Advanced Intermediate Science Curriculum Map. Grade

Transcription

1 The Scientific Method (2 weeks) Advanced Intermediate Science Curriculum Map Grade Unit 1 Key Questions Standards Activities/Skills/Vocab Assessment What processes do scientists use to discover new knowledge? S1, C2, PO1: Demonstrate safe behavior and appropriate procedures in all science inquiry. S1, C1, PO2: Formulate questions based on observations that lead to the development of a hypothesis. S1, C1, PO1: Differentiate among a question, hypothesis, and prediction. Qualitative and quantitative observations of Science artifacts M&M observation and designed experiment Watch a video to identify scientific processes Scientific Method Paragraph Observations The following standards will be emphasized throughout the year: S2, C2, PO3: Apply the following scientific processes to other problem solving or decision making situations: observing questioning communicating comparing measuring classifying predicting organizing data inferring generating hypotheses identifying variables S1, C2, PO2: Design an investigation to test individual variables using scientific processes. S1, C2, PO4: Perform measurements using appropriate scientific tools. S1, C3, PO1: Analyze data obtained in a scientific investigation to identify trends. S1, C4, PO3: Communicate the results of an investigation with appropriate use of qualitative and quantitative information. S1, C4, PO5: Communicate the results and conclusion of the Measure mass using a pan balance qualitative observation quantitative observation hypothesis data experimental variable controlled variable

2 Energy Unit 2 Key Questions Standards Activities/Skills/Vocab Assessment Science Fair Introduction (6 weeks) What is energy and how is it stored? How does energy transfer from one form to another? What are the renewable and nonrenewable sources of electrical energy? What is a good Science inquiry, and where can a young scientist find background information about potential Science interests? S5, C3, PO2: Identify several ways in which energy may be stored. S5, C3, PO3: Compare ways in which energy may be transformed. S5, C3, PO4: Explain how thermal energy (heat) can be transferred by conduction, convection, and radiation. S5, C3, PO1: Identify various ways in which electrical energy is generated using renewable and nonrenewable resources. Changing Energy Graph (calculate speed and an average) Reading a thermometer in Celsius and Fahrenheit units Great Energy Debate Draw a diagram to demonstrate the flow of energy from its source to a usable form Energy diagram Energy Flow diagram Class work/ Homework Graph assignment Concept map Science Fair question S1, C3, PO2: Form a logical argument about a correlation between variables or sequence of events. S1, C4, PO1: Choose an appropriate graphic representation for collected data. S3, C2, PO2: Students will compare possible solutions to best address a need or problem. S1, C1, PO3: Locate research information, not limited to a single source, for use in the design of a controlled Identify factors that contribute to a quality Science Fair inquiry energy potential energy kinetic energy Law of Conservation of Energy thermal energy heat temperature conduction convection radiation chemical energy nuclear energy electrical energy renewable resource nonrenewable resource

3 Unit 3 Key Questions Standards Activities/Skills/Vocab Assessment Atmospheric and Oceanic Interactions Science Fair Experiment Design (9 weeks) What are the properties and composition of the atmosphere and hydrosphere? How do scientists explore the Earth s oceans? What are the interactions between the Earth s atmosphere and bodies of water? What is the relationship between science, engineering, and technology? What are the key components of a Science Fair experiment? S4, C3, PO1: Explain that sunlight is the major source of energy for most ecosystems S2, C1, PO1: Identify how diverse people and/or cultures have made important contributions to scientific innovations. S6, C1, PO1 & PO3: Describe the properties and the composition of the layers of the atmosphere, and the ocean s zones and layers. S6, C1, PO4: Analyze the interactions between the Earth s atmosphere and the Earth s bodies of water (water cycle) S6, C1, PO5: Describe ways scientists explore the Earth s bodies of water. S6, C2, PO1: Explain how water is cycled in nature. S2, C1, PO2: Describe how a major milestone in science or technology has revolutionized the thinking of the time. S2, C1, PO4: Describe the use of technology in science-related careers. S3, C2, PO4: Describe a technological discovery that influences science. S3, C2, PO3: Design and construct a solution to an identified need or problem using simple classroom materials. S1, C4, PO4: Create a list of instructions that others can follow in carrying out a procedure. Model and graph components and layers of the atmosphere and oceans Diagram the components of the water cycle Design a device to model an ocean crust sampler Calculate the density of different objects View a video to identify connections between science and technology atmosphere meteorologist air pressure troposphere stratosphere mesosphere thermosphere exosphere ozone layer oceanographer surface, thermocline, and deep water zones thermohaline salinity bathymetry Quiz Water Cycle Project Engineering Process Project Graph assignments Video paragraph response Science Fair Hypothesis Science Fair Experiment Design euphotic, disphotic, and aphotic zones mass volume density engineering technology sonar scuba submersibles and ROV s water cycle evaporation condensation precipitation accumulation transpiration

