that illustrate the small size of atoms. State Standard(s): 3.4.12.A B. State evidence for the existence of atoms. State Standard(s): 3.2.12.A; 3.4.12.A C. Explain how each element is identified by its atomic number. State Standard(s): 3.2.12.A; 3.4.12.A D. Explain how an isotope is identified by a mass number. State Standard(s): 3.4.12.A E. State the reason that valence electrons are important in chemical bonding. State Standard(s): 3.4.12.A Content and Instructional Activities: “Discover!” Activity, lecture, visual aids, demonstrations, “Check Your Reading” questions Remediation: Guided Reading, Textbook Worksheets, Practice Book, Oral Questions Enrichment: Online Internet labs, laboratory exercises, text articles that relate to real applications, reports and essays as appropriate, current events. Relate this unit to isotopes to the medical field and dating of material to emphasize a real life relationship to the content.

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Assessment Criteria: Chapter review questions, words to know and use section, content related lab write-ups, think and link questions, think and explain questions, Publisher/Teacher created quiz and end of chapter exam Resources and Materials: Conceptual Integrated Science Explorations: Student Text Pasco Interface ScienceWorkshop Software Conceptual Integrated Science Explorations: Laboratory Manual Conceptual Integrated Science Explorations: Guided Reading Conceptual Integrated Science Explorations: Practice Book ExamView Pro Testmaker Internet materials as determined appropriate

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Unit 4: The Periodic Table

Unit Outcomes: Students will be able to differentiate between the following: physical and chemical properties of an atom, atoms and molecules, elements and compounds, and the organizational layout of the periodic table. Essential Outcomes and Related Standards: A. Understand the nature of chemistry. State Standard(s): 3.4.12.A B. Distinguish between atoms and molecules. State Standard(s): 3.4.12.A C. Explain why adding or removing energy is necessary to change the phase of a substance. State Standard(s): 3.1.12.A, B, E; 3.4.12.A, B D. Compare and contrast physical and chemical properties. State Standard(s): 3.1.12.A; 3.2.12.B, C; 3.4.12.A E. Explain how to determine whether a physical or chemical change has taken place. State Standard(s): 3.1.12.A; 3.4.12.A F. Explain how the periodic table provides information about the properties of elements. State Standard(s): 3.1.12.C, E; 3.4.12.A G. Distinguish between an element and a compound. State Standard(s): 3.4.12.A H. Explain how compounds are named. State Standard(s): 3.4.12.A

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Content and Instructional Activities: “Discover!” Activity, lecture, visual aids, demonstrations, “Check Your Reading” questions Remediation: Guided Reading, Textbook Worksheets, Practice Book, Oral Questions Enrichment: Online Internet labs, laboratory exercises, text articles that relate to real applications, reports and essays as appropriate, current events. Relate this chapter to everyday objects and have them draw a picture and research which elements make up each item. This encourages the real world connection to their material. In addition, research an element in its entirety to further grasp that there are many uses for elements in its pure form and possible combined forms. In addition, the elements are used in the students everyday lives. Assessment Criteria: Chapter review questions, words to know and use section, content related lab write-ups, think and link questions, think and explain questions, Publisher/Teacher created quiz and end of chapter exam Resources and Materials: Conceptual Integrated Science Explorations: Student Text Pasco Interface ScienceWorkshop Software Conceptual Integrated Science Explorations: Laboratory Manual Conceptual Integrated Science Explorations: Guided Reading Conceptual Integrated Science Explorations: Practice Book ExamView Pro Testmaker Internet materials as determined appropriate

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Unit 5: Chemical Bonds

Unit Outcomes: Students will be able to identify ionic, covalent, and metallic bonding of atoms. Students will also be able to explain the polarity of molecules and their role in molecular attractions. Essential Outcomes and Related Standards: A. Apply the shell model of the atom to chemical bonding. State Standard(s): 3.2.12.A; 3.4.12.A B. Predict the formula of an ionic compound using the periodic table. State Standard(s): 3.4.12.A C. Explain how an ionic bond is formed. State Standard(s): 3.4.12.A D. Distinguish between ionic and covalent bonds. State Standard(s): 3.1.12.A, 3.4.12.A E. Understand how some molecules are polar. State Standard(s): 3.4.12.A F. Explain how a molecule with atoms of different electronegativities can be nonpolar. State Standard(s): 3.1.12.A; 3.4.12.A G. Compare and contrast the different types of molecular attractions. State Standard(s): 3.1.12.A, C, E; 3.4.12.A Content and Instructional Activities: “Discover!” Activity, lecture, visual aids, demonstrations, “Check Your Reading” questions

