Physical Science Version: CPS05-06


 
Scholastic Area that Course Is Active In: Science

Strand: Characteristics of Science -- Habits of Mind


 
S.ChS.1 Science Inquiry: Questions & Design
The learner will evaluate the importance of curiosity, honesty, openness, and skepticism in science:
Element: S.ChS.1.a
Exhibit the above traits in their own scientific activities
Element: S.ChS.1.b
Recognize that different explanations often can be given for the same evidence
Element: S.ChS.1.c
Explain that further understanding of scientific problems relies on the design and execution of new experiments which may reinforce or weaken opposing explanations.
 

 
S.ChS.2 Science Inquiry: Safety
The learner will use standard safety practices for all classroom laboratory and field investigations:
Element: S.ChS.2.a
Follow correct procedures for use of scientific apparatus
Element: S.ChS.2.b
Demonstrate appropriate technique in all laboratory situations
Element: S.ChS.2.c
Follow correct protocol for identifying and reporting safety problems and violations.
 

 
S.ChS.3 Science Inquiry: Lab Processes
The learner will identify and investigate problems scientifically:
Element: S.ChS.3.a
Suggest reasonable hypotheses for identified problems scientifically
Element: S.ChS.3.b
Develop procedures for solving scientific problems
Element: S.ChS.3.c
Collect, organize and record appropriate data
Element: S.ChS.3.d
Graphically compare and analyze data points and/or summary statistics
Element: S.ChS.3.e
Develop reasonable conclusions based on data collected
Element: S.ChS.3.f
Evaluate whether conclusions are reasonable by reviewing the process and checking against other available information.
 

 
T.S.ChS.3.15
The student creates basic spreadsheets to organize and display information. (Examples might include using Excel, etc.)
 

 
S.ChS.4 Science Inquiry: Data Collection & Technology
The learner will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials:
Element: S.ChS.4.a
Develop and use systematic procedures for recording and organizing information
Element: S.ChS.4.b
Use technology to produce tables and graphs
Element: S.ChS.4.c
Use technology to develop, test, and revise experimental or mathematical models.
 

 
T.S.ChS.4.6
The student transfers usage skills of one type of software and hardware to another. (Software example might include transferring information between MovieMaker to iMovie. Hardware example might include using various devices that use the USB port.)
 

 
T.S.ChS.4.14
The student uses technology to create, add, edit, and draw conclusions from information displayed in charts and graphs.
 

 
T.S.ChS.4.33
The student selects and uses technology tools for data collection, analysis, presentation, collaboration and/or creativity to solve problems and make decisions.
 

 
S.ChS.5 Science Inquiry: Research & Analysis
The learner will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations:
Element: S.ChS.5.a
Trace the source on any large disparity between estimated and calculated answers to problems
Element: S.ChS.5.b
Consider possible effects of measurement errors on calculations
Element: S.ChS.5.c
Recognize the relationship between accuracy and precision
Element: S.ChS.5.d
Express appropriate numbers of significant figures for calculated data, using scientific notation where appropriate
Element: S.ChS.5.e
Solve scientific problems by substituting quantitative values, using dimensional analysis and/or simple algebraic formulas as appropriate.
 

 
T.S.ChS.5.19
The student creates and enhances presentations and documents using appropriate elements and principals of design. (Examples might include repetition of a limited number of colors, fonts, or patterns, continuity of placement of elements, inclusion of images and sounds, etc.)
 

 
S.ChS.6 Science Inquiry: Reporting & Reference
The learner will communicate scientific investigations and information clearly:
Element: S.ChS.6.a
Write clear, coherent laboratory reports related to scientific investigations
Element: S.ChS.6.b
Writes clear, coherent accounts of current scientific issues, including possible alternative interpretations of the data
Element: S.ChS.6.c
Use data as evidence to support scientific arguments and claims in written or oral presentations
Element: S.ChS.6.d
Participate in group discussions of scientific investigation and current scientific issues.
 

