physical science scientific method/ metric system...

Physical Science Scientific Method/ Metric System/ Graphing OCASD Unit I (23 Weeks)

Stage 1: Identify Desired Results

Established Goals PA Standards:

Compare and contrast scientific theories. Know that both direct and indirect observations are used by scientists to study the natural world and

universe. Identify questions and concepts that guide scientific investigations. Formulate and revise explanations and models using logic and evidence. Recognize and analyze alternative explanations and models. Examine the status of existing theories. Evaluate experimental information for relevance and adherence to science processes. Judge that conclusions are consistent and logical with experimental conditions. Interpret results of experimental research to predict new information, propose additional investigable

questions, or advance a solution. Communicate and defend a scientific argument.

o Eligible standards to be covered in Science as Inquiry 3.2.8.B7. 3.2.B.A6. 3.2.B.B7. 3.2.C.A6. 3.2.C.B7. 3.2.P.A6. 3.2.P.B7. 3.2.12.A6. 3.2.12.B7.

CC.3.5.1112.C. o Follow precisely a complex multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

CC.3.5.1112.G. Integrate and evaluate multiple sources of information presented in diverse formats and media

(e.g., quantitative data, video, multimedia) in order to address a question or solve a problem CC.3.5.1112.H.

Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

CC.3.5.1112.I. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a

coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

CC.3.6.1112.B. * Write informative/explanatory texts, including the narration of historical events, scientific

procedures/ experiments, or technical processes. Introduce a topic and organize complex ideas, concepts, and information so that each new element

builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language, domainspecific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

CC.3.6.1112.E. Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information. CC.3.6.1112.H.

Draw evidence from informational texts to support analysis, reflection, and research. CC.3.6.1112.I.

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences

CC.2.4.5.A.1 Solve problems using conversions within a given measurement system.

CC.2.4.5.A.2 Represent and interpret data using appropriate scale

CC.2.1.HS.F.3 Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs, and

data displays. CC.2.2.HS.D.2

Write expressions in equivalent forms to solve problems CC.2.2.HS.D.4

Understand the relationship between zeros and factors of polynomials to make generalizations about functions and their graphs

CC.2.2.HS.D.5 Use polynomial identities to solve problems

CC.2.2.HS.D.7 Create and graph equations or inequalities to describe numbers or relationships

CC.2.2.HS.D.8 Apply inverse operations to solve equations or formulas for a given variable

CC.2.2.HS.D.9 Use reasoning to solve equations and justify the solution method.

CC.2.2.HS.D.10 Represent, solve, and interpret equations/inequalities and systems of equations/inequalities

algebraically and graphically. CC.2.2.HS.C.2

Graph and analyze functions and use their properties to make connections between the different representations.

CC.2.2.HS.C.5 Construct and compare linear, quadratic, and exponential models to solve problems

CC.2.4.HS.B.3 Analyze linear models to make interpretations based on the data

CC.2.4.HS.B.5 Make inferences and justify conclusions based on sample surveys, experiments, and observational

studies.

Enduring Understandings or Big Ideas

Students will understand that:

1. The scientific method is defined as: principles and procedures for the systematic pursuit of knowledge involving the recognition and formulation of a problem, the collection of data through observation and experiment, and the formulation and testing of hypotheses

2. The scientific method is an approach used daily by many individuals to solve problems and answer questions of various sorts

3. The scientific method is a procedure followed with specific steps and variables to accurately and precisely answer questions or solve problems resulting in adequate reasoning

4. The metric system is an internationally used base 10 system of measurement used in everyday life

Essential Questions

1. What is the purpose of the scientific method?

2. How is the scientific method implemented into daily problem solving?

3. What is the importance of accuracy and precision in scientific problem solving?

4. How will the metric system be implemented into the course and other areas of science?

Addressing Knowledge and Skills Knowledge (Content) Students will know:

The scientific method is a multistep process that is used to solve and answer everyday problems and questions

The collection and analysis of accurate and precise data is essential to answer and evaluate problems and questions scientifically

The metric system is a system of measurement used worldwide to describe and evaluate daily functions

Skills (Verb) Students will be able to:

Utilize and implement the scientific method into their everyday problem solving techniques

Collect and analyze scientific data accurately and precisely

Utilize the metric system to evaluate this course

Stage 2: Determine Acceptable Assessment Evidence

Performance Task(s):

1. You will be given the task to design and build a tower out of paper, paperclips, and tape. a. How was the scientific method used in your approach to complete this task?

b. Was the scientific method followed step by step, or did were there modifications? Explain. c. What are the variables in this task? Explain how the variables were tested and controlled.

d. How could the scientific method be used to solve or answer other questions/ problems similar to this? Explain.