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Remediation: Guided Reading, Textbook Worksheets, Practice Book, Oral Questions Enrichment: Online Internet labs, laboratory exercises, text articles that relate to real applications, reports and essays as appropriate, current events. Students will be able to relate polarity to everyday concepts such as spiders crossing the surface of water, how silly putty works, also how like dissolves like. The like dissolves like will help the student make great choices of using soap every time they wash and ultimately when trying to clean things Assessment Criteria: Chapter review questions, words to know and use section, content related lab write-ups, think and link questions, think and explain questions, Publisher/Teacher created quiz and end of chapter exam Resources and Materials: Conceptual Integrated Science Explorations: Student Text Pasco Interface ScienceWorkshop Software Conceptual Integrated Science Explorations: Laboratory Manual Conceptual Integrated Science Explorations: Guided Reading Conceptual Integrated Science Explorations: Practice Book ExamView Pro Testmaker Internet materials as determined appropriate

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UNIT 6: Chemical Reactions

Unit Outcomes: Students will be able to balance chemical equations and identify the difference between endothermic and exothermic reactions. Students will also recognize and understand the factors, and entropy, that influence the rates of reactions between chemicals. Essential Outcomes and Related Standards: A. Explain how the law of mass conservation is related to the concept of a balanced equation. State Standard(s): 3.4.12.A, B B. Describe the factors that affect reaction rates. State Standard(s): 3.1.12.A, C; 3.2.12.B, C; 3.4.12.A, B; 3.7.12.A C. Distinguish between exothermic and endothermic reactions. State Standard(s): 3.1.12.A, C; 3.4.12.A, B D. Explain how chemical reactions are affected by entropy. State Standard(s): 3.1.12.A; 3.4.12.A, B Content and Instructional Activities: “Discover!” Activity, lecture, visual aids, demonstrations, “Check Your Reading” questions Remediation: Guided Reading, Textbook Worksheets, Practice Book, Oral Questions Enrichment: Online Internet labs, laboratory exercises, text articles that relate to real applications, reports and essays as appropriate, current events. Students will begin to understand why reactions become hot. Also, which factors influence a reaction rate. For example, why bridges are more slippery than roads, why the snowman is still in your front yard but there is no snow on the ground.

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Unit 7: Solutions, Acids and Bases

Unit Outcomes: Students will be able to identify mixtures, solutions, and suspensions while understanding the definition of a mole. Students will also define the concept of solubility and its relationship to soaps and detergents. Students will relate the key concepts to everyday situations including carbonated beverages, freezing point and how salt influences for road conditions and cold packs. Essential Outcomes and Related Standards: A. Recognize that most materials are mixtures of some sort. State Standard(s): 3.2.12.B, C; 3.4.12.A B. Distinguish solutions and suspensions from heterogeneous solutions. State Standard(s): 3.1.12.A, C; 3.4.12.A; 3.7.12.A C. Describe how solutions are made. State Standard(s): 3.2.12.B, C; 3.4.12.A, B D. Define the mole. State Standard(s): 3.4.12.A, B E. Understand and apply the concept of solubility. State Standard(s): 3.1.12.B; 3.4.12.A F. Explain how soaps and detergents work. State Standard(s): 3.4.12.A Content and Instructional Activities: “Discover!” Activity, lecture, visual aids, demonstrations, “Check Your Reading” questions Remediation: Guided Reading, Textbook Worksheets, Practice Book, Oral Questions

