Q1 9th Grade Science PG 2008 by 6xNrDX

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									                                         9th Grade Physical and Earth Science
                                                Aurora Public Schools
                                                            First Quarter: 43 days
                                                     Unit taught this quarter: Chemistry
Note: Standards 1 and 5 should be embedded throughout each and every unit of content delivered in Physical Science. These
are essential skills that students will need in future science classes. See the suggested resources and strategies to see how
these skills are addressed throughout the content in the course. This is the quarter that these specific skills may be assessed.
                                                            Science Process
                                               Teaching Time: Throughout the Quarter
Essential Question: How do you design an experiment to answer a question? Teaching Strategies:
                                                                                         Pick one lab to intensively review
(1.1) Ask questions and state hypotheses using prior scientific knowledge to                science process, notebook expectations
help design and guide development and implementation of a scientific                        and safety protocols (experimental
investigation                                                                               design, data collection, etc.)
 (1.1.a) Plan and design a scientific investigation that includes:                      Possible inquiry labs done this quarter
      developing a testable question for a scientific investigation                        are in bold below.
      researching scientific literature                                                 Other inquiry labs include:
      stating a hypothesis                                                                     o Bubbleology
      stating a prediction                                                                     o Paper Airplanes
      identifying the independent and the dependent variables                                  o Polymer Superballs
      identifying the control and experimental groups                                          o Staying Cool
      designing a written procedure for a controlled experiment                                    http://btc.montana.edu/messeng
      using an appropriate observation/measurement technique                                       er/teachers/MEMS_scipro.php
      keeping all other conditions constant
 (1.1.b) Describe different methods used to investigate scientific questions           Student understanding can be shown
   (e.g., controlled experiments, collecting specimens, constructing models,            by:
   researching scientific literature, etc.).                                             Student work and understanding in lab
                                                                                            notebook conclusions and reflections
(1.2) Select and use appropriate technologies to gather, process, and analyze data       Student identification of the
and to report information related to an investigation                                       independent and dependent variables
    (1.2.a) Record and report data from a scientific investigation using the               in their experiments, conditions they are

9th Grade Science Pacing Guide- DRAFT (5/1/08)                Picking up the PACE!!
Quarter 1                                                                                                                   Page 1
    appropriate tools and metric units.                                                  keeping constant, and controls for their
   (1.2.b) Describe how different types of technologies are used in scientific          experiment.
    investigations.                                                                   Claims and Evidence charts
   (1.2.c) Use different types of visual methods to summarize, present, and          Students can show reproduced trials in
    analyze information related to an investigation.                                     a lab notebook with a valid conclusions
                                                                                         and data analysis.
                                                                                      Responses to writing prompts about an
                                                                                         experimental design, controls, data
                                                                                         gathering and display, etc.
                                                                                      Responses to teacher generated
                                                                                         quizzes.
Essential Question: How do you know if an experiment is valid?                       Student understanding can be shown
                                                                                     by:
(1.6) Communicate and evaluate scientific thinking that leads to particular           Labeling claim and evidence for data in
conclusions.                                                                             an experiment.
 (1.6.a) Identify and use evidence to support a particular conclusion.               Using the scaling of graphs to show
 (1.6.b) Identify and explain whether or not a conclusion is aligned with the           different conclusions formed from the
    testable question and the scientific investigation that was conducted.               same data. (Logger Pro)