2. You will be given a task to take various measurements of a campfire favorite snack, the s'more. You will be required to use accuracy and precision in your measurements, and then utilize the metric system to convert those measurements.

3. You will be given a sample set of data and have to generate a graph using pencil/paper, and Microsoft Excel. a. When generating any scientific graph, which axis do the variables correspond?

b. What is the importance of generating a graph to analyze data?

c. What all information can be gathered from a graph, rather than just looking at a set of data?

Other Evidence—Summative and Formative:

Formal In class assignments pertaining to the scientific method, variables, and the metric system and how it will apply

to this course and everyday life. Unit exam on the introduction to physics (conceptual and mathematical)

Informal

Bell ringers will be used on a daily basis to check understand of previously covered material and indentify understandings/ misunderstanding of new material

Question and answer techniques will be used with class discussions to assess student understandings. Homework and class work will be used regularly to assess student understanding Observation of student work will be used to assess student understanding

Stage 3: Learning Activities/Agenda/Plan

1. Students will complete paper tower challenge. The task will be a pre assessment of student knowledge and understanding of scientific method and variables. The task will also lead into further discussion of the scientific method and variables and their use in science and everyday life.

2. Through discussion and notes, students will further investigate the scientific method and variables.

3. Students will be introduced to the metric system through a series of short videos and notes. The students will complete assignments in conjunction with the videos to test understanding andidentify misunderstandings.

4. Students will complete a metric measuring and conversion activity (Metric Smores) The activitywill allow for hands for experience with the metric system while allowing for the practice of converting and maneuvering through the system.

5. Student will continue with the video notes series on accuracy and precision and their importancein the lab.

6. Students will complete a short lab activity pertaining to accuracy and precision. The lab to demonstrate the importance of proper lab equipment utilization to obtain accurate and precise data, which will lead to justifiable analysis of data.

7. Students will be introduced to proper scientific graphing procedures both using paper/pencil, andtechnology techniques.

8. Students will be given sample data and have to proper generate graphs using both paper/penciland Microsoft Excel and asked to analyze and draw conclusions from the generated graphs.

9. Students will partake in a unit review game and complete an end of the unit study guide.

10. Unit Exam

Physical Science Motion OCASD Unit II (34 Weeks)


Established Goals PA Academic Standards:

3.2.10.B1. o Analyze the relationships among the net forces acting on a body, the mass of the body, and the

resulting acceleration using Newton’s Second Law of Motion. o Use Newton’s Third Law to explain forces as interactions between bodies. o Describe how interactions between objects conserve momentum

3.2.P.B1. o Differentiate among translational motion, simple harmonic motion, and rotational motion in

terms of position, velocity, and acceleration. o Use force and mass to explain translational motion or simple harmonic motion of objects.

3.2.P.B6. PATTERNS, SCALE, MODELS, CONSTANCY/CHANGE

Use Newton’s laws of motion and gravitation to describe and predict the motion of objects ranging from atoms to the galaxies.

3.2.12.B6. CONSTANCY/CHANGE

Compare and contrast motions of objects using forces and conservation laws CC.3.5.1112.C.

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

































studies.

Enduring Understandings or Big Ideas Students will understand that:

1. Use the principles of motion and force to solve realworld challenges.

2. The motion of an object can be described using variables (i.e., acceleration, velocity,

displacement, speed, and time).

3. An objects motion is caused by an unbalance in the forces acting on the object.

Essential Questions

1. How does motion pertain to your everyday life? Explain.

2. How does the motion of an object depend on its speed, velocity, acceleration, and/or

displacement all in reference to time?

3. What causes an object move?


Motion can be used to describe various real world phenomenon pertaining to student lives

Motion can be described in terms of speed, velocity, acceleration, and displacement all in relation to time.

Motion is caused by an unbalance in forces acting on an object

Vocabulary for the unit: motion, frame of reference, displacement, speed, velocity, acceleration, force, static friction, kinetic friction


Describe and evaluate real world phenomenon in terms of motion

Calculate, analyze, and evaluate motion through problems, graphs, and lab experiments

Explain, evaluate, and analyze motion in relation to force acting on an object

Define and utilize vocabulary within various unit context



1. Speed Walking Lab a) What relationship does the graph show? b) What information can we gather from analyzing the graph? Look at the slope of the

curve. c) Calculate your walking speed and compare it to the speed calculated by Excel.