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Enrichment: Online Internet labs, laboratory exercises, text articles that relate to real applications, reports and essays as appropriate, current events. This chapter will relate how things interact in their everyday lives. For example: Oil and vinegar, salt and water, mayonnaise, etc. Students will begin learning the ways to separate mixtures, depending on the type. Students will learn the factors that affect the rate at which a solute dissolves in a solute. Assessment Criteria: Chapter review questions, words to know and use section, content related lab write-ups, think and link questions, think and explain questions, Publisher/Teacher created quiz and end of chapter exam Resources and Materials: Conceptual Integrated Science Explorations: Student Text Pasco Interface ScienceWorkshop Software Conceptual Integrated Science Explorations: Laboratory Manual Conceptual Integrated Science Explorations: Guided Reading Conceptual Integrated Science Explorations: Practice Book ExamView Pro Testmaker Internet materials as determined appropriate

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UNIT 8: Nuclear Chemistry

Unit Outcomes: Students will be able to describe the process of nuclear decay. Students will classify nuclear radiation as alpha, beta and gamma radiation. Students will identify sources of nuclear radiation and describe how nuclear radiation affects matter. Students will be able to describe methods of detecting nuclear radiation. also define the concept of solubility and its relationship to soaps and detergents. Essential Outcomes and Related Standards: A. Describe the process of nuclear decay. State Standard(s): 3.2.12.A.2, C; 3.2.C.A.3 B. Classify nuclear radiation as alpha, beta or gamma. State Standard(s): 3.1.12.A, C; 3.2.C.A.4. C. Balance nuclear equations. State Standard(s): 3.2.12.A.2, C; 3.2.C.A.4. D. Identify sources of nuclear radiation. State Standard(s): 3.2.12.A.2, C; 3.2.C.A.3 E. Describe methods of detecting nuclear radiation. State Standard(s): 3.2.12.A.2, C; 3.2.C.A.3 F. Define half-life and relate it to age of a sample. State Standard(s): 3.2.12.A.2. Content and Instructional Activities: “Discover!” Activity, lecture, visual aids, demonstrations, “Check Your Reading” questions

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Remediation: Guided Reading, Textbook Worksheets, Practice Book, Oral Questions Enrichment: Online Internet labs, laboratory exercises, text articles that relate to real applications, reports and essays as appropriate, current events. This chapter will relate how things interact in their everyday lives. For example: carbon dating of people and objects, radon gas in homes, diagnosing certain medical problems like cancer, and generating electricity. Assessment Criteria: Chapter review questions, words to know and use section, content related lab write-ups, think and link questions, think and explain questions, Publisher/Teacher created quiz and end of chapter exam Resources and Materials: Conceptual Integrated Science Explorations: Student Text Pasco Interface ScienceWorkshop Software Conceptual Integrated Science Explorations: Laboratory Manual Conceptual Integrated Science Explorations: Guided Reading Conceptual Integrated Science Explorations: Practice Book ExamView Pro Testmaker Internet materials as determined appropriate

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Unit 9: Newton’s First Law of Motion

Unit Outcomes: Students will be able to differentiate between distance, displacement, speed, and velocity while showing the relationship to Newton’s first law of motion. Essential Outcomes and Related Standards: A. Describe Aristotle’s concept of motion. State Standard(s): 3.1.12.A, E; 3.2.12.A; 3.4.12.A, C B. Describe Galileo’s idea about when a force is needed to keep an object moving. State Standard(s): 3.1.12.A, E; 3.2.12.A; 3.4.12.A, C C. Distinguish between distance and displacement. State Standard(s): 3.1.12.A, D; 3.2.12.B, C, D; 3.7.12.A D. Distinguish between speed and velocity. State Standard(s): 3.1.12.A, C, D; 3.2.12.B, C, D; 3.4.12.C; 3.7.12.A E. Explain why motion is relative. State Standard(s): 3.1.12.A; 3.4.12.C F. State Newton’s first law of motion and define inertia. State Standard(s): 3.1.12.A; 3.2.12.B, C; 3.4.12.A, C G. Explain the equilibrium rule ∑ F = 0. State Standard(s): 3.1.12.A, C, D; 3.2.12.B, C; 3.4.12.A, C H. Define support force. State Standard(s): 3.1.12.A; 3.4.12.A, C I. Distinguish between static equilibrium and dynamic equilibrium. State Standard(s): 3.1.12.A; 3.4.12.A, C

