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Morris School DistrictMorristown, NJ

2015-2016

Physical Science

SuperintendentMr. Mackey Pendergrast

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Morris School District Board of Education

January 2014 - January 2015

Mr. Leonard Posey, President

Dr. Peter Gallerstein, Vice President

MEMBERS

Mrs. Nancy Bangiola

Mr. Norman "JB" Blanchard

Mrs. Teresa Murphy

Ms. Lisa J. Pollak

Mrs. Ann Rhines

Mrs. Fran Rossoff

Ms. Jeanette Thomas

Morris Plains Representative

Ms. Lucia Galdi

Morristown High School Administration

Mr. Mark Manning, Principal

Frelinghuysen Middle School Administration

Mr. David Thompson, Principal

Curriculum Writers:

Mrs. Tracy Bisulca and Ms. Antonia Richards

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Table of ContentsPart IRationale and Philosophy 4Goals and Objectives 5

Part IIWorks Cited 6Units Of Study 7Mastery Objectives 9(NGSS and NJCCCS) Part IIIAssessment Methodologies 17Assessment and Testing Strategies 18Texts and Materials 19

Part IVCurriculum Map 20

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Rationale and Philosophy

Physical Science is a full-year study to help students and young adults learn the properties of matter, elements, compounds, electricity, sound and light, and more. Written to meet national standards, Physical Science offers students who read below grade level or those with limited in English proficiency, the opportunity to practice working with data and sharpen their abilities to infer, classify, and theorize. Comprehension is enhanced through the use of simple sentence structure and low-level vocabulary. Hands-on Investigations and Science in Your Life activities lead students to apply the skills they are learning to everyday life. Also incorporated is the introduction to the interconnectivity of the STEM elements and the Engineering Design Process so that the students of Morristown High School can gain the necessary skills required for careers in our 21st Century world. Students will come to understand that the separate disciplines of Science, Engineering, Technology, and math all play important roles in solving real-world problems using critical and creative thinking skills.

Key considerations:

● State and National Expectations

● Equity and Access to Scientific Principles

● Building on Existing Partnerships Locally, Nationally, and Globally

Goals and Objectives (outcomes):

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The study of Physical Science incorporates the following Big Ideas and Enduring Understandings and strives to establish connections and applications of individual skills and concepts intertwined with the broad principles, critical goals, and objectives of the course:

● Metric System

● The Properties of Matter

● The Structure of Matter

● Classifying Elements

● Compounds

● How Matter Changes

● Motion

● Work and Machines

● Heat

● Sound and Light

● Electricity

● Magnets and Electromagnetism

Works Cited:

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Pearson Education, Inc. (2012). Physical Science; Marshall and Jacobs.

Bottoms, Gene and Feagin, Caro. High Schools That Work (HSTW) Research brief: Improving Achievement is about Focus and Completing the Right Courses (www.sreb.org).

Daggett, Bill and McNulty, Ray. Rigor and Relevance Framework: International Center for Leadership in Education (www.leadered.com).

Killion, Joellen P. (2008). Collaborative Professional Learning in School and Beyond: A Toolkit for New Jersey Educators. Trenton, NJ: New Jersey Department of Education, the New Jersey Professional Teaching Standards Board, and the National Development Council.

National Research Council (1999). A Guide for Using Mathematics and Science Education Standards. Washington, D.C.: National Academy Press.

New Jersey Department of Education (2010). New Jersey Common Core Curriculum Standards 2010. www.njcccs.org.

Stiggins, Rick, Arter, Judith, Chappuis, Jan, and Chappuis, Steve (2006). Classroom Assessment for Student Learning—SUPPLEMENTARY MATERIAL. Portland, OR: Educational Testing Service.

The Secretary’s Commission on Achieving Necessary Skills. (1992). Learning a Living: A Blueprint for High Performance. A SCANS Report for America 2000. Executive Summary. Washington, DC: U.S. Department of Labor.

Webb, Norman. Depth-of-Knowledge Levels. Wisconsin Center for Educational Research (www.facstaff.wcer.wisc.educ/normw).

Units of Study● The Metric System:

○ What is Physical Science?○ Why Scientists Measure○ Using Metric Units to Measure Length○ Using Metric Measurements to Find Area○ Using Metric Measurements to Find Volume

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○ Using Metric Units to Measure Mass

● The Properties of Matter○ What are Some Properties of Matter?○ Mass is Different from Weight○ Measuring the Mass of a Liquid○ Measuring the Volume of a Liquid○ Measuring the Volume of Solid Objects○ What is Density?

● The Structure of Matter○ What Are Molecules?○ What Are Elements?○ What Are Compounds?○ How Do Scientists Know What Atoms Are Like?○ Identifying Elements

● Classifying Elements○ What Are Symbols?○ Using the Periodic Table○ Metals, Nonmetals, and Noble Gases

● Compounds○ What Are Some Characteristics of Compounds?○ How Compounds Are Formed○ Chemical Formulas○ How Compounds Are Named○ Acids and Bases

● How Matter Changes○ What is a Reaction?○ Using Chemical Equations to Show Reactions○ Synthesis and Decomposition Reactions○ Single - and Double - Replacement Reactions

● Motion

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○ What are Motion and Speed?○ Using a Graph to Describe Motion○ Acceleration○ The Laws of Motion○ Gravity

● Work and Machines○ What is Work?○ Power○ Energy○ Using Levers○ Mechanical Advantage○ Some Other Kinds of Simple Machines

● Heat○ What is Heat?○ How Heat Affects Matter○ Temperature ○ How to Measure Heat○ How Heat Travels

● Sound and Light○ What Is Sound?○ Different Sounds○ How Sound Travels○ What Is Light?○ How Light Is Reflected?○ Bending Light

● Electricity ○ How Electricity Flows Through a Circuit ○ Conductors and Insulators○ Some Sources of Electric Current○ Ohm’s Law○ Series Circuits○ Parallel Circuits

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○ Measuring Electricity

● Magnets and Electromagnetism ○ What Are Magnets?○ Identifying a Magnetic Field○ Identifying Magnetism○ The Relationship Between Magnetism and Electricity

Mastery Objectives:(NGSS)

Next Generation Science Standards 2013

A. The Metric System 1. Explain what matter and energy are. HS-PS1-12. Tell why measurement is important. HS-PS2-1, HS-PS2-23. Use the basic metric units of length, volume and mass. PS2.A, HS-PS2-1, HS-PS2-24. Calculate area, and volume, using metric units. PS2.A, HS-PS2-1, HS-PS2-25. Convert metric units. PS2.A, HS-PS2-1, HS-PS2-2

B. The Properties of Matter 1. Describe various objects by listing their properties. HS-PS1-1, PS1.A2. Measure the amounts of different objects. HS-PS1-13. Measure the volume of a liquid, using a graduated cylinder. HS-PS1-24. Measure the volume of an object, using displacement of water method. HS-PS1-25. Calculate density. HS-PS1-2

C. The Structure of Matter

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1. Explain molecules, elements, and compounds PS1.A; PS1.C; & PS2.B 2. Tell how scientists use models PS1.A 3. Explain the meaning of atomic number and mass number. HS-PS1-14. Calculate the number of protons, electrons, and neutrons in an element using its atomic number and mass number. HS-PS1-1

D. Classifying Elements 1. Identify the symbols used to represent different elements. HS-PS1-1 2. Describe the kinds of information in the periodic table. HS-PS1-1, HS-PS1-23. Classify elements as metals, nonmetals, or noble gases. HS-PS1-1

E. Compounds1. Describe compounds. HS-PS1-1 2. Explain how compounds are formed. HS-PS1-1 3. Tell what information in a formula means. HS-PS1-1 4. Explain how compounds are named. HS-PS1-1 5. Classify some compounds as acids or bases. HS-PS1-1

F. How Matter Changes1. Explain what a reaction is. PS1.B, HS-PS1-2, HS-PS1-7 2. Describe what occurs when something dissolves. HS-PS1-23. State the law of conservation of matter. HS-PS1-24. Interpret and write balanced chemical equations. HS-PS1-25. Name and explain the four main types of chemical reactions. HS-PS1-2

G. Motion 1. Define and explain motion and speed. HS-PS2-1 2. Calculate speed, distance, and time. PS2.A, HS-PS2-1 3. Calculate acceleration deceleration. HS-PS2-1.4. Define and explain force. HS-PS2-25. Explain Newton’s three laws of motion. HS-PS2-1 6. Define and explain gravity. HS-PS2-1

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7. Explain the law of universal gravitation. HS-PS2-1

H. Work and Machines 1. Define and explain work and power. HS-PS3-1, HS-PS3-22. Define and explain energy. HS-PS3-1, HS-PS3-23. Name the six forms of energy. HS-PS3-1, HS-PS3-24. Describe the classes of levers. HS-PS3-1, HS-PS3-25. Calculate efficiency and mechanical advantage. HS-PS3-1, HS-PS3-26. Describe six types of simple machines. HS-PS3-1, HS-PS3-2

I. Heat 1. Explain how heat energy can be produced. HS-PS3-1, HS-PS3-32. Tell how heat changes matter. HS-PS3-13. Explain how temperature is measured. HS-PS3-1 4. Identify the difference between temperature and heat. HS-PS3-15. Calculate heat gained or lost. HS-PS1-7, HS-PS3-1, HS-PS3-26. Explain how matter is heated by conduction, convection, and radiation. HS-PS3-1

J. Sound and Light 1. Explain how sound is produced. HS-PS4-12. Describe intensity and volume of sound. HS-PS4-13. Tell how sound travels. HS-PS4-1, HS-PS4-34. Describe the nature of light. HS-PS4-1, HS-PS4-35. Explain the reflection of light. HS-PS4-1, HS-PS4-36. Explain the refraction of light. HS-PS4-1, HS-PS4-3

K. Electricity 1. Describe how electricity is measured. HS-PS2-52. Explain how electric current flows through a circuit. HS-PS2-53. Compare insulators and conductors. HS-PS2-64. Tell how resistance is useful. HS-PS3-55. Describe how batteries produce current. HS-PS2-56. Explain direct current and alternating current. HS-PS2-5

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7. Explain Ohm’s law. HS-PS2-58. Compare series and parallel circuits. HS-PS2-5

L. Magnets and Electromagnetism 1. Describe various kinds of magnets. HS-PS2-4, HS-PS3-52. Explain what a magnetic field is. HS-PS2-43. Tell what causes magnetism. HS-PS2-44. Describe electromagnetism and its uses. HS-PS2-4

Mastery Objectives(NJCCCS)

New Jersey Science & Technology Standards 2010

Science Practice StandardsStandard 5.1 Science Practices All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.

Strand A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.

● Unit Covered:o All Units

Strand B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.


Strand C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.● Unit Covered:

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o All Units

Strand D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms.


Standard 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.