2. PhET Online Labs

a) Linear Acceleration b) Circular Acceleration

3. Friction Lab

a) What is friction? b) How does friction affect motion? c) How do different types of friction play into motion?


Formal In class assignments pertaining to motion system and how it will apply to this course and everyday life. Unit exam on the motion (conceptual and mathematical)

Informal




1. Ch.11.1 reading and supplemental notes. Students will read ch.11.1 and will receive supplemental notes pertaining to the section.

2. Practice problems. Students complete various practice problems pertaining to Ch. 11.1. 3. Graphing. Students will complete graphing generation and analysis activities both by hand and on

Excel pertaining to Ch.11.1 terms. 4. Speed Walking Lab. Student will complete a walking lab which will assess their understanding of

Ch.11.1 terms and analyzing motion of themselves. 5. Ch.11.2 reading and notes. Students will read Ch.11.2 and receive supplemental notes. 6. Practice problems. Students will complete various practice problems pertaining to Ch.11.2 terms.

7. Graphing. Students will complete graphing generation and analysis activities both by hand on Excel pertaining to Ch.11.2 terms.

8. PhET Labs. Students will complete 2 different online labs pertaining to linear and circular acceleration.

9. Ch.11.3 reading and supplemental notes. 10. Freebody Diagrams. Student will draw FBD’s to analyze forces acting on an object and describe

object motion based on FBD’s. 11. Practice Problems: Student will complete various problems pertaining to forces and object motion. 12. Friction Lab. Students will complete a lab pertaining to friction. 13. Unit Review. 14. Unit Exam.

Physical Science Forces OCASD Unit III (68 Weeks)




resulting acceleration using Newton’s Second Law of Motion. o Apply Newton’s Law of Universal Gravitation to the forces between two objects. o Use Newton’s Third Law to explain forces as interactions between bodies. o Describe how interactions between objects conserve momentum





3.2.12.B6. CONSTANCY/CHANGE

Compare and contrast motions of objects using forces and conservation laws CC.3.5.1112.C.

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.






























CC.2.2.HS.C.5

Construct and compare linear, quadratic, and exponential models to solve problems CC.2.4.HS.B.3

Analyze linear models to make interpretations based on the data CC.2.4.HS.B.5

Make inferences and justify conclusions based on sample surveys, experiments, and observational studies.



1. Newton’s 3 Laws of Motion explain and verify kinematics.

2. Gravity is a universal fundamental force responsible for kinematic motion such as free fall and

projectile motion.

3. Forces are present in pairs and explain motion.

4. Momentum is a quantitative measure of motion.

Essential Questions

1. What are Newton’s 3 Laws of Motion and how do they explain motion in our everyday lives?

2. How does gravity affect the motion of various real life objects? What would happen if gravity

was nonexistent?

3. How can the motion of an object be described in a measurable and quantitative manner?


Newton’s 3 Laws of Motion explain everyday motion and real life occurrences

Gravity is one of four fundamental forces

Forces act in pairs and are responsible for object motion

Momentum is the quantitative measure of an objects motion

Vocabulary for the unit: inertia, weight, free fall, terminal velocity, projectile motion, momentum,


Define, describe, evaluate real world phenomenon in terms of Newton’s 3 Laws of Motion

Calculate, analyze, and evaluate motion through problems, graphs, and lab experiments

Explain, evaluate, and analyze motion in relation to Newton’s 3 Laws of Motion

Define and utilize vocabulary within various unit context

truss, beam, arch, support, engineering efficiency, tension, compression, torsion, shear, dead load, live load, dynamic load, mass, weight



1. Newton’s Laws Webquest (research and present)

2. Free Fall Lab

3. PhET Online

a) Projectile Motion b) Net Forces

4. Bridge Project

5. Egg Drop Project



Informal




1. Newton’s Law of Motion Webquest. 2. Ch.12.1 reading and supplemental notes. Students will read ch.12.1 and will receive supplemental notes

pertaining to the section. 3. Inertia Demos (Airbags, seatbelts, etc) 4. Practice problems. Students complete various practice problems pertaining to Ch. 12.1. 5. Graphing: generate and analyze graphs pertaining to motion and Newton’s 1st and 2nd Laws. 6. Ch.12.2 reading and supplemental notes. Students will read ch.12.2 and will receive supplemental notes

pertaining to the section. 7. Gravity discussion and notes. 8. Universal gravitation: notes, and video 9. Weight and mass: discussion and activities 10. Free Fall Lab 11. Projectile Motion PhET lab 12. Bridge Project 13. Ch.12.3 reading and supplemental notes. 14. Practice Problems: Student will complete various problems pertaining to momentum. 15. Egg Drop Project. Students will complete an overarching project that will focus on the understanding of

motion and forces to safely deliver an egg to the ground without breaking. 16. Unit Review. 17. Unit Exam.