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Content and Instructional Activities: “Discover!” Activity, lecture, visual aids, demonstrations, “Check Your Reading” questions Remediation: Guided Reading, Textbook Worksheets, Practice Book, Oral Questions Enrichment: Online Internet labs, laboratory exercises, text articles that relate to real applications, reports and essays as appropriate, current events. Students will be able to calculate their own speed when walking, jogging and running. Students will be able to understand how the game Minute To Win It works. They will have an opportunity to cycle through some activities describing the relationship in the class. Also Hockey Scholar will be used during the physics unit, which will relate concepts to hockey. Assessment Criteria: Chapter review questions, words to know and use section, content related lab write-ups, think and link questions, think and explain questions, Publisher/Teacher created quiz and end of chapter exam Resources and Materials: Conceptual Integrated Science Explorations: Student Text Pasco Interface ScienceWorkshop Software Conceptual Integrated Science Explorations: Laboratory Manual Conceptual Integrated Science Explorations: Guided Reading Conceptual Integrated Science Explorations: Practice Book ExamView Pro Testmaker Internet materials as determined appropriate

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Unit 10: Newton’s Second Law of Motion

Unit Outcomes: Students will be able to show relationships between velocity, acceleration, force, and Newton’s second law of motion while understanding applications related to friction and objects in free fall. Students will also differentiate between volume, weight, and inertia. Essential Outcomes and Related Standards: A. Define acceleration, and distinguish it from velocity. State Standard(s): 3.1.12.A, C, D; 3.4.12.A, C B. State the relationship between acceleration and net force. State Standard(s): 3.1.12.A, B, C, D; 3.4.12.A, C C. Distinguish between volume, weight, and inertia. State Standard(s): 3.1.12.D; 3.2.12.B, C; 3.4.12.A, C D. State the relationship between acceleration and mass. State Standard(s): 3.1.12.C, D; 3.4.12.A, C E. State Newton’s second law of motion. State Standard(s): 3.1.12.C; 3.4.12.A, C F. Explain how friction affects motion. State Standard(s): 3.1.12.A, B; 3.2.12.B, C; 3.4.12.A, C G. Describe how objects in free fall accelerate at the same rate. State Standard(s): 3.1.12.A, E; 3.2.12.B, C, D; 3.4.12.A, C; 3.7.12.A H. Apply Newton’s second law to explain why the acceleration of an object in free fall does not

depend on the mass of the object. State Standard(s): 3.1.12.A, B, C, E; 3.4.12.A, C; 3.7.12.A

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I. Describe what happens to the acceleration and velocity of a falling object in the presence of air drag.

State Standard(s): 3.1.12.A, B, C, E; 3.4.12.A, C; 3.7.12.A Content and Instructional Activities: “Discover!” Activity, lecture, visual aids, demonstrations, “Check Your Reading” questions Remediation: Guided Reading, Textbook Worksheets, Practice Book, Oral Questions Enrichment: Online Internet labs, laboratory exercises, text articles that relate to real applications, reports and essays as appropriate, current events. Connections of moving objects will be enforced and how the surface in which you are moving them makes a great difference. Also Hockey Scholar will be used during the physics unit, which will relate concepts to hockey. Assessment Criteria: Chapter review questions, words to know and use section, content related lab write-ups, think and link questions, think and explain questions, Publisher/Teacher created quiz and end of chapter exam Resources and Materials: Conceptual Integrated Science Explorations: Student Text Pasco Interface ScienceWorkshop Software Conceptual Integrated Science Explorations: Laboratory Manual Conceptual Integrated Science Explorations: Guided Reading Conceptual Integrated Science Explorations: Practice Book ExamView Pro Testmaker Internet materials as determined appropriate

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Unit 11: Newton’s Third Law of Motion