A. The Metric System 1. Explain what matter and energy are. 5.2.12.A.2, 5.2.12.D.22. Tell why measurement is important. 5.1.12.A.1 , 5.1.12.B.23. Use the basic metric units of length, volume and mass. 5.1.12.A.1 , 5.1.12.B.24. Calculate area, and volume, using metric units. 5.1.12.A.1 , 5.1.12.B.25. Convert metric units. 5.1.12.A.1 , 5.1.12.B.2

B. The Properties of Matter (density/mass/volume) 1. Describe various objects by listing their properties. 5.2.12.A.22. Measure the amounts of different objects. 5.1.12.A.1 , 5.1.12.B.23. Measure the volume of a liquid, using a graduated cylinder. 5.1.12.A.1 , 5.1.12.B.24. Measure the volume of an object, using displacement of water method. 5.1.12.A.1 , 5.1.12.B.25. Calculate density. 5.1.12.A.1 , 5.1.12.B.2

C. The Structure of Matter

1. Explain molecules, elements, and compounds 5.2.12.A.1 2. Tell how scientists use models 5.2.12.A.33. Explain the meaning of atomic number and mass number. 5.2.12.A.1, 5.2.12.A.34. Calculate the number of protons, electrons, and neutrons in an element using its atomic number and mass number. 5.2.12.A.1

D. Classifying Elements 1. Identify the symbols used to represent different elements. 5.2.12.A.3 2. Describe the kinds of information in the periodic table. 5.2.12.A.3, 5.2.12.A.43. Classify elements as metals, nonmetals, or noble gases. 5.2.12.A.3, 5.2.12.A.4

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E. Compounds1. Describe compounds. 5.2.12.B.12. Explain how compounds are formed. 5.2.12.B.13. Tell what information in a formula means. 5.2.12.B.14. Explain how compounds are named. 5.2.12.B.15. Classify some compounds as acids or bases. 5.2.12.A.6

F. How Matter Changes1. Explain what a reaction is. 5.2.12.B.22. Describe what occurs when something dissolves. 5.2.12.A.5, 5.2.12.B.23. State the law of conservation of matter. 5.2.12.B.34. Interpret and write balanced chemical equations. 5.2.12.B.2, 5.2.12.B.35. Name and explain the four main types of chemical reactions. 5.2.12.B.2

G. Motion 1. Define and explain motion and speed. 5.2.12.E.1 2. Calculate speed, distance, and time. 5.2.12.E.1 3. Calculate acceleration and deceleration. 5.2.12.E.1 4. Define and explain force. 5.2.12.E.45. Explain Newton’s three laws of motion. 5.2.12.E.36. Define and explain gravity. 5.2.12.E.47. Explain the law of universal gravitation. 5.2.12.E.4

H Work and Machines 1. Define and explain work and power. 5.2.12.D.42. Define and explain energy. 5.2.12.D.2, 5.2.12.D.43. Name the six forms of energy. 5.2.12.D.44. Describe the classes of levers. 5.2.12.D.45. Calculate efficiency and mechanical advantage. 5.2.12.D.46. Describe six types of simple machines. 5.2.12.D.4

I. Heat

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1. Explain how heat energy can be produced. 5.2.12.D.22. Tell how heat changes matter. 5.2.12.D.23. Explain how temperature is measured. 5.2.12.D.24. Identify the difference between temperature and heat. 5.2.12.D.25. Calculate heat gained or lost. 5.2.12.D.26. Explain how matter is heated by conduction, convection, and radiation. 5.2.12.D.2

J. Sound and Light 1. Explain how sound is produced. 5.2.12.D.2, 5.2.12.D.42. Describe intensity and volume of sound. 5.2.12.D.2, 5.2.12.D.43. Tell how sound travels. 5.2.12.D.2, 5.2.12.D.44. Describe the nature of light. 5.2.12.D.25. Explain the reflection of light. 5.2.12.D.26. Explain the refraction of light. 5.2.12.D.2

K. Electricity 1. Describe how electricity is measured. 5.2.12.E.42. Explain how electric current flows through a circuit. 5.2.12.E.43. Compare insulators and conductors. 5.2.12.D.24. Tell how resistance is useful. 5.2.12.E.45. Describe how batteries produce current. 5.2.12.E.46. Explain direct current and alternating current. 5.2.12.E.47. Explain Ohm’s law. 5.2.12.E.48. Compare series and parallel circuits. 5.2.12.E.4

L. Magnets and Electromagnetism 1. Describe various kinds of magnets. 5.2.12.E.42. Explain what a magnetic field is. 5.2.12.E.43. Tell what causes magnetism. 5.2.12.E.44. Describe electromagnetism and its uses. 5.2.12.E.4

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Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.

● Construct a spreadsheet, enter data, and use mathematical or logical functions to manipulate data, generate charts and graphs, and interpret the results. 8.1.12.A.1● Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online

community. 8.1.12.C.1● Select and use specialized databases for advanced research to solve real-world problems. 8.1.12.F.1● Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal, and social needs.

8.1.12.F.2

Standard 8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment.

● Design and create a product that maximizes conservation and sustainability of a scarce resource, using the design process and entrepreneurial skills throughout the design process. 8.2.12.B.1

● Determine and use the appropriate application of resources in the design, development, and creation of a technological product or system. 8.2.12.F.1

Assessment Methodologies:

Project based applications in the classroom laboratory, through web-based media, and in the research field will provide students with opportunities to test concepts and principles that are introduced in this course. In these experiences students of all learning styles will be able to explore and reinforce fundamental concepts and principles using various field, digital, and laboratory mediums.

Assessments (From NCTE retrieved 2.2.11.)Assessments need to take into consideration both traditional components and elements that may be different for 21st century student work. Traditional elements of assessment of 21st century student learning The traditional elements for assessing 21st century student work include relevance and reliability of information used in the work; significance of new information or understandings communicated throughout the process and in the final product; effectiveness of the work in achieving its purpose; impact of the work on the audience; creativity or aesthetics demonstrated in the final product; creativity, initiative, and effectiveness demonstrated in solving problems; efficiency and effectiveness of the student’s process; and the student’s legal and ethical process and behavior. Newer elements of assessment of 21st century student learning

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Assessment of 21st century products of learning may be different because of technological tools. Some elements to consider include· ● extent of students’ access to 21st century tools both in and out of school● range and depth of information readily accessible to students● facility of students and teachers with technology tools ● extent to which tools can make artists, musicians, and designers of students not traditionally considered talented in those fields● extent to which images and sound may amplify text● extent to which student products can emulate those of professionals● extent to which students receive feedback from experts in the field● potential interaction with and impact on a global audience● students’ selection of tools or media that most effectively communicate the intention of the product● students’ level of ethical and legal practice as they remix products● level of ethics and safety exhibited in students’ online behavior

Assessment practices of 21st century student learning may need flexibility and responsiveness to situations such as:○ students’ greater proficiency with tools or formats than the teacher, which may generate outcomes not anticipated in an assessment rubric (if used)● technology glitches beyond students’ control that negatively impact the quality of the final products● scope of collaboration, in the classroom and globally, leading to a greater need for processes that assess progress and achievement of individuals and groups● support and celebration of the increasing diversity in students’ talents, imagination, perspectives, cultures, and lived experiences ● recognition that the processes of learning and doing are as important as the quality of the final product● students’ self-evaluation and reflection on process and product integrated into the learning process and contributing to students’ continued growth● ability of students, parents, and teachers to examine growth over time in authentic ways

Assessment and Testing Strategies

Sound and productive classroom assessments are built on a foundation of the following five key dimensions (Stiggins et al, 2006):Key 1: Assessment serves a clear and appropriate purpose.

Did the teacher specify users and uses, and are these appropriate?Key 2: Assessment reflects valued achievement targets.

Has the teacher clearly specified the achievement targets to be reflected in the exercises? Do these represent important learning outcomes?Key 3: Design.

Does the selection of the method make sense given the goals and purposes? Is there anything in the assessment that might lead to misleading results?Key 4: Communication.

Is it clear how this assessment helps communication with others about student achievement17

Key 5: Student Involvement. Is it clear how students are involved in the assessment as a way to help them understand achievement targets, practice hitting those targets, see themselves growing in their achievement, and communicate with others about their success as learners?

The Physical Science course will include a variety of assessment tools for the effective teaching and to help monitor student progress, evaluate content mastery, and ensure student success. Indicators of Sound Classroom Assessment Practice will consist of both formative and summative assessments that may include, but are not limited to:

● Observation● Lesson and Chapter Assessments (to think critically and apply chapter concepts).● Chapter Self Study Guide (for students to assess their knowledge before an exam).● Interviews● Portfolios (Project, Growth, Achievement, Competence, Celebration)● Paper-and-pencil tests/quizzes● Performance Tasks● Applications (At Home, Career Connection, Global Connection, In the Community and In the Environment)● Cross-Curricular Activities (tie science to a variety of curriculum areas

Student Text:○ Pearson Physical Science, copyright 2012

Teacher Materials and Resources:○ Teacher’s Edition, Pearson Physical Science○ Teacher’s Digital Resources Library, Pearson Physical Science

Technology/Computer Software○ Teacher’s Resource Library DVD:

○ Workbook Activities○ Alternate Workbook Activities○ Self-Study Guide○ Lab Manual and Test Pages○ Video Adventure Series (Untamed Science)○ Resource File

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○ Lesson and Chapter Assessments

CURRICULUM MAP Content/Objective Essential Questions/

Enduring Understandings

Suggested Activity/Appropriate Materials-Equipment

Evaluation/Assessment

Introduction: The learner will:■ will be able to explain what matter and energy are■ will be able to tell why measurement is important■ will be able to use the basic metric units of length, volume and mass.■ will be able to calculate area, and volume, using metric units■ will be able to convert metric units

What is Physical Science?

● The Study of Matter and Energy

● Two Areas of Physical Science

● The tools of Physical Scientists

Why do scientists measure?

● Units of Measurement

● Systems of Measurement

Using Metric Units to Measure Length.

● Using Meters● Using Metric

PrefixesUsing Metric Measurements to Find Area.

CHAPTER 1 The Metric System (3.0 weeks)

Instructional Strategies:

*Science Integration of Knowledge and Ideas: ● Ask students to suggest ways scientist might use measurement to study

the damage caused by an oil spill.● Using an almanac ask students to find information about the world's

largest and smallest marine and land animals.*Cross curricular connection:

● History: Students research men and women throughout history who have made scientific contributions in chemistry and physics.

● Math: have students use an atlas to find the mileage between several cities in the United States.

● Drama: Have students develop a skit about units.● Physical Education: Assign groups of students a sport and have them

find out the dimensions of the playing field.● Home Economics:

Students make a list of food products in the home economics kitchen shoes amounts are given in ml and L.

*Online connection: Dictionary of units measurement www.unc.edu/~rowlett/unitsUS Metric Association’s (USMA) lamar.colostate.edu/~hillger

(Suggested Assessment)Lesson Assessments, Chapter Self-Study Guide, Chapter Assessments, Community Connection, Warm-up, Activity, quick labs, Oral questioning, closure, Workbook Activities (1-6), Alternative workbook activities, Technology-based assessments, portfolios, interviews.

Learning Styles:*Auditory/Verbal

● Ask pairs of students to make an instructional tape for customers that explains how to measure a room and how to determine that amount of paint needed.

*Body/Kinesthetic● Identify Lengths of uncias (thumb

widths) and cubits (distance from the elbow to the tip of the middle finger).

*Interpersonal/Group Learning● Groups write a mnemonic that will help

them remember the metric prefixes.*Logical/Mathematical

● Students make a five-column chart with kinds of measurement units.

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Using Metric Units to Measure Volume.

● Volume of a rectangle

● Volume of a liquid

Using Metric Units to Measure Mass

● Mass Equivalents

*Applications: ● Ask a technician to speak to the class about the importance of exact

measurement. ● Students measure a room in their home to calculate the total area of

floor space.● Students examine containers of liquids and record the amount (metric

and customary)● Students collect or copy printed materials such as maps, menus, and

grocery advertisements. Students rewrite the material substituting metric units measurement for customary units.