4 Weather and Climate Unit 4 Key Questions Standards Activities/Skills/Vocab Assessment Science Fair Experiment Report, Display and Presentation (8 weeks) What causes the weather of an area and the climate of a region? How do scientists study and make conclusions about weather and climate? How does a young scientist conduct and report the results of a scientific inquiry? S6, C1, PO2: Explain composition, properties and structure of Earth s lakes and rivers. S6, C2, PO2: Identify the distribution of water within or among the atmosphere, lithosphere, and hydrosphere. S6, C2: PO3: Analyze the effects that bodies of water have on the climate of a region. S6, C2, PO4: Analyze factors that affect climate (ocean currents, elevation, location). S6, C2, PO5: Analyze the impact of large scale weather systems on the local weather. Science Fair report, display, and in-class presentation Interpreting graphs Model a watershed and an aquifer Create a weather system model Evaluate scientific research about climate Weather System Model Climate Debate Project Science Fair Report Science Fair Display/Presentation Graph assignments Concept maps S6, C1, PO5: Describe ways scientists explore the atmosphere. S6, C2, PO6: Create a weather system model including the Sun, atmosphere, and water bodies. S1, C3, PO3 & PO4: Evaluate the observations and data reported by others, and interpret simple tables and graphs produced by others. S1, C4, PO2: Display data collected from a controlled Reinforced: S1, C3, PO1, S1, C4, PO3 & PO5 Debate action plans for ensuring climates and environments that support ecosystems weather climate isotherm lithosphere hydrosphere satellite watershed divide glacier groundwater aquifer runoff clouds: cirrus, cumulus, stratus front global warming greenhouse effect carbon cycle

5 Unit 5 Key Questions Standards Activities/Skills/Vocab Assessment Nature and Humans: Science and Solutions (6 weeks) What are the effects of natural and human made conditions and hazards on living populations? How can people respond (individually, as communities, and globally) to problems caused by natural and human made conditions and hazards? S3, C1, PO1: Evaluate the effects of the following natural hazards: sandstorm, hurricane, tornado, ultraviolet light, lightning-caused fire. S3, C1, PO2: Describe how people plan for, and respond to, the following natural disasters: drought, flooding, tornadoes. S3, C2, PO1: Propose viable methods of responding to an identified need or problem. S4, C3, PO2: Describe how the following environmental conditions affect the quality of life: water quality, climate, population density, smog. S1, C3, PO6: Formulate new questions based on the results of a completed S2, C2, PO1: Describe how science in an ongoing process that changes in response to new information and discoveries. S2, C2, PO2: Describe how scientific knowledge is subject to change as new information and/or technology challenges prevailing theories. Reinforced: S3, C2, PO2/S1, C3, PO4 Interpreting graphs Research current discoveries in Science Complete a project demonstrating a method for responding to a problem related to a natural or human made hazard thunderstorm hurricane storm surge tornado lightning ultraviolet light drought population density smog Science Solutions Project Current events in Science response

6 Unit 6 Key Questions Standards Activities/Skills/Vocab Assessment The Building Blocks of Life: Structures and their Functions in Organisms (7 weeks) How are organisms built and how do their systems interact to perform the functions of life? What is the nature of Science and its impact on the future? S4, C1, PO1: Explain the importance of water to organisms. S4, C1, PO2 & PO3: Describe the structure of a cell and functions of the following: cell wall, cell membrane, nucleus. S4, C1, PO4: Differentiate between plant and animal cells. S4, C1, PO5: Explain the hierarchy of cells, tissues, organs, and systems. S4, C1, PO6: Relate structures of living organisms to their functions. S4, C1, PO7: Describe how the various systems of living organisms work together to perform a vital function. S2, C1, PO3: Explain the impact of a major scientific development within the past decade. S1, C3, PO5: Analyze the results from previous and/or similar investigations to verify the results of the current Reinforced: S2, C2, PO1 & PO2/S2, C1, PO1/S4, C3, PO1 Prepare microscope slides Create models of cells and living systems Evaluating Science news cell: wall, membrane, nucleus tissue organ organ system respiration digestion circulation locomotion transpiration stomata roots xylem phloem absorption phototropism hydrotropism geotropism organ systems: respiratory, circulatory, muscular, skeletal, digestive, excretory System Connections Project Cumulative Exam Concept maps Current event response