Unit Outcomes: Students will be able to interpret Newton’s third law of motion and discuss the relationship between action and reaction forces. The students will then be able to summarize Newton’s three laws of motion. Essential Outcomes and Related Standards: A. Define force in terms of interaction. State Standard(s): 3.1.12.A; 3.4.12.A, C; 3.6.12.C B. State Newton’s third law of motion. State Standard(s): 3.4.12.A, C C. State the rule for identifying action and reaction. State Standard(s): 3.2.12.B, C; 3.4.12.A, C D. Explain why the accelerations caused by the action force and the reaction force do not have to

be equal. State Standard(s): 3.1.12.A, C; 3.4.12.A, C E. Explain why action and reaction forces do not cancel. State Standard(s): 3.1.12.A; 3.2.12.B, C; 3.4.12.A, C F. Explain why opposite-direction action and reaction forces are equal in strength. State Standard(s): 3.1.12.A; 3.4.12.A, C G. Summarize Newton’s three laws. State Standard(s): 3.4.12.A, C Content and Instructional Activities: “Discover!” Activity, lecture, visual aids, demonstrations, “Check Your Reading” questions

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Remediation: Guided Reading, Textbook Worksheets, Practice Book, Oral Questions Enrichment: Online Internet labs, laboratory exercises, text articles that relate to real applications, bridge design and construction, reports and essays as appropriate, current events. Students will be able to relate the third law to diving in the water, how forces will affect you on a skateboard. Also Hockey Scholar will be used during the physics unit, which will relate concepts to hockey. Assessment Criteria: Chapter review questions, words to know and use section, content related lab write-ups, think and link questions, think and explain questions, Publisher/Teacher created quiz and end of chapter exam Resources and Materials: Conceptual Integrated Science Explorations: Student Text Pasco Interface ScienceWorkshop Software Conceptual Integrated Science Explorations: Laboratory Manual Conceptual Integrated Science Explorations: Guided Reading Conceptual Integrated Science Explorations: Practice Book ExamView Pro Testmaker Internet materials as determined appropriate

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Unit 12: Momentum

Unit Outcomes: Students will be able to relate impulse and momentum to real applications (automobile safety, roller coasters, automobile accidents, etc) and identify the relationship with Newtonian laws of motion. Essential Outcomes and Related Standards: A. Define Momentum. State Standard(s): 3.4.12.A, C B. Define impulse and relate it to momentum. State Standard(s): 3.1.12.A, C, D; 3.2.12.B, C; 3.4.12.A, C C. Explain the effects of force and time on momentum. State Standard(s): 3.1.12.A, B, C, D; 3.2.12.B, C; 3.4.12.A, C D. Give examples of how both size of the force and the length of the time interval affect change

in momentum. State Standard(s): 3.1.12.A, B, C, D; 3.4.12.A, C E. State the law of conservation of momentum. State Standard(s): 3.2.12.B, C; 3.4.12.A, C F. Distinguish between an inelastic and an elastic collision. State Standard(s): 3.1.12.A; 3.4.12.A, C; 3.7.12.A Content and Instructional Activities: “Discover!” Activity, lecture, visual aids, demonstrations, “Check Your Reading” questions Remediation: Guided Reading, Textbook Worksheets, Practice Book, Oral Questions

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Enrichment: Online Internet labs, laboratory exercises, text articles that relate to real applications, reports and essays as appropriate, current events. Also Hockey Scholar will be used during the physics unit, which will relate concepts to hockey. Assessment Criteria: Chapter review questions, words to know and use section, content related lab write-ups, think and link questions, think and explain questions, Publisher/Teacher created quiz and end of chapter exam Resources and Materials: Conceptual Integrated Science Explorations: Student Text Pasco Interface ScienceWorkshop Software Conceptual Integrated Science Explorations: Laboratory Manual Conceptual Integrated Science Explorations: Guided Reading Conceptual Integrated Science Explorations: Practice Book ExamView Pro Testmaker Internet materials as determined appropriate