*Community Connection (Sample): ● Competing in World Markets

Chapter Vocabulary: chemistry, mass, matter, physical science, customary, metric system, unit, centimeter, kilometer, meter, meter-stick, millimeter, area, exponent, cubic centimeter, liter, milliliter, volume, centigram, gram, kilogram, milligram

Science at Work: (Sample) Feature spotlight about instrument calibration technician. Students examine why accurate instruments are important to scientists.

Investigation (Sample):● Safety in the Classroom● Hands instead of Feet. Can you think of a measuring system that would

be more useful metric system?● Counting squares calculating area. How is area related to square unit?

Science in Your Life:● Do you have enough paint?

Stem Feature:● The Engineering Design Process. Students brainstorm a wide variety of

ideas, from the simple (covering the bag in plastic to the more involved

*Visual/Spatial● Use wooden cubes to explain that the

volume of the blocks has three dimensions.

*LEP/ESL● Many students with limited English

proficiency may have grown up using the metric system rather than the customary system. Provide these students with the opportunity to teach the class about the system.

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(attaching an umbrella to the backpack).

Content/Objective:Matter: The learner will:

■ be able to describe various objects by listing their properties.

■ will be able to measure the amounts of different objects.

■ will be able to measure the volume of a liquid, using a graduated cylinder.

■ will be able to measure the volume of an object, using displacement of water method.

■ will be able to calculate density.

Essential Questions:What are some properties of matter?● Some common

propertiesHow is mass different from weight?● Measuring solid

mass.How to measure the mass of a liquid?● Measuring liquid

mass.Measuring the Volume of a Liquid● Measuring with a

graduated cylinder.● Reading a scaleHow to measure the volume of solid object?● Regular and Irregular shapes.● Using Displacement of WaterWhat is Density?● Calculating

CHAPTER 2: The Properties of Matter (2 weeks)

Instructional Strategies:

*Science Integration of Knowledge and Ideas: ● Students read about gold and pyrite then use a Venn diagram to compare

and contrast.● Fish sink or float by controlling the amount of air in a body organ called

a bladder. Students research this characteristic.*Cross curricular connection:

● Home Economics: Have a baker explain the properties of different kinds of flour.

● History: have students read a brief biological sketch about Isaac Newton and list his major contributions.

● Language Arts: Students refer to a table of planets and use degrees of comparison to write sentences naming planets with specific characteristics.

● Math: Have students work together to measure the volume and mass of a sample of water.

● Art/Drama:Students write a skit that show how two people monitor erosion of a statue by demonstrating how the statues volume has decreased.

● Math: Make a diagram to show four layers of liquid in a beaker. Students label each layer and compare densities.

*Online connection: National Science Resources Center (developed by the Smithsonian Institution.

(Suggested Assessment)Lesson Assessments, Chapter Self-Study Guide, Chapter Assessments, Community Connection, Warm-up Activity, quick labs, Oral questioning, closure, Workbook Activities (7-12), Alternative workbook activities (7-12), Technology-based assessments, portfolios, interviews


● Have student partners direct the other in how to determine the volume of an irregularly shaped object.

*Body/Kinesthetic● Obtain small swatches of fabrics. Have

students shut their eyes and determine the properties of texture and odor.

*Interpersonal/Group Learning● Using containers of fruit/vegetables have

students ● Determine the mass of the entire

container. Next, just the contents minus the liquid and the liquid only portion.

*Logical/Mathematical● Have students use the data from the

homemade balance in Teaching the Lesson to construct a chart from heaviest

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Density● Density is a Property● Sink or Float

www.stcms.si.eduAlso, the Science and Technology Concepts for Middle Schools Site. Links to sites that discuss and apply what students have learned about the properties of matter, including density.

*Applications: ● Students observe two solids such as baking soda and salt at home.

Students write about three physical properties of each. Add vinegar to each and observe the results.

● Students read labels of liquid and semiliquid food items and list the types of units for measuring each food units mass.

● Students examine the location of glaciers and icebergs on the globe. They draw a diagram showing how an iceberg displaces water in the ocean. Challenge them to explain the effects of global warming could have on the volume of the oceans and coastlines of nations.

● Sunken objects are providing new homes in the ocean. Students investigate information about artificial reefs.

*Community Connection (Sample): ● Measuring Mass and Volume at a Veterinary Hospital.

Chapter Vocabulary: Property, balance, Newton, standard mass, weight, graduated cylinder, displacement of water and density

Science at Work: (Sample) Feature spotlight about Perfumers. Perfumers must recognize and remember smells, must understand chemistry, and must be creative.

Investigation (Sample):● Identifying properties. Why is it important to provide a clear description

of an object?● Finding density. Do you think cooking oil and water have the same

density?

to lightest of measurement units.*Visual/Spatial

● Draw several graduated cylinders on the board. Shade in some amount of water in each cylinder. Have students make a reading and record the amount.

● Students will benefit from repeated performance of the measuring activities. Provide a number of containers and small objects for which students should find the volume by displacement.

*LEP/ESLHave students make a word card for each vocab word in the lesson. Illustrations can be included on the card. Allow student pair's time to practice with one another.

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Science in Your Life:● Is your aquarium large enough?

Stem Feature:● Go to www.dimensionsguide.com and search for boats and cruise ships

to find the dimensions of specific boats. Provide pictures and describe properties.

● Engineering Design Process: Select and PlanIf matter is less dense than water, it will float. But steel is denser than water and usually sinks. So, how can large boats which are made of steel, float?

Content/Objective:The Structure of MatterThe learner will:

■ be able to explain molecules, elements, and compounds.

■ will be able to tell how scientists use models.

■ will be able to explain the meaning of atomic number and mass number.

■ will be able to Calculate the number of protons, electrons and neutrons in an element using its atomic number and mass number.

Essential Question:What are Molecules?● Size of molecules● Describing

molecules● States of Matter● PlasmaWhat are elements?● One kind of atom.● Natural Elements● Elements in WaterWhat are compounds?How do scientists know that atoms are like?● Using models● Models of atomsIdentifying elements● Atomic number● The mass of an

Element

CHAPTER 3: The Structure of Matter (2 weeks)

Instructional Strategies: *Science Integration of Knowledge and Ideas:

● Water in nature is commonly found in three states of matter. Ask students to suggest examples pointing out that we cannot actually see water vapor.

● Research some techniques for viewing atoms.*Cross curricular connection:

● Art: Students draw a picture containing at least one solid, liquid and gas. Extend it by having them draw molecules, as they would be arranged in states of matter.

● Home Economics: Most cookware is made of copper, aluminum or stainless steel. Have students find out what properties of these elements or compounds make them useful for cooking.

● Drama: Encourage students to think of a creative way to show how the properties of water are different from those of hydrogen and oxygen.

● Social Studies: Display a globe in class. Point out how the globe helps people understand geographical features, sizes of countries and bodies of water, and distances.

● Language Arts: The names of many elements have Greek or Latin roots. Have students research the etymology of oxygen and carbon.

*Online connection:



● After looking at a table for some common compounds, have students complete the statement for each compound in the table: I know that (name of compound) is a compound because it is made of more than one kind of atom. These atoms are (name of elements).

*Body/Kinesthetic● In which substance would it be easiest to

wave your hand? (air, water or sand) Students discuss their choices and why they think this is so.

*Interpersonal/Group Learning23

Fermilab at www-ed.fnal.gov and Berkeley Lab at www.lbl.gov/abc to find out more about particles accelerators and up-to-date research on the atom.

*Applications: ● Students check packaged foods, such as cereal, bread, cheese, milk, and

snack foods for the amounts of natural elements in each. Explain at the nutritional facts on the food packages usually include the percentages of the daily requirements of elements that are provided by food.

● Have students find out where elements such as gold, silver, copper, lead and zinc are mined in the United States.

● A linear accelerator is a special kind of particle accelerator that produces x-rays. Linear accelerators are used for certain kinds of medical x-ray such as those used for radiation treatment of cancer. Students explore how X-ray machines work.

*Community Connection (Sample): Cooking with compounds.

Chapter Vocabulary: Atom, gas, liquid, molecule, plasma, salad, state of matter, element, natural element, compound, electron, model, neutron, nucleus, proton, atomic number and mass number.

Science at Work: (Sample) Feature spotlight … Accelerator technician. Students work in small groups to find information about particle accelerators, such as their history, the types of accelerators and other uses for accelerators.

Investigation (Sample):● Breaking down water. How can you tell that water is a compound?● Making models of atoms. What three things must every atom have?

Science in Your Life:● How are elements important to health?

Stem Feature:● Engineering Design Process: Build a Prototype.

● Instruct students to hold on to both hands of a partner and try to move around. Compare this behavior to that of the molecules and a solid. Next tell them to hold only one hand and try to move around. Compare this behavior to that of the molecules of a liquid. Continue demonstration to include how a gas might behave.

*Logical/Mathematical● Have students construct a concept map,

relating atom, nucleus, protons, neutrons, and electrons. Have them expand the diagram to include more information about these terms.

*Visual/Spatial● Have students draw atomic models for

the first 10 elements.

*LEP/ESLHave students make diagrams of each of the following particles and forms of matter: electrons, neutrons, protons, atom, molecule, element, and compound. Instruct them to put as many particles in one diagram as they wish and to label each part. Then have them meet with a partner and explain the diagrams.

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Many parks and monuments have outdoor fountains. Fountain pools are not refilled often, they can dry up like rain puddles. Imagine you are designing a fountain for park. How can you design a fountain pool that doesn’t dry out easily?

● STEM: Math… atoms are too small to be counted, but if you know the mass of one atom and the mass of the entire sample, you can calculate the number of atoms. Students will be given a jar filled with material that have approximately the same mass such as marbles, paperclips, or aquarium pebbles. Students will discover how to determine the number of pieces in the jar without counting.

Content/Objective:Classifying ElementsThe learner will:

■ will be able to identify the symbols used to represent different elements.

■ will be able to explain how elements are organized in the periodic table.

■ will be able to describe the kinds of information in the periodic table.

■ will be able to classify elements as metals, nonmetals, or noble gases.

Essential Question:What are symbols?● Element symbolsUsing the periodic table● How elements are

arranged● Information in the

periodic table● Isotopes● Atomic mass● Columns in the

periodic tableMetals, nonmetals, and noble gases● Metals● Alloys● Nonmetals● Noble gases

CHAPTER 4: Classifying Elements (2.5 weeks)

Instructional Strategies: *Science Integration of Knowledge and Ideas (Sample):

● Display a magnified picture of a computer chip, available through online encyclopedias. Explain that the chips maybe one of two kinds: microprocessors that carry out instructions of computer programs, or memory chips which hold programs. Have students brainstorm a list of items at home that they think contain silicon chips.

● Explain that the isotopes C-14, or carbon – 14, is widely used to determine the age of rocks and fossils. Have students read about radioactive dating techniques and prepare a diagram showing how it is done.

*Cross curricular connection:● Language Arts: some students may wish to do library certain elements

that are found in our state. Have them take notes and presented brief report.

● Health: Explain that humans need to take in certain elements to maintain good health. Pass around an empty vitamin bottle. Have students record the elements listed on the bottle. Help them calculate the recommended daily allowance of each element.