Physical Science Energy, Work, and Power OCASD Unit IV (46 Weeks)




resulting acceleration using Newton’s Second Law of Motion. o Apply Newton’s Law of Universal Gravitation to the forces between two objects. o Use Newton’s Third Law to explain forces as interactions between bodies. o Describe how interactions between objects conserve momentum





3.2.12.B6.

CONSTANCY/CHANGE Compare and contrast motions of objects using forces and conservation laws

CC.3.5.1112.C. Follow precisely a complex multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

































studies.



5. Energy is ability of a force to do work on an object.

6. Energy is conserved within a system, meaning that energy can transform, however never be

lost or gained

7. Work is the physical application of a force resulting in the motion or disturbance of an object.

8. Power is a measure to classify the rate in work is done.

Essential Questions

4. How is energy essential in our everyday lives?

5. What does it mean to conserve energy?

6. What occurs when an object experiences a net force greater than zero?

7. Explain how power is a necessary term in our everyday live.



Energy is the ability of a force to do work on a object

Energy is conserved, never lost or gained Work is the done by a force when an object is

displaced from its original state Power is the rate n work is done.

Define, describe, evaluate real world phenomenon in terms of the follwoing:

o o Work o o Kinetic Energy o o Potential Energy o Gravitational Potential Energy o Elastic Potential Energy o Mechanical Energy o Power

Calculate and solve problems pertaining to the terms

above. Relate energy types to everyday scenarios and where

those energies apply. Apply and justify the Work Energy Theorem,

Conservation of energy, and conservation of momentum to reallife scenarios.

Collect and analyze data pertaining terms above in the events of everyday occurrences.



6. Energy Conservation Lab

7. Work Lab

8. Power Lab (Stair Climb)

9. Mousetrap Car Project



Informal




18. Ch. 5.1 Reading. Students will read ch.5.1 and will receive supplemental notes pertaining to the section. 19. Work demonstrations and discussion 20. Work math practice problems 21. Ch 5.2 Reading and notes. Students will read ch.5.2 and will receive supplemental notes pertaining to the

section. 22. Energy Concept Map 23. Energy discussion 24. Roller Coaster Physics class activity 25. Math practice calculating and solving for KE, PE and TME 26. Ch. 5.3 Reading and notes. Students will read ch.5.3 and will receive supplemental notes pertaining to the

section. 27. Energy Conservation math practice 28. Energy Conservation Lab 29. Ch. 5.4 Reading 30. Power math practice 31. Horsepower vs. Watts demonstration and discussion 32. Power Lab (Stair Climb) 33. Unit Review 34. Unit Exam 35. Mouse Trap Car Project

Physical Science Matter and Atoms OCASD Unit V (78 weeks)


(1) Established Goals

PA Academic Standards, PA Core Standards, PA Eligible Content: CHEM.A.1.1 Identify and describe how observable and measurable properties can be used to classify and describe matter and energy. CHEM.A.1.1.1 Classify physical or chemical changes within a system in terms of matter and/or energy. CHEM.A.1.1.2 Classify observations as qualitative and/or quantitative. CHEM.A.1.1.3 Utilize significant figures to communicate the uncertainty in a quantitative observation. CHEM.A.1.2 Compare the properties of mixtures CHEM.A.1.2.2 Differentiate between homogeneous and heterogeneous mixtures (e.g., how such mixtures can be separated). CHEM.A.2.1 Explain how atomic theory serves as the basis for the study of matter. CHEM.A.2.1.1 Describe the evolution of atomic theory leading to the current model of the atom based on the works of Dalton, Thomson, Rutherford, and Bohr. CHEM.A.2.1.2 Differentiate between the mass number of an isotope and the average atomic mass of an element. CC.3.5.1112.C. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

CC.3.5.1112.G. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

CC.3.5.1112.H. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

CC.3.5.1112.I. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

CC.3.6.1112.B. * Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.





CC.3.6.1112.E. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

CC.3.6.1112.H. Draw evidence from informational texts to support analysis, reflection, and research.

