TREASURE COAST SCIENCE SYLLABUS

Transcription

1 TREASURE COAST SCIENCE SYLLABUS M/J Comprehensive Science I Year and teacher contact information COMPLETED BY INDIVIDUAL TEACHER Text: Florida Science Fusion, 2012/1 st Florida Edition (DiSpezio) Course I The purpose of this course is to provide opportunities to study concepts of the life, earth/space, and physical sciences, and their applications to everyday life. The content should include, but not be limited to, the following: Force and motion Processes that shape the Earth Processes of life Energy Nature of Science Earth systems and patterns Course Goals: Development of research skills Plan and carry out scientific investigations of various types Understand the use of scientific processes to study the patterns of natural events and solve problems Application and development of critical thinking and inquiry skills Understanding and appreciation of the role of science and its impact on our daily lives Course Requirements: COMPLETED BY INDIVIDUAL TEACHER Assignments: COMPLETED BY INDIVIDUAL TEACHER Tests and Quizzes: COMPLETED BY INDIVIDUAL TEACHER Research Projects: COMPLETED BY INDIVIDUAL TEACHER Grading Plan: COMPLETED BY INDIVIDUAL TEACHER Academic Honesty Plan: Willful or deliberate unauthorized use of the work of another person for academic purposes, or inappropriate use of notes, or other material in the completion of an academic assignment or 1

2 test is not permitted. In addition to disciplinary responses, the granting of credit for this assignment may be considered null and void. Classroom Expectations: COMPLETED BY INDIVIDUAL TEACHER Personal Statement: COMPLETED BY INDIVIDUAL TEACHER Semester 1 Quarter 1 Topic of Study: Thinking and Working Like a Scientist Explain the difference between an experiment and other types of scientific investigations. Describe the creative means scientists must use to design an investigation. Recognize systematic inference as one form of scientific investigation. Explain that science is based on factual based evidence. Use appropriate reference materials to support scientific investigations of various types, such as systematic observation or experiments. Distinguish the difference between a scientific law and theory vs. a societal law. Give examples of how advances in technology have affected scientific theories and laws. Compare and contrast the terms that describe examples of scientific knowledge such as: theory, law, hypothesis, and model. Distinguish between a scientific theory and a general claim. Define a scientific problem or question from the sixth grade curriculum. Develop a hypothesis with one testable independent variable. Distinguish between dependent and independent variables and controls in a variety of activities. Explain why scientific investigations should be replicable. Conduct, discuss, and compare similar investigations by working cooperatively in groups. Collect and organize data in charts, tables, and graphics. Present individual or group data after a scientific investigation, analyze the evidence, and reach a class consensus. Justify conclusions based upon all the available evidence, not on expressed opinions. Distinguish science from other activities involving thought. Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals. Compare and contrast scientific laws and societal laws. Cite examples of scientific laws. Distinguish between laws and theories by understanding that laws describe the what and theories explain the why. 2

3 Explain why models are used in science to observe processes that happen too slowly, too quickly, or are too small or vast for direct observation. Give examples of visual/physical, mathematical, and conceptual models as used in science. Recognize, identify and know how to safely and accurately use lab equipment. Explain appropriate science lab behavior (no playing or pushing, no food/drink, no running, does not touch anything until told, etc ). Describe the importance of following all written or oral directions of the teacher when conducting an investigation. Identify protective clothing worn in the lab: safety goggles, aprons, gloves. Recognize that different types of wastes are disposed of in specific ways. Create a lab safety plan for the classroom. Topic of Study: Energy Transformation and Measuring Motion Explain what energy is and provide an example. Compare and contrast potential and kinetic energy. Identify and describe instances where potential energy is transformed to kinetic energy. Identify and describe instances where kinetic energy is transformed to potential energy. Apply concepts of potential and kinetic energy in an investigation activity. Differentiate between a theory and a law using a graphic organizer. Diagram the transfer of energy and apply it in a real world scenario. Explain the Law of Conservation of Energy in a real life example. Describe the time in history in which the law of conservation was discovered. Define a problem using the law of conservation. Explain what energy is and provide an example. Compare and contrast potential and kinetic energy. Identify and describe instances where potential energy is transformed to kinetic energy. Identify and describe instances where kinetic energy is transformed to potential energy. Apply concepts of potential and kinetic energy in an investigation activity. Differentiate between a theory and a law using a graphic organizer. Diagram the transfer of energy and apply it in a real world scenario. Explain the Law of Conservation of Energy in a real life example. Describe the time in history in which the law of conservation was discovered. Define a problem using the law of conservation. Make observations on how motion occurs with respect to a particular reference point. Measure the distance objects move using SI units. Record the time it takes for and object to move a given distance. Tabulate speed and average speed solving for different variables. Interpret and analyze various motion graphs. Record various distances and times through an inquiry activity. Construct a distance versus time graph using student collected data. 3