● On index cards, write the names of elements we have discussed or students have read about in the chapter, one per index card. Have students draw cards from the pile. Each student should point out the element's location on the periodic table and tell what they know about it based on the information in the box.

*Body/Kinesthetic● Assign each student an element in the

periodic table have the students make a 25

● Social Studies: ask students to read about the work of scientists Henry Becquerel and Pierre and Marie Curie. Have them report to the class how the scientist contributed to our understanding of radioactive elements.

*Online connection: Have students discover online interactive-periodic table of elements.

*Applications (Sample): ● Emphasize the scientist all over the world use the same symbols for

elements. In every country the symbol for gold is always Au. However the name of the element may be different. Ask students if they know the names for some of the well-known elements in another language.

● Ask students to look in their kitchens and bathrooms to find products that contain different common elements, such as sulfur, oxygen, carbon, nitrogen, iodine, aluminum, and calcium. Have them tell how the element is used in the product and whether they think it is combined with other elements.

● Ask pairs of students to choose three elements from the periodic table. Have them research information about the leading producers of the element and the uses of the element.

● Many elements are metals that people use to make products they need. These metals are obtained by mining. Mining can destroy wildlife habitats. Refining the metals can result in pollution. Ask pairs of students to choose a metal and investigate how it is mined and refined. Ask them to identify ways people are trying to protect the environment even as they mine metals and produce products.

● Invite a metal worker, plumber, or jeweler to speak to the class about the handling of metals in the making of alloys. He or she can explain to the class why an understanding of the properties of different metals is important to his or her work.

*Community Connection (Sample): Metals, nonmetals, and noble gases in the community

Chapter Vocabulary: Symbol, atomic mass, isotope, periodic table, tritium, family, deuterium, alloy, inert, metal, noble gas and nonmetal.

label containing all the information from the periodic table about the element and highlight or circle the atomic number. Have students discuss and figure out where in the periodic table the elements belong.

● Assign students partners and have the partners design and carry out an experiment to determine which metals conduct heat best.

*Interpersonal/Group Learning● Explain that only three of the elements

on the periodic table occur naturally as liquids: mercury, gallium, and bromine. Only 11 occur as gases. Give small groups a copy of the periodic table and have them highlight the gases and liquids in different colors.

*Logical/Mathematical● List elements names in a column on the

board. In a second column write their symbols out of order. Have students draw lines connecting the elements to their symbols.

● Have students consider what would result if elements were listed in alphabetical order in the periodic table. Pair of students and have the pairs discuss problems that would arise because of the reorganization.

● Have students with strong math skills demonstrate how to find the atomic mass of an invented element Zi, with isotopes Zi – 21, the Zi – 22, and Zi – 23.

*Visual/Spatial● Have students’ copy on index cards the

names of the elements in the four tables on page 92 and 93. On other cards, have

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Science at Work: (Sample) Feature spotlight … Assayer. Assayers work in the lab, testing rock samples gathered from possible mining sites. After students read the Science at work feature discuss why it is important for an assayer to have the ability to concentrate on detail.

Investigation (Sample):● Finding iron in your cereal.. Do you think that iron-fortified cereal

contains real bits of iron?● Electricity and metals. Do copper wire, sulfur, and aluminum all

conduct electricity?

Science in Your Life:● Which objects contain metals? Look around your classroom. Many of

the objects you see contain nonmetal elements? Have students create a chart in which one column contains the name and symbol of the element and the second column lists the uses of the element.

Stem Feature:● Engineering Design Process: Brainstorm Solutions

When certain elements are in short supply, scientists and engineers figure out what other elements can be used. The periodic table can help them do this, because elements in the same column share many properties. Many electric wires are made of copper. Research properties of copper. Why does copper make good wires? What other elements might be used to make wire?

● Engineering Design Process: ResearchThe properties that noble gases share make most of them useful in lights, such as neon lights. What happens to a neon light if neon is replaced by argon? How else is argon used in lighting?

Go to www.eHow.com and search for argon lighting to find articles that discuss the difference between argon and neon lighting (color and voltage).

them write the symbols for the elements. Pair up students and have them use the card to a variety of games and activities to help them recognize and recall the elements names and symbols.

● Review with students the structure of the atom, labeling its parts. Have students draw diagrams of each hydrogen isotope. Suggest that they use different colors for protons and neutrons. Have them explain why there are different numbers of particles in the nucleus of each isotope.

● Reproduce the periodic table of the resource file 8 and distribute copies to students. Have them highlight the zigzag line by metals and nonmetals. Then have them use colored pencils or markers to code elements as metals, nonmetals, and noble gases.

*LEP/ESL● Students who are learning English will

benefit from making their own boxes for common elements. Assign student pairs elements for which examples can be displayed, such as calcium, copper, silver, and iron. Label examples with the element's name. Have them create periodic table boxes for their elements and label each item. As they place the boxes with the examples, have them say the element names. Also ask them to point out the symbol and atomic number of the elements and explain the meaning of each.

Content/Objective:Compounds

Essential Question:What are Characteristics

Chapter 5: Compounds (2.5 weeks)

(Suggested Assessment)Lesson Assessments, Chapter Self-Study Guide,

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The learner will:■ will be able to

describe compounds.

■ will be able to explain how compounds are formed

■ will be able to tell what the information in a formula means.

■ will be able to explain how compounds are named.

■ will be able to classify some compounds as acids or bases.

of Compounds?● Compounds and

Chemical Changes● Characteristics of

CompoundsHow are Compounds Formed?● Arrangement of

Electrons in an atom

● How electrons fill energy levels

● How atoms combine

● Attraction between Atoms

Chemical Formulas● Formulas for

Compounds● Compounds

Containing Radicals

How are Compounds Named?● Compounds

Containing Two Elements

● Compounds with More than two Elements

Acids and Bases● Properties of Acids● Properties of Bases


● Tell students that many chemical changes occur in the human body. One for familiar example is digestion of food. The bodies digestive system changes food into forms the body can use. Have interested students research information about the chemical changes that take place in the digestive system ensure their findings with the class.

● Sodium chloride, common table salt, is one of the most abundant compounds on earth. Sodium chloride makes up nearly 3% of the weight of all the seawater in the Earth’s oceans.

● Tell students that litmus is made from an organism called a lichen. In fact the name that this is an old Norse word meaning “dye moss.” A lichen is an unusual example of a symbiotic organism -- that is, a compound organism made of two different species that live together in interdependent ways. Discuss the connection of lichen to acids and bases.

*Cross curricular connection:● Home Economics: as students to list some of the foods prepared in their

homes during the last week. Then asked them to determine whether the prepared foods with the result of a chemical change or physical change.

● Language Arts: Point out that the words at atom, electron, and ion all have come into English from ancient Greek. Ancient Greeks thinkers, such as Democritus, pondered the fundamental properties of matter.

● Health: have interested students research how the human body uses sodium, potassium and chloride ions for nerve communications.

● Social Studies: during the middle ages in Europe, people known as alchemists experimented with substances and tried to change them into different substances. Challenge interested students to find out about the symbols used by alchemists.

● Math: ask students if they recall factoring in their math classes. Then ask if the calculation in the chart on page 132 (compounds containing radicals) reminds them of factoring.

● Music: have small groups of students write a short song about naming compounds.

● Health: one acid that is important to the human health is citric acid, which is found in citrus fruits, such as oranges and other foods. Survey

Chapter Assessments, Community Connection, Warm-up Activity, quick labs, Oral questioning, closure, Workbook Activities (21-25), Alternative workbook activities (21-25), Technology-based assessments, portfolios, interviews


● In large letters right the symbol names of the six elements on the chart on page 134. Use a pointer to point to the names, one at a time, Cue a volunteer to say the name. Evaluate each pronunciation and correct it if necessary.

*Body/Kinesthetic● Have students develop a skit in which

they demonstrate and explain the chemical bonding between sodium and chloride. Encourage students to be creative.

*Interpersonal/Group Learning● Organize the class into groups of 2 to 4

students. Tell the groups to list at least 10 physical changes and at least 10 chemical changes.

*Logical/Mathematical● Present the strategy for remembering

electron maximum numbers and energy levels K through N. Share the diagram with students to make these number relationships clear.

*Visual/Spatial● Prompt students to choose a physical

change and a chemical change discussed in the lesson. Have them draw a diagram illustrating each change.

● Place on the board the chart "some

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● Testing Acids and Bases

students to see how many have some citrus fruit every day. Have interested students make a poster showing the importance of citrus fruits in a healthy diet.

*Online connection: ● Direct students to particleadventure.org/particleadventure/. The site

explain how scientific understanding of the fundamental particles of the universe, including atoms and subatomic particle’s, has changed from the time of Democritus in ancient Greece to today.

● Direct students to www.ec.gc.ca/acidrain/kids.html. This site is about acid rain and the pH scale maintained by Canada’s Ministry of the Environment.

*Applications (Sample): ● One of the world’s major challenges today is fine in a freshwater. In

many places, the world groundwater as well as much cropland is becoming more and more salty, a process called salinization. Provide an open forum discussion with students regarding this topic.

● Pharmacists have long compounded ingredients to make prescription medicines. Although today pharmaceutical companies make most medicines, pharmacist may still have to combine ingredients for some medicines. Ask students to investigate the work for pharmacists and research facilities and in local hospitals or pharmacies.

● In the 1940s and 1950s, communities started adding tiny amounts of sodium fluoride to the water supplies. Dental research has shown its chemical could greatly reduce tooth decay, especially in children. However some citizens in these communities worried that the chemical could have harmful side effects in people. Have students investigate in their community fluoridates in the water supply.

● Point out that many of the world's cuisines use sour taste to accent fruit flavors. Cooks incorporate very sour tasting acids, such as citrus juices or vinegar in foods. Prompt students to think of examples of sour flavor accents in other cuisines.

● Refer students to the Appendix A for information about alternative energy sources. Have students choose a fossil fuel and ask them to explore the impact of accessing the fuel has on the environment and whether fuel companies must do any remediation work after removing the fuel from the ground.

common radicals". Create a game using index cards to determine whether the element on the card is represented in the chart of radicals and if so, connecting that name to the appropriate radical.

*LEP/ESL● Discuss with students the term radical.

Point out that in English, as in all languages, words can often need more than one thing- sometimes, many things.

● Make sure students are familiar with the names for the common examples used lesson. Suggest that students draw pictures of some of the simpler, more familiar examples. For acids, they might draw a lemon; for bases, they might draw a bar of soap.

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*Community Connection (Sample): Chemistry in Action: Fire Extinguishers

Chapter Vocabulary: Acid, base, binary compound, chemical bond, chemical change, chemical formula, energy level, indicator, ion, pH, physical change, radicals, and subscript.

Science at Work: (Sample) Feature spotlight … Textile Dye Technologist. Ask students to name their favorite article of clothing and describe its color. Ask if they know what color the original materials were. Point out that most fabrics or dyed to provide colors. People who work with color in the fabric industry must have special training to do their jobs.

Investigation (Sample):● Observing a chemical change. Look at the descriptions of three changes

(teacher provided). Can you predict which will be a physical change and which will be a chemical change?

● Identifying acids and bases. Providing students with numerous substances, can you identify which substances are acids and which are bases?