 
T.S.ChS.6.9
The student selects and uses appropriate software depending on the task. (Example might include selecting integrated software including word processing, spreadsheet, and database to create a comprehensive report or document.)
 

 
T.S.ChS.6.12
The student uses a word processing application to create and edit a document that contains text (words, phrases, and sentences) and images.  (Examples might include journals, reports, cards, calenders, flyers. etc)
 

 
T.S.ChS.6.16
The student creates, modifies and edits documents using desktop publishing and word processing tools to integrate. (Examples include newsletters, flyers, calendars, cards, etc.
 

 
T.S.ChS.6.18
The student creates, manages and utilizes information using spreadsheet tools and applications.
 

Strand: Charcteristics of Science -- The Nature of Science


 
S.ChS.7 Science Inquiry: System Analysis & Reference
The learner will analyze how scientific knowledge is developed. Learners will recognize that:
Element: S.ChS.7.a
The universe is a vast single system in which the basic principles are the same everywhere
Element: S.ChS.7.b
Universal principles are discovered through observation and experimental verification
Element: S.ChS.7.c
From time to time, major shifts occur in the scientific view of how the world works. More often, however, the changes that take place in the body of scientific knowledge are small modifications of prior knowledge. Major shifts in scientific views typically occur after the observation of a new phenomenon or an insighful interpretation of existing data by an individual or research group
Element: S.ChS.7.d
Hypotheses often cause scientists to develop new experiments that produce additional data
Element: S.ChS.7.e
Testing, revising, and occasionally rejecting new and old theories never ends.
 

 
T.S.ChS.7.27
The student selects and uses a variety of technology tools to locate, analyze, synthesize, evaluate and/or apply information to accomplish a content specific task
 

 
S.ChS.8 Science Inquiry: Science Processes
The learner will understand important features of the process of scientific inquiry. The learner will apply the following to inquiry learning practices:
Element: S.ChS.8.a
Scientific investigators control the conditions of their experiments in order to produce valuable data
Element: S.ChS.8.b
Scientific researchers are expected to critically assess the quality of data including possible sources of bias in their investigations' hypotheses, observations, data analyses, and interpretations
Element: S.ChS.8.c
Scientists use practices such as peer review and publication to reinforce the integrity of scientific activity and reporting
Element: S.ChS.8.d
The merit of a new theory is judged by how well scientific data are explained by the new theory
Element: S.ChS.8.e
The ultimate goal of science is to develop an understanding of the natural universe which is free of biases
Element: S.ChS.8.f
Science disciplines and traditions differ from one another in what is studied, techniques used, and outcomes sought.
 

 
S.ChS.9 Reading in Science
The learner will enhance reading in science by:
Element: S.ChS.9.a
Read the appropriate fraction of the total minimum of 25 grade-level appropriate books (or equivalent science articles or essays) per year from the science disciplines and participate in discussions related to curricular learning in all areas: Read both informational and fictional texts in a variety of genres and modes of discourse appropriate to the science course; Read technical texts related to the science subject areas.
Element: S.ChS.9.b
Discussing books: Discuss messages and themes from books within the science area; Respond to a variety of texts in multiple modes of discourse; Relate messages and themes from one subject area to messages and themes in another area; Evaluate the merit of texts within science disciplines; Examine author's purpose in writing; Recognize the features of disciplinary texts.
Element: S.ChS.9.c
Building vocabulary knowledge: Demonstrate an understanding of contextual vocabulary in science; Use content vocabulary in writing and speaking; Explore understanding of new words found in science.
Element: S.ChS.9.d
Establishing context: Explore life experiences related to science content or characteristics of science; Discuss in both writing and speaking how certain words are subject area related; Determine strategies for finding content and contextual meaning for unknown words.
 

 
T.S.ChS.9.26
The student uses search strategies and navigational skills to locate and retrieve information on approved CCSD online resources.
 