9th Grade Science Pacing Guide- DRAFT (5/1/08)               Picking up the PACE!!
Quarter 1                                                                                                                Page 2
                                                      Periodic Table
                                                  Teaching Time: 15 Days
                                                   ESSENTIAL QUESTION
   BENCHMARKS / ASSESSMENT                                                                 SUGGESTED RESOURCES AND
                                                            AND
         OBJECTIVES                                                                              STRATEGIES
                                                     LEARNING GOALS
(2.1) Elements can be organized by        How is the periodic table used as a tool       Resources in the textbook:
their physical and chemical properties    in chemistry to understand matter?                Chapter 4: Atoms and the Periodic
(Periodic Table)                                                                             Table, Physical Science, pp. 102-
    (2.1.a) Recognize that the           Students should know:                              141
     Periodic Table is organized by          Symbols for elements                          Lab: “Comparing the Physical
     atomic number and electron              Atomic structure                               Properties of Elements”, pp. 140-
     levels (horizontally into                     o Subatomic particles                     141
     series/periods and vertically into            o Energy levels
     families/groups), and explain why       Atomic number and mass                     Activities:
     elements in the same                    Periodic law                                   Alien Periodic Table
     family/group of the Periodic Table      Classification of elements                     Construct your own periodic table
     have similar properties. Use the              o States of matter                         from experimental Table data
     Periodic Table to determine the               o Metal/nonmetal/semi-metals               similar to what Mendeleyev had.
     atomic number and atomic mass                 o Families
     of common elements.                           o Groups and periods                  Labs:
                                                                                            Reactivity Lab (identify the trend
                                          Students should understand:                        of reactivity for metals)
                                             The number of protons in an atom
                                              determines what element it is.
                                             Elements in the same group have            Resources:
                                              similar properties                            Chemistry with Vernier
                                                                                             http://www.vernier.com/cmat/cwv.
                                          Students should be able to:                        html
                                           Use Periodic Table to count subatomic
                                             particles and determine their location in
                                             an atom.
                                           Use the Periodic Table to identify atomic
9th Grade Science Pacing Guide- DRAFT (5/1/08)             Picking up the PACE!!
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                                              number and atomic mass of common
                                              elements.
                                             Uses common physical and chemical
                                              properties (e.g. brittle, luster,
                                              conductivity, reactivity, atomic radius,
                                              valence electrons) to predict whether
                                              two elements are similar to one another.
                                             Classify elements as Metals, Nonmetals,
                                              and Semimetals




9th Grade Science Pacing Guide- DRAFT (5/1/08)             Picking up the PACE!!
Quarter 1                                                                                Page 4
                                               Atomic Structure and Bonding
                                                   Teaching Time: 8 Days
(2.2) The spatial configuration of         How does the structure of an atom            Resources in the textbook:
atoms and the structure of the atoms       determine its chemical properties?            Electron orbits: Atomic Structure,
in a molecule determine the chemical                                                      Physical Science, pp. 104-110
properties of the substance                Students should know:                         Ionic and Covalent Bonding,
    (2.2.a) Describe that electrons are      Bonds form molecules                       Physical Science, pp. 151-158
     located in different energy levels       Ionic vs. covalent bonds
     in an atom and that the outer                                                      Activities:
     electrons determine its chemical      Students should understand:                      Ionic Bond Go Fish
     properties.                              Valance electrons determine bond type        Chemical Formula Card Game
    (2.2.b) Identify and describe that                                                     Ionic Bond Dating
     when two or more atoms                Students should be able to:                      Chem Cubes
     chemically combine, they either        Draw a Bohr model and use to count             Hog Hotel (orbitals)
     share electrons (covalent bond,          valence electrons.
     which can be polar or non-polar)       Label the energy levels on a Bohr model    Labs:
     or transfer electrons (ionic bond)       of the atom. (e.g. Elements excluding        Flame Tests
                                              the transition metals)                       Precipitate Lab (writing chemical
                                            Predict charge of common simple ions.          equations for insoluble salts)
                                              (e.g. Group 1,2,5,6,7 and that noble
                                              gases do not form ions)                   Resources:
                                            Covalent vs. Ionic                            Go Fish, Flinn ChemTopic Labs
                                              o Predict chemical formula of an ionic        www.flinnsci.com
                                                  compound.                                Chem Cubes Game, Science Kit
                                              o Name simple ionic compounds. (e.g.          and Boreal Labs,
                                                  -ide and -ate ending for compounds.       www.sciencekit.com
                                                  No transition metal naming.)




9th Grade Science Pacing Guide- DRAFT (5/1/08)              Picking up the PACE!!
Quarter 1                                                                                                             Page 5
                                               Physical and Chemical Properties
                                                    Teaching Time: 4 Days
(2.3) There are observable and              How can you use physical and chemical           Resources in the textbook:
measurable physical and chemical            properties to identify and/or separate             Properties of Matter, Physical
properties that allow one to compare,       substances and mixtures?                            Science, pp. 45-52
contrast, and separate substances (for                                                         Lab: “Comparing the Physical
example: pH, melting point, conductivity,   Students should know:                               Properties of Elements”, pp. 140-
magnetic attraction)                           Characteristics of physical and                 141
    (2.3.a) Use information (e.g., pH,         chemical properties
     melting point, conductivity,                                                           Activities:
     magnetism, and reactivity) to          Students should understand:                     Which elements act alike? (Ammonium
     classify, identify, and separate          Chemical and physical properties are        Carbonate, Ammonium Phosphate + 6
     substances.                                different                                   salt solutions)