Science in Your Life:● What is acid rain? After reading a brief description of acid rain. Ask

students to recall the properties of acids that they learned in lesson 5. Prompt students to think about a natural setting that they enjoy visiting. Have them write a descriptive paragraphabout the place. Then have them write a paragraph describing what it might be like in 15 years if acid rain continues.

Stem Feature:● Engineering Design Process: Identify the ProblemScrambling eggs in a bowl is a physical change. Cooking the eggs is a chemical change. Imagine you have been asked to explain the difference between physical and chemical changes to a class of third grade students.

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Explain how are physical changes different? Research other examples of physical changes. Make a poster that will show third graders the differences between physical and chemical changes.

Content/Objective:How Matter ChangesThe learner will:

■ will be able to explain what a reaction is.

■ will be able to describe what occurs when something dissolves.

■ will be able to state the law of conservation of matter.

■ will be able to interpret and write balanced chemical equations.

■ will be able to name and explain the four main types of chemical reactions.

Essential Question:What is a Reaction?● DissolvingUsing Chemical Equations to Show Reactions● Law of

Conservation of Matter

● Balancing Equations

Synthesis and Decomposition Reactions● Synthesis Reactions● Decomposition

ReactionsSingle- and Double-Replacement Reactions● Single-replacement

Reactions● Double-

Replacement Reactions

Chapter 6: How Matter Changes (2.0 weeks)


● Refer students to information about alternative energy sources. Specifically, draw their attention to the Energy from Hydrogen Fuel section. A fuel cell generates electricity through a chemical reaction. Encourage students to find out more about fuel cells, how they work, and their impact on the environment.

● Many organisms act as decomposers. Decomposers allow the chemical compounds that are a part of every organism to be returned to the earth where they can be recycled. Have students research this role.

*Cross curricular connection:● Home Economics: Many of the foods students eat are mixtures.

Challenge students to write recipes for mixtures of nutritious foods. Compile student recipes into a cookbook.

● Social Studies: Antoine Lavoisier discovered the law of conservation of matter in the late 1700’s. He focused on the weights of the substances and products of chemical reactions. Have students research important advances in physical science knowledge between the time of alchemists and Lavoisier.

● Health: Some common stomachache remedies contain magnesium carbonate. Magnesium carbonate creates a double-replacement reaction in a person’s stomach when it reacts with hydrochloric acid. Discuss with students how the double-replacement reaction produces magnesium chloride and carbonic acid.

*Online connection: Students can follow steps for writing chemical equations on the website www.chem.vt.edu/RVGS/ACT/notes/Types_of_Equations.html. This site provides information and some examples of synthesis and replacement reactions.

*Applications (Sample): ● Have students compile a list of five mixtures and five solutions found in



● Display a balanced reaction using shapes instead of symbols and numbers. Tell students that the equation is an example of a single replacement reaction. Point out the use of the word single and replace. Follow a similar procedure for double replacement reactions.

*Body/Kinesthetic● Use students as a model of the chemical

reaction between hydrogen and oxygen to produce water. Provide volunteers with cards identifying them as hydrogen atoms or oxygen atoms. Have students arrange themselves to show the left side of the equation. Holding hands joins atoms. Next, have students rearrange to show the right side of the equation.

*Interpersonal/Group Learning● One come in solution in salt water. The

world has huge supplies of saltwater oceans but many parts of the world often have a shortage of freshwater. Talk to students about desalinization plants and how they are used in places to take the

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their homes. They might classify the examples and categories such as food, cleaning substances and clothing. Discuss the abundance and variety of mixtures and solutions found in the home.

● Invite a quality control technician for the local water company to come visit the class. Ask her or him to explain how water is tested to analyze the quality of the local water supply.

● Acid rain results from a synthesis reaction. Have students’ research information about acid rain. That should answer the following questions: what is acid rain? What causes it? What can acid rain do team vibrant? How can acid rain be reduced?

● The precipitates of lead compounds usually have colors. These lead compounds were used in the production of paint for many years. Today most paints or lead-free, and laws prohibit the use of lead-based paint in households. Have students find out why.

*Community Connection (Sample): Chemical Reactions in Photography

Chapter Vocabulary: Balance, chemical equation, chemical reaction, coefficient, decomposition reaction, dissolve, double replacement reaction, law of conservation of matter, mixture, precipitate, product, reactant, single replacement reaction, solvent, solution, solvent, synthesis reaction.

Science at Work: (Sample) Feature spotlight … Food Technologist.Food Technologist study the nature of food. They experiment with new ingredients and new ways to use ingredients. Have students review the science at work article. Point out the food technologist work on projects such as producing less fattening cooking oils or natural -tasting sugar substitutes. Have students think about the kinds of foods or ingredients they would like to an event or other food topics they would like to explore as food technologist.

Investigation (Sample):● Separating a mixture. Can you predict which material will be the

solvent? Which material will be the solute?● Observing different kinds of reactions. Can you predict the outcome of

each reaction described in the investigation?

salt out of the solution so that people can drink the seawater. Organize students into groups of two or three. Have the student groups hypothesize one or more ways to remove salt from water experiment with these ways.

● Rust, an example of a synthesis reaction, can be a problem for car owners. Suggest that students work together to develop and perform an investigation to observe the production of rust. They might use steel wool and water in their investigation. Ask students to prepare a brief written report outlining their investigation and noting the type of reaction that produces rust.

*Logical/Mathematical● Write several chemical reactions on the

board. Have students identify each as a synthesis or decomposition reaction.

*Visual/Spatial● Provide students with wood toothpicks

and small polystyrene balls. Ask them to use these materials to make models showing the chemical reaction (combination) of magnesium and fluorine.

*LEP/ESL● Use a hands-on activity to reinforce

lesson vocabulary. Provide students with materials to form a mixture (any combination of materials except sugar and water). Then have students make a solution (water and sugar). Have students identify the solvent and solute in their solution.

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Science in Your Life:How does a permanent wave work? After students have read the feature on permanent waves, ask anyone who has had a perm share the experience. Invite a hairdresser to speak to the class about the process. Point out that hair straightening is a similar procedure. Have interested students find out how a chemical hair straightener works.

Stem Feature:● Engineering design process: Build a Prototype

Students produce a reaction in which they measure the gas that is produced when combining baking soda and vinegar.

● Engineering Design Process: Test and Evaluate.To push you like to factory to produce hydrogen gas. How can you make the reaction run more quickly? Students are to make predictions, set-up a reaction, compare results, and analyze their results.

Content/Objective:MotionThe learner will:

■ will be able to define and explain motion and speed.

■ will be able to calculate speed, distance, and time.

■ will be able to calculate acceleration and deceleration

■ will be able to define and explain force..

■ will be able to explain Newton’s three laws of motion

Essential Question:What are Motion and Speed?● Elapsed time ● Speed● Calculating timeUsing a Graph to Describe Motion● Find Unknown

Distances● Predicting

Distances● Velocity● Varying SpeedAcceleration● DecelerationThe Laws of Motion

Chapter 7: Motion (3.0 weeks)


● Show the opening chapter picture of a cheetah on the run. Students learn that the cheetahs are the fastest land animals on earth. How fast are other animals? Ask students to find out. Have students identify 10 animals. Each should then find out how fast the animals can move.

● Have students choose a sport to illustrate how the body uses one or more of Newton’s laws of motion.

*Cross curricular connection:● Math: have students find the times of the winners of three recent

running the races, such as 100 m, 400 m, and marathon. Have them calculate the speed of each one and compare the speed of the runners in three different races.

● Art: ask students to design a poster that shows the average or maximum speeds of animals and or vehicles. They might use drawings or pictures



● Have pairs of students work together to review and understand acceleration and deceleration and how they relate to motion and speed. Have the pairs write the words motion, speed, velocity, acceleration, and deceleration on index cards. Have them take turns choosing a card and orally defining the term.

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■ will be able to define and explain gravity.

■ Will be able to explain the law of universal gravitation.

● The First Law of Motion

● The Second Law of Motion

● The Third Law of Motion

Gravity● The Law of

Universal Gravitation

● Gravity and Acceleration

cut from newspapers and magazines to illustrate their posters. Encourage students to place at least five drawings or cutouts on the speed line.

● Social Studies: have pairs of students choose a vacation spot they would like to visit on a road trip. Ask them to use a roadmap to plot the route. Then they should determine the distance, and the driving time based on traveling at an average speed of 55 mph.

● Language Arts: discuss with students how some terms take on different meanings based on the context in which they are used. Point out that in everyday use, the terms acceleration and deceleration often have opposite meanings.

● Physical Education: have students draw a diagram that illustrates the motion involved in a pitched baseball and a baseball that has just been hit.

● Language Arts: explain that the word inertia comes from the Latin iners, meaning “unskilled,” “idle,” or “lazy.” Have students use the word inertia in a sentence about a person.

● Language Arts: tell students to imagine they are living on a planet where the force of gravity is either stronger or weaker than that on earth. Have them write and illustrate an original story explaining what life would be like on the planet.

*Online connection: Students may wish to learn more about Einstein and his work at www.pbs.org/wgbh/nova/einstein/genius/index.html.

*Applications (Sample): ● Explain to students that speed and distance are measured in miles in the

United States, but most countries use kilometers. Have students choose a country other than the United States. They should use a map to calculate the distance between two cities. They been should find out the maximum speed on the country's highways, and determine how long it would take to drive between the two cities.

● The different branches of the military offer a variety of career opportunities. In the army, volunteers have the opportunity to become paratroopers. Encourage students to learn more about paratroopers. The main United States Army training school for paratroopers is at Fort Bragg, North Carolina.

*Body/Kinesthetic● Help students understand the importance

of including direction when measuring motion. Draw two lines of equal length on a playing field, hallway or classroom floor. One line should be straight and the other should have at least three 90° changes in direction. Use a stopwatch to time how long it takes the same student to walk, hop, or run the length of each path.

● Ask students to draw pictures or diagrams illustrating each of the laws of motion. Encourage them to label the drawings or diagrams to help explain the law. Ask them to write a statement describing each law.

*Interpersonal/Group Learning● Give pairs of students some small objects

that have different masses and shapes. Tell students to rank the falling items of the objects, from slowest to fastest.

*Logical/Mathematical● Have students write ideas about what

would cause a bicycle to have varying speeds over a certain number of minutes. Students should draw a graph that shows the speed.

*Visual/Spatial● Draw a simple line graph on the board.

Use it to illustrate the acceleration and deceleration of a car over a period of time.

● To help students understand the concept of air resistance, give them two sheets of paper that are the same size and weight. Have them form one of the sheets into a tight ball. Then tell students to drop both

34

● Point out to students that making cars sleeker and more aerodynamic not only makes them faster but enables them to use fuel more efficiently. Have students explain how this ultimately helps the environment.

● Have students write a brief description of three household tasks that they do frequently. Then have them discuss how the laws of motion influence each job.

● Discuss with students how people in the community move heavy objects every day, such as a cargo loaders, furniture movers, delivery people, etc. How do they deal with the effects of mass, inertia, and friction in their jobs? For example, do they use tools like dollies and hydraulic lifters? Ask students to discuss their findings.

*Community Connection (Sample): How Fast Does It Go?

Chapter Vocabulary: Acceleration, constant speed, deceleration, distance, elapsed time, force, friction, gravity, inertia, law of universal gravitation, motion, speed, and velocity.