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Unit 13: Energy

Unit Outcomes: Students will be able to define work, energy, and power while displaying an understanding of applications related to mechanical energy, levers, pulleys, and efficiency of systems. Essential Outcomes and Related Standards: A. Define and describe work. State Standard(s): 3.2.12.B, C; 3.4.12.A, C B. Define and describe power. State Standard(s): 3.2.12.B, C; 3.4.12.A, C C. State the two forms of mechanical energy. State Standard(s): 3.1.12.A; 3.4.12.A, C D. Calculate potential energy. State Standard(s): 3.1.12.A, B, C, D; 3.4.12.A, C E. Describe how the kinetic energy of an object depends on mass and speed. State Standard(s): 3.1.12.A, B, C, D; 3.4.12.A, C F. Explain the work-energy theorem. State Standard(s): 3.1.12.A, B, C, D; 3.2.12.B, C; 3.4.12.A, C G. State the law of conservation of energy. State Standard(s): 3.4.12.A, C H. Describe the function of a lever and a pulley. State Standard(s): 3.1.12.A, B; 3.4.12.A, C; 3.7.12.A I. Define efficiency in terms of work done and work input. State Standard(s): 3.1.12.A, B, C; 3.2.12.B, C; 3.4.12.A, B, C; 3.7.12.A

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Content and Instructional Activities: “Discover!” Activity, lecture, visual aids, demonstrations, “Check Your Reading” questions Remediation: Guided Reading, Textbook Worksheets, Practice Book, Oral Questions Enrichment: Online Internet labs, laboratory exercises, text articles that relate to real applications, reports and essays as appropriate, current events. This concept will be related back to food and back to chemistry with combustion reactions, and pole jumping. Also, Hockey Scholar will be used during the physics unit, which will relate concepts to hockey. Assessment Criteria: Chapter review questions, words to know and use section, content related lab write-ups, think and link questions, think and explain questions, Publisher/Teacher created quiz and end of chapter exam Resources and Materials: Conceptual Integrated Science Explorations: Student Text Pasco Interface ScienceWorkshop Software Conceptual Integrated Science Explorations: Laboratory Manual Conceptual Integrated Science Explorations: Guided Reading Conceptual Integrated Science Explorations: Practice Book ExamView Pro Testmaker Internet materials as determined appropriate

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Unit 14: Thermal Energy and Heat

Unit Outcomes: Students will be able to explain how heat and work transfer energy. Relate thermal energy to the motion of particles that make up a material. Students will be able to relate temperature to thermal energy and to thermal expansion. Students will be able to describe how a calorimeter operates and calculate thermal energy changes or specific heat. Essential Outcomes and Related Standards: A. Explain how heat and work transfer energy. State Standard(s): 3.2.12.B, C; 3.3.12.A, 3.4.12.A, C B. Relate thermal energy to the motion of particles. State Standard(s): 3.2.12.B, C; 3.4.12.A, C C. Relate temperature to thermal energy and thermal expansion. State Standard(s): 3.1.12.A; 3.4.12.A, C D. Calculate thermal energy, temperature change and specific heat. State Standard(s): 3.1.12.A, B, C, D; 3.4.12.A, C E. Describe how a calorimeter operates. State Standard(s): 3.2.12.B, C; 3.3.12.A, 3.4.12.A, C F. Apply the law of conservation energy. State Standard(s): 3.3.12.A, 3.2.12.B, C Content and Instructional Activities: “Discover!” Activity, lecture, visual aids, demonstrations, “Check Your Reading” questions Remediation: Guided Reading, Textbook Worksheets, Practice Book, Oral Questions

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Enrichment: Online Internet labs, laboratory exercises, text articles that relate to real applications, reports and essays as appropriate, current events. This concept will be related back how hot things feel on the beach. The stove top and the different types of heating. Also, Hockey Scholar will be used during the physics unit, which will relate concepts to hockey. Assessment Criteria: Chapter review questions, words to know and use section, content related lab write-ups, think and link questions, think and explain questions, Publisher/Teacher created quiz and end of chapter exam Resources and Materials: Conceptual Integrated Science Explorations: Student Text Pasco Interface ScienceWorkshop Software Conceptual Integrated Science Explorations: Laboratory Manual Conceptual Integrated Science Explorations: Guided Reading Conceptual Integrated Science Explorations: Practice Book ExamView Pro Testmaker Internet materials as determined appropriate

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Unit 15: The Electromagnetic Spectrum and Light