                                            Students should be able to:                     Labs:
                                             Use common physical and chemical               Density Labs (review from middle
                                               properties to predict whether elements          school)
                                               are similar or different.                       Chromatography Lab as an
                                                  o Physical Properties (e.g. Density,          example of separation using
                                                      Boiling Point, Melting Point, State       chemical properties.
                                                      of Matter)                               Mixture lab: physical separation
                                                  o Chemical Properties (e.g.                   of a mixture by filtration,
                                                      Valence electrons, Reactivity)            distillation, and other mechanical
                                             Develop a procedure that will                     means.
                                               successfully separate the components of
                                               a mixture based on common physical or
                                               chemical properties.




9th Grade Science Pacing Guide- DRAFT (5/1/08)               Picking up the PACE!!
Quarter 1                                                                                                                  Page 6
                                            Chemical Equations and Reactions
                                                Teaching Time: 16 Days
(2.4) Word and chemical equations         How can a chemical equation be used to      Resources in the textbook:
are used to relate observed changes       represent and classify chemical              Compound Name and Formulas,
in matter to its composition and          reactions?                                    Physical Science, pp. 159-164
structure (for example: conservation                                                   Chemical Reactions, Physical
of matter)                                Students should know:                         Science, pp. 183-219
    (2.4.a) Explain that a chemical         Ionic compound names
     equation shows how atoms are            Formulas for molecules                  Activities:
     rearranged during a chemical            Law of Conservation of Mass                 Water Jug with alcohol
     change and translate word            Students should understand:                      combustion teacher demo to
     equations into chemical                 Matter is not lost or gained in a            illustrate ratios of reactants in an
     equations.                               chemical reaction                            equation.
    (2.4.b) Determine whether the        Students should be able to:
     products and reactants of a           Count number of atoms for each            Labs:
     chemical equation are balanced          element in a chemical formula.              Conservation of Mass Lab
     in order to show that matter is       Translate a word equation into a              (Calcium Chloride, Phenol Red,
     conserved.                              chemical equation.                           Sodium Bicarbonate)
                                           Classify the type of chemical reaction       Alka-seltzer, Water, and Gatorade
                                             based on the chemical equation. (e.g.        Bottle (conservation of mass lab)
                                             Single Replacement, Double                  Copper Sulfate + Iron , then
                                             Replacement, Synthesis,                      Hydrochloric acid to show reaction
                                             Decomposition)                               types and predicting chemical
                                           Identify whether a chemical equation is       equations.
                                             balanced to illustrate the law of
                                             conservation of mass.




9th Grade Science Pacing Guide- DRAFT (5/1/08)             Picking up the PACE!!
Quarter 1                                                                                                               Page 7
                                                      ESSENTIAL QUESTION
   BENCHMARKS / ASSESSMENT                                                                SUGGESTED RESOURCES AND
                                                               AND
         OBJECTIVES                                                                             STRATEGIES
                                                        LEARNING GOALS
(2.5) Quantitative relationships involved   How can chemical reactions be               Resources in the textbook:
with thermal energy can be identified,      classified by the energy they exchange?      The Nature of Chemical Reactions,
measured, calculated and analyzed (for                                                    Physical Science, pp. 184-189
example: heat transfer in a system          Students should know:
involving mass, specific heat, and             Reactants and products                  Labs:
change in temperature of matter)               Endothermic reactions absorb energy        Endothermic and Exothermic Lab
    (2.5.a) Identify whether chemical         Exothermic reactions release energy        Vernier probeware lab:
     reactions are exothermic or                                                            Endothermic and Exothermic
     endothermic.                           Students should understand:                     Reactions,
                                               The relationship between energy and
                                                the breaking and forming of chemical    Resources:
                                                bonds                                      Chemistry with Vernier
                                               Total energy is conserved in chemical       http://www.vernier.com/cmat/cwv.
                                                reactions                                   html

                                            Students should be able to:
                                             Classify chemical reactions as
                                               endothermic or exothermic.




9th Grade Science Pacing Guide- DRAFT (5/1/08)              Picking up the PACE!!
Quarter 1                                                                                                            Page 8

								
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