Science at Work: (Sample) Feature spotlight … Wind Tunnel Technician.Wind tunnel technicians help study the effects of wind on airplanes and other objects. After reading the Science at Work feature on page 195, have students think of additional fields in which wind tunnel experiments would be conducted.

Investigation (Sample):● Finding Speed. What formula would you use to calculate speed using

distance and time?● Newton’s Third Law of Motion. What happens when you release a

balloon that is filled with air?

Science in Your Life:When is a baseball moving fast? Pitchers have found ways to increase the velocity of their pitches---curveballs, fastballs, and sliders. Lead a discussion about how Newton’s laws affect a pitched baseball.

Stem Feature:

sheets from the same height and to observe which reaches the floor first.

*LEP/ESL● Ask students to draw pictures or

diagrams illustrating each of the laws of motion. Encourage them to label the drawings or diagrams to help explain the law. Ask them to write a statement describing each a law to accompany their pictures.

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● Math: engineers use math to come up with most of their inventions. One invention, a pedometer, uses math to determine how far you walk. Create two paths between two points in your school. Measure the length of one of your steps, then walk these paths. Count the number of steps you take and how long it takes you to walk each path. Calculate your speed and draw the distance/time graph.

● Engineering Design Process: Design a PrototypeDesign a winter shoes. The shoe you invent will need to create a lot friction with the ground, even when the ground is slippery. What should the sole be made out of? What other factors going to designing the shoe?

Content/Objective:Work & MachinesThe learner will:

■ will be able to define and explain work and power

■ will be able to define and explain energy

■ will be able to name the six forms of energy

■ will be able to describe the classes and levers

■ will be able to calculate efficiency and mechanical advantage

■ will be able to describe six types of simple machines

Essential Question:What is Work?● Scientific Meaning

of Work● Measuring WorkPowerEnergy● Kinetic and

Potential Energy● The Forms of

Energy● The Law of

Conservation of Energy

Using Levers● The Lever● The Three Classes

of Levers● Work and

Efficiency for a Lever

Mechanical Advantage● Effort Arm and

Chapter 8: Work and Machines (3.0 weeks)


● Fuels that are burned to produce energy include coal, wood, natural gas and oil. These fuels may also produce electricity. Have students choose a fuel and identify how it was formed and how it is mined from earth.

● Have students draw a picture identifying parts of the body that are levers. Have them label the fulcrum of each lever. Then students can demonstrate the use of these parts as levers do work.

● Show students pictures of animals that have body parts used as simple machines. Have students describe how each part is used by the animal and identify is as a simple machine.

*Cross curricular connection:● Health: encourage students to research the correct way to lift or move

heavy objects to avoid injuries. Have students draw diagrams explaining their findings.

● Physical Education: Students can choose a sport with which they are familiar to illustrate examples of potential energy and kinetic energy.

● Math: Students can make-up their own word problems to figure efficiency. Have them include examples of work they can model in the problems. Students should exchange papers and solve the problems.

● Math: Using the formula for mechanical advantage, have students calculate which levers have the greatest mechanical advantage. (Provide data for two different levers)

● History: Encourage students to find ways simple machines have helped



● Pair students and have one partner point to the parts of one class of lever on pages 219 to 220. The other partner names each part and gives you some common examples of this lever.

*Body/Kinesthetic● Have students videotape themselves

throwing a ball into the air and catching it. Have them run the tape at slow speed and confirm that the ball slows on the way up until it stops then speeds up on the way down.

● Have students cut a sheet of paper diagonally to form two triangles. Ask them what simple machine the triangles are like. Then have students tape the

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Resistance ArmSome Other Kinds of Simple Machines

● The Pulley● The Inclined Plane● The Screw● The Wheel and

Axle

past civilizations advance. For example, they might read about Roman engineers construction of running water systems and soldiers building of roads, bridges, and use chariots. Invite students to describe which simple machines we are at use and how they made work easier.

● Language Arts: Remind students that comparison and contrast tells how to things are alike and different. Display a screw and a bolt. Have students work in pairs to observe how they are like and how they are different.

*Online connection: ● For more information about renewable energy, visit the US Department

of energy’s website at www.energy.gov/ . Search for renewable energy source and scroll through the links to read about various sources of renewable energy.

● Students may visit the investors workshop at www.mos.org/sln/Leonardo/InventorsWorkshop.htmlTo learn more about machines and how they work. The site is provided by the Boston Museum of Science through the Science Learning Network.

*Applications (Sample): ● Refer students to Appendix A for information about alternative energy

sources. Ask pairs of students to choose one form of energy and find out how much of that energy the United States and other major countries produce and use. Students can make bar graphs or pie charts that show each major country’s production and consumption of energy.

● Einstein added to the law of conservation of energy by showing that matter and energy are two forms of the same thing and can be converted into one another. His theory led to the development of the atomic bomb and nuclear power plants. Have students research to find out how these two applications have affected the work community.

● We are constantly being asked to conserve energy and save resources. Ask students to ways that their families try to save energy.

● Ask students to find an example at home of a each kind of lever. After using each lever, students can write several sentences explaining what it increases.

● Brainstorm a list of appliances that display efficiency labels. Have students choose an appliance and make a chart comparing the features of

wide end of one triangle flat along the barrel of the pencil and wrap the triangle around the pencil. Invite to volunteers to explain how they are modeling how a screw is formed from an inclined plane.

*Interpersonal/Group Learning● Write the terms work, force, distance,

power, time, newton – meters, joules, and watts on index cards. Gather students into a group. Give one card to each group. Have them tell the meaning of the term and organize themselves in different ways to show how the terms are related.

● Have students work in a group to find pictures of real world applications of wheel and axle.

*Logical/Mathematical● Have students analyze the use of the

letters and subscripts to designate values and formulas in the chapter. They might write the symbols on index card fronts and the words they represent on the backs.

*Visual/Spatial● Have a volunteer read aloud the margin

note about the watt and kilowatt. Display an electric bill and show students that the electric power delivered is measured in kilowatts. Review the metric units. Extended by calculating the cost for the service.

● Have students prepare a visual display showing how levers are used. Students can search magazines, internet, newspaper, etc. for pictures of levers. Ask them to clip the pictures and label them.

*LEP/ESL37

various brands and their efficiency ratings. ● Brainstorm a list of ideas as to why an understanding of how machines

work is essential to a mechanic’s job.● Invite your woodshop teacher and students to speak to the class about

how he or she uses simple machines. If possible, have them demonstrate the use of some tool and talk about their advantages.

*Community Connection (Sample): Machines in the Community

Chapter Vocabulary: Efficiency, effort arm, effort force, energy, fulcrum, generator, inclined plane, joule, kinetic energy, law of conservation of energy, lever, mechanical advantage, potential energy, power, pulley, resistance arm, resistance force, screw, simple machine, watt, wedge, wheel and axle, work, work input, work output.

Science at Work: (Sample) Feature spotlight … Machine Designer Machine designers work in teams with engineers to design and build machinery. As part of their work, they also test and analyze machines and their parts. Point out that computer and mathematical skills as well as problem-solving skills and creativity is essential to succeed in this arena. Students’ interested in this kind of work may research the profession to learn more about it.

Investigation (Sample):● Mass, Height, and Energy. Does an object’s mass have an effect on its

potential and kinetic energy?● Finding the Mechanical Advantage of a Lever. Which fulcrum position

would have a greater mechanical advantage – one at 20 cm or one at 80 cm?

Science in Your Life:How can energy change forms? This feature on roller coasters, provides students with a real life “narrative” that they can follow to observe how energy continually changes forms. Draw diagram of the roller coaster on the board. As students progress through the text, mark the position of the car being described in each sentence. Extend the

● Have students use a dictionary to look up definitions for chemical, heat, mechanical, nuclear, radiant, and electrical. Pair students and have them discuss how the word helps them understand each form of energy. Ask them to write a sentence or draw a picture for each kind of energy, explaining how motion is involved.

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exercise by labeling the forms of energy.

Stem Feature:● Engineering Design Process: Test and EvaluateEngineers design machines that are more powerful than humans and make our lives easier. You want to build the device that makes it easier to get an object to the top of the staircase? Students brainstorm ways they can build a device that will move the object to the top of the stairs more quickly. Next, they build their device. And finally they review the advantages of their device, where can their device be used, and how would you have to change it to lift heavier objects?● Engineering Design Process: Test and Redesign.

Students build a lever that requires the least amount of force to lift a weight.Content/Objective:

HeatThe learner will:

■ will be able to explain how heat energy can be produced

■ will be able to tell how heat changes matter

■ will be able to explain how temperature is measured

■ will be able to identify the difference between temperature and heat

■ will be able to calculate heat gained or lost

■ will be able to explain how matter is heated by

Essential Question:What is heat?● Sources of heatHow heat affects matter● Changing from a

liquid to a gas● Changing from a

gas to a liquid● Changing from a

solid to a liquid● Expanding and

contracting matterTemperature● Thermometers● Temperature scales● Temperature

conversion● Melting point● Boiling pointHow to measure heat● Temperature and

heat

Chapter 9: Heat (3.0 weeks)


● Discuss body temperature as an indicator of physical health or illness. Use disposable thermometers to measure students’ temperatures. Suggest that students investigate the impact on the body of extremely high or extremely low body temperatures.

● Knowledge of the melting point of metals, for instance, is particularly important to artists or engineers working in elements or alloys. Ask students to research the properties of silver, lead, gold, copper, tin, tungsten, and mercury. Have them create a chart for these metals, including melting/freezing point temperatures in both Fahrenheit and Celsius.

● Explain to students that water warms and cools more slowly than land does. Have them investigate the year round temperatures for two U.S. cities located at about the same latitude, one of which is on the coast, and one is far inland.

*Cross curricular connection:● History: lead students to understand that nuclear fission and nuclear

fusion have had a significant influence on international affairs since WWII. Have students research and take notes on the roles played by these two energy sources in world history.

● Home Economics: Have students look up a recipe for ice cream and



● Invite students to create a “sound thermometer”. Have them bring to class recordings of four different sounds that represent for them the freezing point of water, the boiling point of water, and at least two other temperatures.

*Body/Kinesthetic● Using a variety of screw-top plastic and

metal containers containing frozen matter, have students observe the containers and record their observations.

*Interpersonal/Group Learning● Have students form groups. Then ask

39

conduction, convection, and radiation

l

● Measuring heatHow heat travels● Radiation● Conduction● Convection

bring it to school. Ask them to compare the total volume of ingredients to the amounts of ice cream the recipe makes. Invite students to compare findings and write a conclusion about the behavior of the ingredients when they freeze.

● Math: Explain the formulas used to convert temperatures between Fahrenheit and Celsius scales. Work through each formula on the board using the boiling temperature for water as an example.

● Physical Education: Encourage students to discover how and why the human body heats up and cools down. Suggest that they research answers to the following questions: how does the body adjusted temperature change? How does physical exercise affect the body? What is the best way to avoid becoming too hot or cold?

● Drama: Have students form small groups. Ask them to devise three silent skits, demonstrating one of the three ways heat travels: radiation, conduction, and convection.

*Online connection: ● The National Weather Service: weather.noaa.gov Instruct students to choose a country under international weather conditions. They can then select from the number of cities to determine the temperature of each of their cities at the same time on a given day.● Point out that good insulators are especially important in the

extreme temperatures of outer space. Encourage students to find out about NASA’s research in this area by having them visit www.nasa.gov

● Encourage students to learn more about heat in G by having them visit the US Navy’s energy website at energy.navy.mil/awareness and click on energy awareness/tools.