Unit Outcomes: Students will be able to describe the characteristics of electromagnetic waves. Students will be able to describe the evidence for the dual nature of electromagnetic radiation. Students will be able to describe the intensity of light changes with the distance from the light source. Students will be able to rank and classify waves based on their frequencies and wavelengths. Essential Outcomes and Related Standards: A. Describe the characteristics of electromagnetic waves. State Standard(s): 3.2.12.B.1, B.2,C B. Calculate the wavelength, frequency and speed of wave. State Standard(s): 3.2.12.B, C; 3.4.12.A, C C. Describe evidence of dual nature of electromagnetic radiation. State Standard(s): 3.2.12.A, B, C; 3.4.12.A, C D. Describe how the intensity of light changes with distance from light source. State Standard(s): 3.2.12.A, B, C, D; 3.4.12.A, C Content and Instructional Activities: “Discover!” Activity, lecture, visual aids, demonstrations, “Check Your Reading” questions Remediation: Guided Reading, Textbook Worksheets, Practice Book, Oral Questions Enrichment: Online Internet labs, laboratory exercises, text articles that relate to real applications, reports and essays as appropriate, current events. This concept will be related back to how the elements that make up stars were determined. The students will be able to explain how color and energy relate for given wavelength.

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Unit 16: Electricity

Unit Outcomes: Students will be able to analyze factors that affect the strength and direction of electric forces and fields. Students will describe how electric forces and fields affect electric charges. Students will be able to describe electric current and identify the two types of current. Students will be able to describe conduction and classify materials as good electrical conductors or good electrical insulators. Students will be able to construct series and parallel circuits and solve equations that relate to electric power to current, voltage and electrical energy. Essential Outcomes and Related Standards: A. Analyze factors that affect the strength and direction of electric forces and fields. State Standard(s): 3.2.12.B, 2,3,4,5, 3.3.12.A,B B. Describe how electric forces affect electric charges. State Standard(s): 3.2.12.B, 2,3,4,5, 3.3.12.A,B C. Describe how electric charges are transferred and explain why electric discharge occurs. State Standard(s): 3.2.12.B, 2,3,4,5, 3.3.12.A,B D. Describe conduction and classify material as good conductors or insulators. State Standard(s): 3.2.12.B, 2,3,4,5, 3.3.12.A,B E. Analyze circuit diagrams for series circuits and parallel circuits. State Standard(s): 3.2.12.B, 2,3,4,5, 3.3.12.A,B F. Solve equations that relate to electric power to current, voltage and electrical energy. State Standard(s): 3.2.12.B, 2,3,4,5, 3.3.12.A,B G. Describe devices and procedures for maintaining electrical safety. State Standard(s): 3.2.12.B, 2,3,4,5, 3.3.12.A,B Content and Instructional Activities: “Discover!” Activity, lecture, visual aids, demonstrations, “Check Your Reading” questions

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Remediation: Guided Reading, Textbook Worksheets, Practice Book, Oral Questions Enrichment: Online Internet labs, laboratory exercises, text articles that relate to real applications, reports and essays as appropriate, current events. This concept will be related back static electricity. Students will be able to use a multimeter. Test their circuits that they are able to build. Assessment Criteria: Chapter review questions, words to know and use section, content related lab write-ups, think and link questions, think and explain questions, Publisher/Teacher created quiz and end of chapter exam Resources and Materials: Conceptual Integrated Science Explorations: Student Text Pasco Interface ScienceWorkshop Software Conceptual Integrated Science Explorations: Laboratory Manual Conceptual Integrated Science Explorations: Guided Reading Conceptual Integrated Science Explorations: Practice Book ExamView Pro Testmaker Internet materials as determined appropriate

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References

Hewitt, P. G., Lyons S., Suchocki J., & Yeh J. (2010). Conceptual Integrated Science

Explorations. San Francisco, CA: Pearson Education, Inc. Pennsylvania Academic Standards for Environment and Ecology. January 5, 2002. 22 Pa.

Code, Ch. 4, Appendix B. Pennsylvania Department of Education.

Pennsylvania Academic Standards for Science and Technology. January 5, 2002. 22 Pa.

Code, Ch. 4, Appendix B. Pennsylvania Department of Education.

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integrated science curriculum · integrated science is an applied science course for the general...

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