CC.3.6.1112.I. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences



CC.2.1.HS.F.3 Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs, and data displays.

CC.2.2.HS.D.2 Write expressions in equivalent forms to solve problems

CC.2.2.HS.D.4 Understand the relationship between zeros and factors of polynomials to make generalizations about functions and their graphs



CC.2.2.HS.D.10 Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically.

(2) Enduring Understandings or Big Ideas

Students will understand that: Chemistry is the study of matter and the changes it undergoes. Matter can be classified. Changes in matter mean a change in energy All things are made up of atoms. Atoms are made up of smaller particles that help determine its properties.

(3) Essential Questions

How do you know when a change in matter has occured? What are the classifications of matter? What are the differences between pure substances and mixtures? How are changes in matter accompanied by changes in energy? What are the parts of an atom? What part of an atom determines its properties?

Addressing Knowledge and Skills

(4) Knowledge (Content) Students will know:

All matter is made up of atoms Atoms are made up of smaller particles including

protons, neutrons, electrons, quarks, etc. Isotopes are atoms of the same element with

different numbers of neutrons. Average atomic masses of the elements are reported

on the periodic table.

(5) Skills (Verb) Students will be able to:

Explain the structure of matter, and its properties Classify matter and changes Demonstrate how changes in matter are

accompanied by changes in energy. Determine the number of subatomic particles in any

element or ion Explain the difference between atoms, ions, and

The theory of the atom has changed over time because of improvements in technology.

Vocabulary related to matter and energy

isotopes Calculate the average atomic mass of an atom

based on isotopic information complete lab activities related to matter and atoms


(6) Performance Task(s): labs and activities

Other Evidence—Summative and Formative bell ringers, book work (checks for understanding/concept reviews), worksheets, study guides, review sheet, review game, quizzes, tests, homework, group work, selfassessment

Stage 3: Learning Activities/Agenda/Plan (7)

MATTERClassifying Day 1ppt and notes Day 2ppt, notes and guided practice Day 3individual practice Day 4 Continue Day 5Class activity Day 6Group work Day 7Study Guide Day 8 Review Game Day 9Test/Quiz MATTERChanges/Properties Day 10ppt and notes Day 11ppt, notes and guided practice Day 12individual practice Day 13 Continue Day 14Lab Day 15Group work Day 16Study Guide Day 17 Review Game Day 18Test/Quiz ATOMSStructure Day 19ppt and notes

Day 20guided practice Day 21individual practice Day 22 Continue Day 23Class activity Day 24Group work Day 25Study Guide Day 26Quiz ATOMSions and isotopes Day 27ppt and notes Day 28guided practice Day 29individual practice Day 30individual practice Day 31 Continue Day 32Lab Day 33lab Day 34Study Guide Day 35Test Jay McTighe and Grant Wiggins, Understanding by Design Template.

Physical Science The Periodic Table and Bonding OCASD Unit VI (45 weeks)



PA Academic Standards, PA Core Standards, PA Eligible Content: CHEM.A.2.3 Explain how periodic trends in the properties of atoms allow for the prediction of physical and chemical properties. CHEM.A.2.3.1 Explain how the periodicity of chemical properties led to the arrangement of elements on the periodic table. CHEM.A.2.3.2 Compare and/or predict the properties (e.g., electron affinity, ionization energy, chemical reactivity, electronegativity, atomic radius) of selected elements by using their locations on the periodic table and known trends CHEM.B.1.3 Explain how atoms form chemical bonds CHEM.B.1.3.1 Explain how atoms combine to form compounds through ionic and covalent bonding. CHEM.B.1.3.2 Classify a bond as being polar covalent, non‐polar covalent, or ionic. CHEM.B.1.4 Explain how models can be used to represent bonding CHEM.B.1.4.1 Recognize and describe different types of models that can be used to illustrate the bonds that hold atoms together in a compound (e.g., computer models, ball‐and‐stick models, graphical models, solid‐sphere models, structural formulas, skeletal formulas, Lewis dot structures). CHEM.B.1.4.2 Utilize Lewis dot structures to predict the structure and bonding in simple compounds CC.3.5.1112.C. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.















CC.2.1.HS.F.3 Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs, and data displays.

CC.2.2.HS.D.2 Write expressions in equivalent forms to solve problems

CC.2.2.HS.D.4 Understand the relationship between zeros and factors of polynomials to make generalizations about functions and their graphs



CC.2.2.HS.D.10 Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically.