*Applications (Sample): ● Ask students to find out what heat sources are used to heat homes and

other buildings in the community.● Nuclear power plants are located throughout United States and in other

countries. The use of nuclear energy to generate electricity has advantages and disadvantages for the environment. Ask students to research information about the environmental impact of nuclear power plants.

● Remind students that Earth itself is a heat source. Introduce the term

them to imagine that they have been invited to present the information in a lesson to a class of first graders. Instruct them to review the material and to create a simple presentation explaining the concepts discussed in the lesson.

*Logical/Mathematical● Have students investigate the nature of

evaporation by asking them to measure an equal quantity of water into a variety of containers with different sized openings.

● Have students make a careful note of the food they consume on a given day and the food calorie value for each item.

*Visual/Spatial● Have students draw a picture or diagram

that shows how heat, temperature, and mass are related. Include labels and caption.

*LEP/ESL● Student who immigrated to the U.S. are

probably more familiar with the Celsius scale than the Fahrenheit scale. Encourage a group of students to prepare a presentation to help their classmates learn about the Celsius scale.

● Have students orally explain convection with the aid of the figure on page 264.

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geothermal and help students use etymology to define the term. Students can read about geothermal energy online or in appendix A on page 374 of their text. Taking Iceland for example, have students find out about the use of geothermal power in Iceland and report their findings to the class.

● Invite students to “adopt” a city on each of the five continents. Instruct them to go on the Internet to find the temperature in Celsius for each of their cities at the same time any given day.

● Invite a speaker to talk to the class about insulation in modern buildings. Display samples on the wall and ceiling insulation for students to inspect. Encourage students to discuss with their guest importance of insulators in the building trade.

*Community Connection (Sample): Testing The Water

Chapter Vocabulary: Boiling point, calorie, Celsius scale, condensation, conduction, conductor, contract, convection, degree, evaporate, expand, Fahrenheit scale, freezing point, heat, heat source, insulator, melting point, nuclear fission, nuclear fusion, radiation, temperature, thermometer and vacuum.

Science at Work: (Sample) Feature spotlight … Heating, Ventilation, and Air Conditioning (HVAC) TechnicianHVAC technicians install, maintain, and repair heating, information, and air-conditioning systems. Suggest to students that HVAC technicians sometimes have to deal with critical situations. Invite students to come up with emergencies an HVAC technician might encounter.

Investigation (Sample):● Observing and Comparing Expansion and Contraction. What happens

when a gas expands and contracts?● Measuring the Rate of Heat Loss. Do different amounts of water cools at

different rates?

Science in Your Life:

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How to different heating systems work? How can you control the temperature of your home? Have students read the Science in your Life feature, page 265. Discuss with students the need to stay warm and the methods people have used to protect themselves from cold climates.

Stem Feature:● Engineering Design Process: Test and EvaluateSlippery sidewalks can be dangerous. Suppose the city hires you to make the sidewalks less slippery. The city gives you some materials to test. Your job is to figure out which material works best.● Math. Your body produces heat. Your body heat comes from the energy in

your food. Brainstorm some ways that engineers could take advantage of human body heat. Example, some buildings are partially heated with body heat.

Content/Objective:Sound and LightThe learner will:

■ will be able to explain how sound is produced.

■ will be able to describe intensity and volume of sound.

■ will be able to tell how sound travels.

■ will be able to describe the nature of light.

■ will be able to explain the reflection of light.

■ will be able to explain the refraction of light.

l

Essential Question:What is Sound?● How Sound is

Produced● How Sound TravelsDifferent Sounds● Loud and Soft

Sounds● High and Low

SoundsHow Sound Travels● Sounds Move

through Matter● The Speed of

Sound● How Sound

Bounces● Measuring

Distances with Sound Waves

Chapter 10: Sound and Light (2.5 weeks)


● Review with students the flow of energy from the sun to plants and then to animals. Have students explain this flow of light as energy, using the terms photon, particles and waves.

● Interested students should build a periscope and demonstrate its use to the class.

● Invite students who are interested in space exploration to learn about lenses used in refracting and reflecting telescopes. Illustrate how images of the stars are formed.

*Cross curricular connection:● Music: Have students who play musical instruments bring them to class.

Ask each musician to demonstrate how sound is produced in the instrument.

● Music: Invite students who play musical instruments to demonstrate how they change pitch and intensity. Have listeners tell whether sounds have increased or decreased in pitch and intensity as each new sound is played.

● Art/Drama: Acoustic materials deaden sound by absorbing it well. Ask students to research materials used in theaters and concert halls to



● When students finish reading the lesson, invite them to give oral explanations for how sound travels through matter and how it is reflected.

*Body/Kinesthetic● Hang a table tennis ball from a ring stand

or some other support. Have students strike a tuning fork with a hand and touch it to the ball. Ask them to write an explanation for why the ball bounces away.

● Have groups of students use their bodies 42

● “Seeing” Inside ● the Body with

SoundWhat is Light?● Light as a Particle ● Light as a Wave● Colors in White

LightHow is Light Reflected?● Light Bounces● Concave Mirrors● Convex MirrorsBending Light● Lenses● Lens in Eyeglasses

prevent echoing of sounds.● Home Economics: Lead a discussion regarding primary and

complementary colors. Be sure students understand the difference between light and pigments. Hold a discussion about why certain colors in the visible spectrum “go together” – that is why they are pleasing when combined.

● Home Economics: Invite an interior design professional to talk to the class. He or she can explain how mirrors are used in decorating and the effects they have on perception of space.

● Health: Have students’ research ultraviolet light rays and their harmful effects on skin and eyes. Then have them research how polarized sunglasses work.

*Online connection: ● The physics classroom site can connect students to lessons

explaining the nature of sound waves, sound properties and their perception and behavior of sound waves. Visit www.glenbrook.k12.il.us/gbssci/phys/Class/sound/soundtoc.html

● Visit micro.magnet.fsu.edu/optics/lightandcolor/index.html to explore what happens to light passing through lenses. Interactive tutorials allow students to experiment with different positions of light source, lens, and focal point.

*Applications (Sample): ● Using speakers in stereos or cellphones, experiment with ways to

demonstrate that vibrations from speakers carry sound.● Ask students to write a description of the music by their favorite group

or solo artist. They should use the words frequency and intensity in their description.

● Play examples of music from different part of the world. Display pictures of instruments used to produce sounds. Have students discuss the characteristics of sounds produced by unfamiliar instruments.

● Ask the manager or employee of a music or electronics store about what makes a good listening room and why placement of speakers makes a difference. Have students relate the movement of sound through different materials into the discussion.

● Refer students to Appendix A for information about alternative energy sources. Encourage students to find out more about solar energy and its

to demonstrate how sound travels. ● Interested students might bounce a tennis

ball off of a smooth surface, then off of a bumpy surface to demonstrate that the angle of reflection is unpredictable or random with one surface over another.

*Interpersonal/Group Learning● Have groups plan and carry out an

experiment to test the speed of sound. Students will need to work outside and use a stopwatch.

*Logical/Mathematical● Have students research and diagram the

structure of sound waves. Help them label the amplitude and wavelength of the waves.

● Encourage students to conduct a survey of friends and family (or staff) to determine how many of them wear corrective lenses. Next, they can determine the percentages who are nearsighted or farsighted.

*Visual/Spatial● Have two students stretch a long, coiled

spring between them. Strike one end of the spring with a stick or rolled up newspaper. Have students observe how the wave travels back and forth.

● Have students observe the visible spectrum using a prism and record the order in which the colors are arranged.

● Have students make diagrams to explain why an object viewed through a plane mirror appears to be behind the mirror.

● Provide groups of students with a smooth-sided glass filled with water and a penlight flashlight. Ask students to observe where the light strikes the paper

43

use in producing electric power. Have them use the information they find to design a solar-powered home.

● Assign groups of students each a different arena in the community such as retail sales, delivery, etc. Have each group research the use of lasers by individuals or groups in their category.

● Have students investigate what is meant by “light pollution” in heavily populated areas. What are some of the effects of being continuously subjected to artificial light or bright, reflected light for long periods of time?

● Have student find one example of a concave mirror and one example of a convex mirror in their homes or family vehicle. Students should write a paragraph summarizing its effect on the reflected image.

● Have students work in pairs to locate places in the community where convex and concave lens are work.

*Community Connection (Sample): Using Sound and Light

Chapter Vocabulary: Concave lens, concave mirror, convex lens, convex mirror, cycle, decibel, echo, farsighted, focal point, frequency, Hertz, image, intensity, lens, light, nearsighted, photons, pitch, plane mirror, prism, reflect, refraction, sonar, sound wave, ultrasound, vibrate, visible spectrum and volume.

Science at Work: (Sample) Feature spotlight … OpticianOpticians write orders for grinding and inserting lenses into frames. Discuss reasons why opticians need good people skills and an understanding of the physics of light.

Investigation (Sample):● Inferring How Sound Waves Travel. Can sound travel through matter?● Measuring Angles of Reflected Rays. Does the angle of a light ray

when it hits a mirror match the angle of its reflection?

Science in Your Life:What are lasers and how do we use them? Explain that white light mixes the frequencies of all eight kinds of light, but light from a laser has only one

and draw a diagram showing light as it enters and leaves the glass.

*LEP/ESL● Students who are learning English may

not be familiar with acronyms, words formed from the initial letters of a phrase. Write the word sonar and below it write sound navigation and ranging. Then have students find and circle letters that were used to form sonar.

● Use the terms photon and visible spectrum to help students enlarge their English vocabularies. Explain the root meaning of the words. Pair students who are English proficient with those who are learning English. Have them use a dictionary to list at least five words using each of these roots.

44

frequency and color. Have student read about the uses of lasers. Interested students may research some recent applications for laser light.

Stem Feature:● Engineering Design Process: Test and EvaluateHas your family ever asked you to turn down the music in your room? Soundproofing could help this problem. Brainstorm ways to soundproof your room. Make a prototype of a soundproofed room. How will you know if your idea blocks sound?● Engineering Design Process: Build a PrototypeSometimes it useful to see over walls or around corners. Engineers have used the science of light reflection to create periscopes that allows us to do this. Suppose the owner of an apartment building hires you to build a periscope that lets her see what is happening on her roof. How can mirrors reflect light into your eye so that you can see from high about you?

Content/Objective:ElectricityThe learner will:

■ will be able to explain how electric current flows through a circuit

■ will be able to compare insulators and conductors

■ will be able to tell how resistance is useful

■ will be able to describe how batteries produce current

■ will be able to explain direct

Essential Question:How Electricity Flows Through Circuit● Static Electricity● Closed Circuits● Open Circuits● Schematic

DiagramsConductors and Insulators● ResistanceSome sources of Electric Current● Dry-Cell Batteries● Wet –Cell Batteries● Direct and

Alternating Current

Chapter 11: Electricity (2.5 weeks)


● Remind students that their brains produce electric current. Have students diagram the route a message takes from their finger to their brain when they touch a hot surface.

● Some fishes, such as the electric eel, discharge electricity. Encourage students to find out more about how these animals produce electricity and other facts about them.

*Cross curricular connection:● Social Studies: Have students research information about electrical

investigations Benjamin Franklin conducted. Ask them to find out how he developed the lightning rod.

