Aldine ISD Curriculum Guide th Grade Science. Second Nine Weeks Scope and Sequence

Transcription

1 Second Nine Weeks Scope and Sequence The students know the essential elements that make up the Earth: Carbon, Oxygen, Hydrogen, and Nitrogen. Students understand that all living and nonliving elements in nature are formed from limited elements. Students will research the pro s and con s of energy resources so that students are aware and can make informed decisions about these resources. Students will formulate and discuss ideas, as well as practice and participate in a debate style manner. Unit 2 Vocabulary: Matter and Energy English Spanish English Spanish English Spanish elements elemento ocean océano atmosphere atmosfera living matter material viviente Solid earth Solidos de la Tierra metal metal ductility ductilidad luster brillo malleability maleabilidad nonmetal No metales metalloid Metaloides chemical change Cambio químico physical change Cambio físico states of matter Estado de Materia density densidad mass masa volume Volumen advantage Ventaja biomass biomasa disadvantage desventaja energy resource recurso energético coal carbón mineral Conservation Conservación Geothermal Geotérmico Hydropower Hidroeléctrica Natural gas Gas natural Nonrenewable No renovable Oil Petróleo plan plan Nuclear Power Energía nuclear Renewable Renovable Solar Solar Wind (energy) Energía eólica atoms Atómico Compounds Compuestos Comprise constituir organisms Organismos 1

2 Integrated Process Skills: 6.1A demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards. 6.4B use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher. 6.1B practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials. 6.4A use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum. 6.3B use models to represent aspects of the natural world such as a model of Earth's layers. 6.3C identify advantages and limitations of models such as size, scale, properties, and materials. 6.2A plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. 6.2B design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology. 6.2C collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers. 6.2D construct tables and graphs, using repeated trials and means, to organize data and identify patterns. 6.2E analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. Critical Thinking 6.3A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. 6.3D relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content. 2

3 6.5B recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans and the atmosphere A few elements are more prevalent on the Earth s surface than others Elements are found in the different states of matter: solid, liquid and gas. Carbon is common element found in living things. Hydrogen, oxygen, sodium, and chlorine are the common elements found in oceans. Nitrogen, oxygen, and hydrogen are the common elements found in the atmosphere. The earth s core is made of metals such as, aluminum and iron. Common elements include carbon, oxygen, hydrogen, copper, aluminum, sodium, nitrogen, calcium, and iron. The solid parts of Earth are made of mostly oxygen and silicon. Living matter is mainly made of oxygen, carbon, hydrogen, nitrogen, calcium and phosphorus. The oceans are mainly made of oxygen and hydrogen, which are the elements in water. The atmosphere is mainly made of nitrogen and oxygen. What elements comprise Earth s surface, oceans, atmosphere, and living matter? Recognize the elements found in earth s core. Recognize the common element found in organisms. Recognize the elements found in oceans. Recognize the elements found in the atmosphere. 3

4 6.6A compare metals, nonmetals & metalloids using physical properties such as luster, conductivity or malleability The Periodic Table of Elements is a chart where all elements are organized into periods and grouped according to their properties The three main groups of elements are metals, non-metals and metalloids. Metals are usually solid elements with a shiny surface; they are good conductors of electricity and thermal energy, and malleable. Nonmetals are chemical elements that are not metals; they are usually solids or gases, generally not shiny, not good conductors of electricity or thermal energy, and not malleable. Metalloids are nonmetallic elements that have properties of both metals and non-metals. Most elements are metals. What elements are metals? What are the physical properties of metals? Where are nonmetals & metalloids on the periodic table? What are the physical properties of nonmetals & metalloids? What is a metal? Where are metals mostly located on the Periodic Table of Elements? What nonmetals? Where are they mostly located on the Periodic Table of Elements? What metalloids? Where are they mostly located on the Periodic Table of Elements? What physical properties can be used to classify elements as metals, nonmetals, or metalloids? Compare metals and metalloids. Compare nonmetals and metalloids. Locate the location of the metals, non-metals, and metalloids. 4

5 6.5D Identify the formation of a new substance by using the evidence of a possible chemical change such as the production of a gas, change in temperature, production of a precipitate, or color change. A chemical change occurs when one or more substances are changed into new substances with different properties Chemical changes occur when bonds of elements or compounds are broken and form a new substance. A chemical change cannot be undone by physical means A precipitate is formed when a solid drops out of a liquid during a chemical change A physical change can be reversed into its original state. Evidence or signs of chemical change are observed by gas production, precipitate formation, absorption or energy release in the form of heat or light, a color change or odor formation. How are physical changes different from chemical changes? What evidence indicates a chemical change is occurring? What is a chemical change? How does a chemical change occur? What might be evidence that a chemical change is occurring? Can a chemical change be reversed? 6.6B calculate density to identify an unknown substance Tools such as a triple beam balance for mass and graduated cylinder for volume must be used to collect data to calculate density. What is density & how is it used to identify an unknown substance? How is density used to identify and classify unknown substances? 5

6 6.7A Research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources. 6.7B Design a logical plan to manage energy resources in the home, school, or community. All of the major energy resources used in the U.S. have both advantages and disadvantages. Biomass, wind, hydropower, geothermal and solar resources are renewable resources. Coal, oil, natural gas, and nuclear power are nonrenewable resources Renewable resources can be replaced in a relatively short period of time. Nonrenewable resources take millions of years to be replaced. An energy management plan must be designed under certain constraints, such as cost, time, materials needed, etc. Ideas may be communicated with lists, drawings, and/or simple models. Determine which resources are more eco-friendly or energy efficient than others. Energy is conserved everywhere by examining the amount of resources consumed, electricity used, and fuel used. Debate the advantages and disadvantages of each energy resource. What are the advantages of using renewable resources versus nonrenewable resources? What types of energy resources can be renewed over a relatively short period of time? What types of resources, once depleted, are nonrenewable? What is the primary source of energy that is used at home, at school, or in the community? Is there a way to manage energy use so that less energy is used to operate a home, a school, or a community? If nonrenewable resources, such as petroleum products, were not available, what other energy resources could be used? What are the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources? 6