4 Calculate and compare multiple speeds over time on a line graph. Differentiate between average speed and constant speed to describe a trip. Semester 1 Quarter 2 Topic of Study: Types of Forces Explore how various surfaces affect the friction of pulling an object during an inquiry activity. Evaluate forces acting on different objects and surfaces during an inquiry activity. Investigate the friction encountered by a ball rolling across a grassy field and other surfaces during an inquiry activity. Identify different types of friction and how they play a role in different sports using a graphic organizer. Interpret how buoyant forces act on vessels and objects on water analyzing a video or images. Investigate how different spheres fall at different rates due to air resistance during an inquiry activity. Describe and show how electric charges exert forces on each other. Compare how lightning and static electricity are related. Describe and illustrate the directional forces of magnets. Distinguish between air resistance and gravity. Compare and contrast contact and non-contact forces and give examples for each. Identify friction in everyday situations. Explain the effect of gravity on objects during an inquiry activity. Identify gravity as the force that causes objects to fall to Earth. Design an experiment that demonstrates the different properties of gravity. Describe unbalance forces using a graphic organizer. Topic of Study: Weather Patterns and Their Impact on Humans Make and describe observations of conduction, convection and radiation in the real world. Explain natural occurring weather patterns as a result of convection and radiation. Describe and explain the interactions of water between the different spheres of the earth (water cycle). Create a water cycle model and observe the effects of different student synthesized variables. Investigate the different factors that affect weather. Identify tools that are used to measure weather. Differentiate between weather and climate. Record and graph temperature and precipitation over a period of time. Define a problem about a factor of weather and design an experiment to test their hypothesis. 4

5 Infer the possible weather from given data and conditions. Predict the effects of weather and climate on different ecosystems. Create a model and observe convection currents. Semester 2 Quarter 3 Topic of Study: Weather Patterns and Their Impact on Humans (Cont.) Classify the different climate regions of the world and the factors that create them. Observe and compare the rate of heat loss of different substances (sand, water, soil, rock, cement) and apply it to the earth system. Graph the rate of heat loss of different substances. Investigate and understand the dynamics of the greenhouse effect on the earth. Identify and research the natural and unnatural causes of climate change in the world. Evaluate possible solutions to climate change. Investigate and present the characteristics of the different spheres of the earth geosphere, hydrosphere, cryosphere, atmosphere and biosphere. Topic of Study: Earth s Changing Surface Compare and contrast physical and chemical weathering during an inquiry activity. Investigate the role physical weathering plays in shaping/reshaping the earth during an inquiry activity. Investigate the role chemical weathering plays in shaping/reshaping the earth during an inquiry activity. Differentiate between erosion and deposition. Explain how the agents of erosion work. Provide an explanation of how weathering and erosion helps in the formation of soil shape/reshape earth (landslide). Investigate local landforms that were developed as a result of erosion and deposition. Explain how glacial erosion contributes to the formation of large lakes. Differentiate between the different types of landforms in Florida. Semester 2 Quarter 4 Topic of Study: Cell Structure, Function and History Describe how all living things are made of cells. 5

6 Compare and contrast the basic structures of plant and animal cells. Compare and contrast the function of plant and cell organelles. Describe how the cells function to maintain homeostasis. Infer how cells are constantly being replaced or dying. Explain the difference between prokaryotic and eukaryotic cells. Compare and contrast single-celled and multi-cellular organisms. Cite evidence from the contributions of scientists (Hooke, Schleiden, and Schwann) who were involved with the development of the cell theory. Describe the levels of organization in the human body. Topic of Study: Classification of Living Things Explain how scientists classify organisms using a graphic organizer. Describe the importance of classification using a graphic organizer. Explain why classification schemes changed as greater numbers of different organisms became known. Describe the major characteristics of the kingdoms using a graphic organizer. Summarize why scientists organize living things into groups from Domains to species (e.g., convenience, identification, ability to produce fertile offspring) using a graphic organizer. Utilize a dichotomous key to identify unknown organisms during an inquiry activity. Topic of Study: Classification of Living Things Identify the functions of the various systems by analyzing a video or images. Investigate the function of the organs associated with different body systems. Summarize the sequence of activities involving major body systems that take place to complete a task (i.e., bend leg at knee or bend arm at elbow). Explain how systems interact with each other to maintain homeostasis. Recognize that bacteria and viruses can infect the human body through many different modes of transmission including airborne, blood borne, body fluids, etc. during an inquiry activity. Explain why viruses depend on living things. Identify various infectious agents and how they affect the human body systems. Compare and contrast the structures of bacteria and viruses and the ways they affect different organisms. List the many ways a person may become infected with disease. Identify ways to prevent infection from bacteria and viruses including universal precautions. Research and describe examples of pathogens that affect human on a regular basis. Investigate the different variables that increase the chance of disease transmission. Recognize the need to assume responsibility for personal health care. St. Lucie County s : Get Real About AIDS Curriculum 6