● Health: Have students work in small groups to make a list of safety precautions to observe when they use or are around electricity. They might look for safety and health tips related to electricity online.

● Home Economics: Have student watch as you toast bread in a toaster.



● Suggest that students research some people in the history of the discovery of electricity.

● Display a battery-operated radio or other device. Have students examine the arrangement of the batteries. Have them experiment in rearranging the batteries and turning the device on.

45

current and alternating current

■ will be able to explain Ohm’s law

■ will be able to compare series and parallel circuits

■ will be able to describe how electricity is measured.

Ohm’s LawSeries Circuits● Devices in Series

Circuits● Batteries in Series

Circuits● Fuses and Circuit

BreakersParallel Circuits● Devices in Parallel

Circuits● Batteries in Parallel

CircuitsMeasuring Electricity● Electric Power● Using Electricity

What evidence of resistance do they observe?● Health: Ask students if they know how batteries can be used to help

some parts of the body work as they should. Interested students could research how these devices work to help patients to keep their heart beating or to improve hearing.

● Social Studies: Have students research the backgrounds of Alessandro Volta and George S. Ohm. Have students report important facts about each scientist.

● Art: Students could draw Rube Goldberg-like series circuits with many items in them. Encourage students to be as inventive as possible. Post the ridiculous circuits for the class to enjoy.

● Math: Ask students to find out whether their homes are protected by fuses or circuit breakers. Tally the results and have students show the results on a bar or a circle graph.

● Language Arts: Students can write one to two paragraphs explaining the advantage of using parallel circuits in a home.

● Math: Tell students the amount of kilowatts some appliances use per hour. Have students determine the cost of running each appliance for six hours.

*Online connection: ● To review what they have learned about electricity, find projects

and experiments, and learn more about energy conservation, students might visit the California Energy Commission Web site at www.energyquest.ca.gov/index.html

*Applications (Sample): ● Point out that several home safety devices require batteries. Have them

list the devices in their home that require batteries. Then have them write the number and size of the batteries used for each item. Discuss ways to ensure that they devices are always in service.

● Explain that electrical appliances used in the U.S. cannot be used in many places in Europe and other countries. Have students find out why and tell how to overcome this.

● Explain that electricians install, repair, and maintain electrical systems in all kinds of devices and buildings. Invite an electrician to the class to discuss his or her job.

● Discuss the importance to the environment of power conservation.

*Body/Kinesthetic● Provide bar magnets to students. Allow

them to manipulate the magnets to feel the unlike poles attract and the like poles repel.

● Provide students with an electric cord or insulated wire with some of the insulation stripped away. Ask students to identify the material that is the conductor of electricity and the material that is the insulator.

● Let students dramatize what happens when a fuse melts, breaking a series circuit. Ask students to stand in a circle with legs apart and feet touching. Pass around a ball (the electron). Ask one student to act like a melted fuse stopping the movement of the ball (signifying that a circuit is broken).

*Interpersonal/Group Learning● Explain that electric, or battery-operated,

cars are one alternative to gasoline-powered cars. Pair up students and have them research the advantage and disadvantages of battery-powered cars.

*Logical/Mathematical● Students can write an original word

problem finding our how much electric current an appliance uses. They exchange problems with a partner to find the answers.

*Visual/Spatial● Have a volunteer hold the top sheet of a

newspaper against the wall while you smooth out the newspaper by rubbing the entire surface several times with a wool cloth. Then have a volunteer let go of the paper. The paper will cling to the wall.

46

Explain that most power plants that provide electricity burn fossil fuels. Have students research the amounts of power common appliances need and find out which ones use especially large amounts of electricity. How can these appliances be used more efficiently?

*Community Connection (Sample): Electricity in Your Home

Chapter Vocabulary: Alternating current, ampere, battery, circuit, closed circuit, conductor, direct current, dry-cell battery, electric current, electric power, electricity, electromotive force, insulator, kilowatt-hour, ohm, Ohm’s law, open circuit, parallel circuit, resistance, schematic diagram, series circuit, static electricity, terminal, volt, voltage, wet-cell battery.

Science at Work: (Sample) Feature spotlight … Line InstallerLine Installers install electrical power, telephone, and cable TV lines, etc. After reading the Science at Work feature aloud. Have students name some specific companies in your community for which line installers work. Also have them describe some recent emergencies during which line installers were needed.

Investigation (Sample):● Constructing Series Circuits. How would you create a series circuit?● Constructing Parallel Circuits. How do you know a circuit is a parallel

circuit?

Science in Your Life:How can you check your home’s electrical safety? Electricity is helpful but it also can be harmful. Have volunteers take turns reading the Science in Your Life feature on page 341. Then discuss each safety item, having students explain why each one can be unsafe.

Stem Feature:● Engineering Design Process: Brainstorm SolutionsHas the electricity ever gone out at your home? Some events, like a tree branch falling on a power line, can break the circuit. Research what else can cause a power outage and what the electric company does when the power goes out.

Ask students for possible explanations. ● Display a variety of appliances and

extension cords with long and short cords and thick and thin cords. Have students group the cords according to their resistance based on thickness and length.

● Instruct students to look back at the diagram that shows closed circuit on page 311. Ask students if this diagram shows direct current or alternating current and why they think so.

● Demonstrate resistance by setting up a circuit containing a light bulb. Show how the bulb’s brightness changes as you use wires of different lengths or thicknesses.

*LEP/ESL● Demonstrate a fuse. Use a copper bell

wire to connect three dry-cell batteries, a small light bulb, a socket, and a switch. Close the switch. Explain that too much heat in the circuit melted the wire and the circuit broke.

● Draw a schematic diagram of a series circuit on the board. Use an eraser to break the line between the two bulbs. Ask students if the bulbs will light up and why they think so. Repeat the procedure for a parallel circuit.

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Think of ways the electric company can keep the power from going out.● STEM: MathMost wall outlets put out 120 volts of electricity, which is too high for many electronic devices. Scientists and Engineers have invented transformers that change the voltage in a circuit. Show to students’ examples of transformers. Help them calculate the resulting voltage of each of these transformers.

Content/Objective:Magnets & ElectromagnetismThe learner will:

■ Will be able to describe various kinds of magnets.

■ Will be able to explain what a magnetic field is

■ Will be able to tell what causes magnetism

■ Will be able to describe electromagnetism and its uses

Essential Question:What are Magnets?● Magnetic PolesIdentifying A Magnetic Field● The Earth as a

MagnetIdentifying Magnetism● Making a Magnet● Demagnetizing a

MagnetThe Relationship Between Magnetism & Electricity● Motors

Chapter 12: Magnets and Electromagnetism (4.5 weeks)


● Point out that human beings are not the only creatures to find a use for magnetism. Have students research the subject of animal navigation. Invite them to present their findings to the class.

*Cross curricular connection:● Art: Students could think up and draw a new invention that makes use

of magnets. Inventions can be as simple or as elaborate as students wish.

● Social Studies: Explain to students that historians are not sure exactly where and when the magnetic compass was invented. Students could research and write a short report on the early use of the compass and how it aided in world exploration.

● Language Arts: Write the words magnetize and demagnetize on the board. Point out that the prefix de- reverses the meaning. Ask students to find three words in which the prefix de- makes a work that has the opposite meaning of the base word.

● History: Suggest that students find out what two scientists, Michael Faraday and Christian Oersted, discovered about electricity and magnetism. Have students write a report on their findings.

● Music: Within the last 75 years, the electric guitar has revolutionized world music. The music that most of them enjoy today would not exist without the discovery of electromagnetism. Invite students to share what they know about electric guitars. Then share some electric guitar facts.



● Have students record and listen to a brief passage about magnetism on an audiotape. After they rewind the tape, have them gently pull it from the cassette and run a magnet along the recorded section. Help them develop a general statement about the properties of recording tape and the principles of tape recording.

● Invite musical students to play guitars for the class. Have them demonstrate both acoustic and electric. Point out that the electric guitar relies on electromagnetic pickup, an amplifier and speakers to turn the strings vibrations into music.

*Body/Kinesthetic● Provide small groups with compass.

Have them use the compass to determine which classroom wall is north, east, west

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*Online connection: ● Direct students interested in learning more about the earth as a

magnet to NASA’s educational outreach Web site at image.gsfc.nasa.gov/poetry.

● Electricity and Magnetism a Web site administered by Kennesaw State University in Georgia offers student information on topics related to the lesson on motors. The site address is edtech.kennesaw.edu/web/electric.

*Applications (Sample): ● Have students investigate how magnets are used in their home and list

the uses.● Electromagnetism makes television possible, and you can use television

to connect to people and places around the world. Suggest that students research information to find out how television has provided people with a global connection. What the role has television played in connecting people and cultures from around the world?

● Have students interview an auto mechanic about his or her work. Ask them to inquire about the importance of electric motors in the modern car and the type of repair they typically require.

● Point out that most people take access to household electricity for granted. Challenge students to find out more about the electric supply in their own community.

*Community Connection (Sample): Making a Map

Chapter Vocabulary: Attract, electromagnet, electromagnetism, lines of force, magnet, magnetic field, magnetic pole, motor and repel.

Science at Work: (Sample) Feature spotlight … Appliance Service Technician. Appliance Service Technicians perform tests on different parts of appliances, including motors, heating elements and switches. After inviting a volunteer to read aloud the spotlight feature, have students write one thing they believe they would like about this career and one thing they would not enjoy. Ask: What does

and south.● Provide wires or iron nails and bar

magnet so students can try making a magnet. Have students follow the direction on page 357.

● If possible, obtain a discarded telephone for students to examine. Allow students to examine the electromagnet in the telephone. You could also use a hair dryer for this purpose as well.

*Interpersonal/Group Learning● Challenge small groups of students to

make posters explaining how maglev train works. They should label the key elements of the technology and include brief explanatory text.

*Logical/Mathematical● Have pairs of students use blank sheets

of paper and paper clips to model the arrangement of atoms in magnetized and non-magnetized materials.

*Visual/Spatial● Have students draw a diagram that

illustrates why a compass works. The diagram should indicate that Earth is a natural magnet, with two magnetic poles.

*LEP/ESL● Have student work in small groups.

Recording keywords found on pages 356-358. Have students list the part of speech and science-related meaning of each word. Extend the activity by having the groups use each term in written sentences.

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being an appliance service technician have to do with magnets?

Investigation (Sample):● Observing Magnetic Lines of Force. Do the lines of force around a bar

magnet look different than the lines of force around a horseshoe magnet?

● Constructing an Electromagnet. Is it possible to increase an electromagnet’s magnetic properties?

Science in Your Life:How does magnetism move a train? Ask volunteers to take turns reading the Science in you Life feature on page 365. Have students conduct an Internet search using the keywords maglev train. Ask them to visit several web sites. Have students share their information in small groups.

Stem Feature:● Engineering Design Process: Brainstorm SolutionsHas the electricity ever gone out at your home? Some events, like a tree branch falling on a power line, can break the circuit. Research what else can cause a power outage and what the electric company does when the power goes out. Think of ways the electric company can keep the power from going out.● STEM: MathMost wall outlets put out 120 volts of electricity, which is too high for many electronic devices. Scientists and Engineers have invented transformers that change the voltage in a circuit. Show to students’ examples of transformers. Help them calculate the resulting voltage of each of these transformers.

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web viewphysical science is a full-year study to help students and young adults learn the properties...

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