Strand: Physical Science


 
SPS1 Atomic Structure
The learner will investigate our current understanding of the atom.
Element: SPS1.a
The learner will examine the structure of the atom in terms of:
  • Protons, electrons, and neutrons location
  • Atomic mass and atomic number
  • Atoms with different numbers of neutrons(isotopes)
  • Atoms with different numbers of protons
  • Element: SPS1.b
    The learner will compare and contrast ionic and covalent bonds in terms of electron movement.
     

     
    SPS2 Matter & Classification
    The learner will explore the nature of matter, its classifications, and its system for naming types of matter.
    Element: SPS2.c
    The learner will use IUPAC nomenclature for transition between chemical names and chemical formulas of:
  • Binary ionic compounds (i.e., containing representative elements)
  • Binary covalent comounds (e.g., carbon dioxide, carbon tetrachloride)
  • Element: SPS2.a
    The learner will calculate density when given a means to determine a substance's mass and volume.
    Element: SPS2.b
    The learner will predict formulas for stable binary ionic compounds based on balance of charges.
    Element: SPS2.d
    The learner will demonstrate the Law on Conservation of Matter in a chemical reaction.
    Element: SPS2.e
    The learner will apply the Law of Conservation of Matter by balancing the following types of chemical equations:
  • Synthesis
  • Decompostion
  • Single Replacement
  • Double Repl
  •  

     
    SPS3 Radioactivity
    The learner will distinguish the characteristics and components of radioactivity.
    Element: SPS3.a
    The learner will differentiate between Alpha and Beta particles, and gamma waves.
    Element: SPS3.b
    The learner will differentiate between fusion and fission.
    Element: SPS3.c
    The learner will explain the process of half-life as related to radioactive decay.
    Element: SPS3.d
    The learner will descrive nuclear energy, its practical application as alternative energy source, and its potential problems.
     

     
    SPS4 Periodic Table
    The learner will investigate the arrangement of the Periodic Table.
    Element: SPS4.a
    The learner will determine trens of the following:
  • Number of Valence electrons
  • Types of ions formed by representative elements
  • Location of metals, nonmetals, and metalloids
  • Phases at room temperature
  • Element: SPS4.b
    The learner will use the Periodic Table to predict the above properties for representative elements.
    Element: SPS4.c
    The learner will predict formulas for stable binary ionic compounds based on balance of charges.
     

     
    T.SPS4.11

    Uses brainstorming/webbing software in planning, organizing, and prewriting.<O:P></O:P>

     

     
    SPS5 Phases of Matter
    The learner will compare and contrast the phases of matter as they relate to atomic and molecular motion.
    Element: SPS5.a
    The learner will compare and contrast the atomic/molecular motion of solids, liquids, gases, and plasmas.
    Element: SPS5.b
    The learner will relate temperature, pressure, and volume of gases to the behavior of gases.
     

     
    SPS6 The Nature of Solution
    The learner will be familiar with the properties of solutions.
    Element: SPS6.a
    The learner will describe solutions in terms of:
  • Solute/solvent
  • Conductivity
  • Concentration
  • Element: SPS6.b
    The learner will observe factors affecting the rate a solute dissolves in a specific solvent.
    Element: SPS6.c
    The learner will demonstrate that solubility is related to temperature by constructing a solubility curve.
    Element: SPS6.d
    The learner will compare and contrast the components and properties of acids and bases.
    Element: SPS6.e
    The learner will recognize whether common household substances are acidic and basic solutions when given appropriate chemical properties.
     

     
    SPS7 Energy Forms & Transformations
    The learner will relate transformations and flow of energy within a system.
    Element: SPS7.b
    The learner will investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection and radiaton.
    Element: SPS7.a
    The learner will identify energy transformations within a system (e.g. lighting of a match).
    Element: SPS7.c
    The learner will determine the heat capacity using mass, specific heat, and temperature.
    Element: SPS7.d
    The learner will explain the flow of energy in phase changes through the use of a phase diagram.
     