CC.2.2.HS.C.2 Graph and analyze functions and use their properties to make connections between the different representations.

CC.2.2.HS.C.5 Construct and compare linear, quadratic, and exponential models to solve problems.


CC.2.4.HS.B.5 Make inferences and justify conclusions based on sample surveys, experiments, and observational studies.


Students will understand that: Elements are arranged on the periodic table by common properties and atomic number. The periodic table has periodic trends in atomic behavior like electronegativity, ionization energy and atomic radii. The families on the periodic table have family names and common properties. The atoms of different elements combine to form different types of compounds. Different types of compounds have different rules for nomenclature. Formulas are written based on the Lewis dot structure and oxidation numbers of the elements.


How are the elements arranged on the periodic table? Why does periodic trends occur based upon atomic structure? Why are families called families on the periodic table? How do electronegativity, ionization energy and atomic radii change on the table? Why do the periodic trends relate to one another? How and why do atoms combine together to form compounds? What are the types of compounds and how are they named? How are formulas created for compounds?



Rules for naming compounds Rules for determining chemical formulas Properties of different types of compounds Groups of the periodic table Trends of the periodic table All vocabulary associated with bonding and the

periodic table


Name compounds based on the formula Write the formula for a compound from its name Explain the properties of ionic vs. covalent

compounds Classify the elements on the periodic table by group. Explain the trends in properties on the periodic

table



Other Evidence—Summative and Formative book work (checks for understanding/concept reviews), worksheets, study guides, review sheet, reviewgame, quizzes, tests, homework, group work, selfassessment


Periodic Table Day 1Color coding the periodic table Day 2ppt and notes Day 3guided practice and individual practice Day 4 Continue Day 5Class activity Day 6Group work Day 7Study Guide

Day 8 Review Game Day 9Test/Quiz BONDING Day 10ppt and notesionic Day 11ppt, notes and guided practice Day 12guided practice Day 13 individual practice Day 14Lab Day 15ppt and notes covalent Day 16Guided Practice Day 17Individual Practice Day 18Activity Day 19Study Guide Day 20 Review Game Day 21Test/Quiz Jay McTighe and Grant Wiggins, Understanding by Design Template.

Physical Science Chemical Reactions OCASD Unit VII (34 weeks)



PA Academic Standards, PA Core Standards, PA Eligible Content: CHEM.B.2.1 Predict what happens during a chemical reaction. CHEM.B.2.1.1 Describe the roles of limiting and excess reactants in chemical reactions. CHEM.B.2.1.3 Classify reactions as synthesis, decomposition, single replacement, double replacement, or combustion. CHEM.B.2.1.4 Predict products of simple chemical reactions (e.g., synthesis, decomposition, single replacement, double replacement, combustion). CHEM.B.2.1.5 Balance chemical equations by applying the Law of Conservation of Matter. CC.3.5.1112.C. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.














CC.2.2.6.B.1 Apply and extend previous understandings of arithmetic to algebraic expressions.


Students will understand that: Chemical reactions need to be balanced because of the Law of Conservation of Mass. Chemical reactions can be classified into different types. The limiting reactant determines the amounts of products that can be produced. Products can be predicted for chemical reactions.


Why does a chemical reaction need to be balanced? How is a chemical reaction balanced? How is a chemical reaction classified? Why does the limiting reactant determine the amount of product produced? How can products for chemical reactions be prodicted?



The Law of Conservation of Mass Steps for balancing equations Symbols used in chemical reactions The five types of chemical reactions The difference between the limiting reactant and the

excess All vocabulary associated with bonding and the

periodic table


Balance a chemical equation using coefficients Write a balanced chemical equations using symbols. Classify a reaction as synthesis, decomposition,

single replacement, double replacement, or combustion.



Other Evidence—Summative and Formative book work (checks for understanding), worksheets, study guides, review sheet, review game, quizzes,

tests, homework, group work, selfassessment,


Classifying Reactions Day 1Graphic Organizer Day 2ppt and notes Day 3guided practice Day 4individual practice Day 5lab Day 6finish lab Day 7Study Guide Day 8 Review Game Day 9Test/Quiz Balancing Equations Day 10ppt and notes Day 11ppt, notes and guided practice Day 12individual practice Day 13 Continue Day 14Lab Day 15continue Lab Day 16Study Guide Day 17 Review Game Day 18Test/Quiz Jay McTighe and Grant Wiggins, Understanding by Design Template.

physical science scientific method/ metric system...

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