     
    SPS8 Force & Mass
    The learner will determine relationships between force, mass, and motion.
    Element: SPS8.a
    The learner will calculate velocity and acceleration.
    Element: SPS8.b
    The learner will apply Newton's three laws to everyday situations by enplaining:
  • Inertial
  • Relationship between, force, mass, and acceleration
  • Equal and opposite forces
  • Element: SPS8.c
    The learner will relate falling objects to gravitational force.
    Element: SPS8.d
    The learner will explain the difference in mass and weight.
    Element: SPS8.e
    The learner will calulate amounts of work and mechanical advantage using simple machines.
     

     
    SPS9 Waves & Energy
    The learner will investigate the properties of waves.
    Element: SPS9.a
    The learner will recognize that all waves transfer energy.
    Element: SPS9.b
    The learner will relate frequence and wavelength to the energy of different types of electromagnetic and mechanical (sound) waves.
    Element: SPS9.c
    The learner will compare and contrast the characteristics of electromagnetic and mechanical (sound) waves.
    Element: SPS9.d
    The learner will investigate the phenomena of reflection, refraction, interference, and diffraction.
    Element: SPS9.e
    The learner will relate the speed of sound to different mediums.
    Element: SPS9.f
    The learner will explain the Doppler Effect in terms of everyday interactions.
     

     
    SPS10 Electricity & Magnetism
    The learner will investigate the properties of electricity and magnetism.
    Element: SPS10.a
    The learner will investigate static electricity in terms of:
  • Friction
  • Induction
  • Conduction
  • Element: SPS10.b
    The learner will explain the flow of electrons in terms of:
  • Alternating and direct current
  • Relationship between voltage, resistance and current
  • Simple series and parallel circuits
  • Element: SPS10.c
    The learner will investigate applications of magnetism and/or its relationship to the movement of electrical charge as it related to:
  • Electromagnets
  • Simple motors
  • Use of permanent magnets
  •  

     
    T.SPS10.13
    The student plans, creates, and analyzes simple multimedia products collaboratively combining visual elements, sounds, and words to communicate concepts.
     

    Select Authors

    Hold the Ctrl key to select
    more than one name

    Close | Save

    Edit Unit Overview

    The Unit Overview is a clear, concise, focused synopsis of the unit and includes interesting, succinct descriptions of the learning activities in support of the objectives.

    Close | Save

    Edit Subquestions

    The Guiding Sub-questions are related, relevant, and connected to exploring the Essential Question. They are higher level questions and are specific enough to guide the work of the unit. (Subquestions must be entered one at a time and updated . . . they are numbered automatically.)

    Close | Save

    Edit Assessment Plan

    Begin writing a unit by establishing what you want students to know and be able to do and planning how you will know "what they know". This Assessment Plan is a general plan (specific assessment instruments are in the teaching procedures); this section should both help you to plan and to give teachers an idea of the varied types of assessment that will be used in the unit. Be sure to include informal checks of understanding, student self-assessment, and authentic assessment. Include pre and post assessment.

    Close | Save

    Edit Keywords

    Enter critical vocabulary necessary to the Unit..

    Close | Save

    Edit Classroom Preparation

    Classroom preparation for implementation includes notes on preparing the classroom (i.e. ideas for organization, flexible grouping, technologies needed, etc.).

    Close | Save

    Edit Preparation for Students

    Preparation for students includes notes on preparing the learner such as possible misconceptions students may have, ideas of pre-exposure for learners, and prerequisite lessons. It includes ideas for accelerated learning.

    Close | Save

    Edit Unit Resources

    Unit Resources include general, global resources that might include bookmarks, books, periodicals, media and software. URLs need to be provided for each resource to identify a source from which it can be obtained. Resources might include those purchased as part of an adoption. More specific resources will be referenced within the teaching procedures.

    Close | Save

    Edit Teaching Procedures

    Description Coming Soon

    Close | Save

    Edit Comments

    Description Coming Soon

    Close | Save