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					                                                                                                                                                                 WORK IN PROGRESS
                                                         East Poinsett County School District Instructional Alignment
                                                                         Science - Physical Science
                   AR Department of Education
   SLE                                                                                                                                                           Materials/ Resources/
                                                                         Objective                           Task Analysis                Essential Vocabulary                                  Assessment
  Number             CONTENT STANDARD/                                                                                                                             Instructional Strategies
               Student Learning Expectations (SLE)


The Nature of Science frameworks are essential components to the science education of all students. Additionally, they should
be integrated with appropriate content throughout the year at the discretion of the instructor.

                                                                                         FIRST NINE WEEKS
1.1 Enduring Understanding - Scientists explore the natural world using similar methodologies of research and thought
processes.
1.1a Essential Question - How and why do we learn from science?
NS.9.PS.1    Explain why science is limited to natural     Explain why science is limited to       *distinguish between natural and     science
             explanations of how the world works           natural explanations of how the         supernatural explanations            scientific method
                                                           world works                             *distinguish between natural         measurable
                                                                                                   science and social science           observable
                                                                                                   *evaluate the limitations in
                                                                                                   science (as being
                                                                                                   measurable/observable)
NS.9.PS.3    Distinguish between a scientific theory       Distinguish between a scientific        *define scientific theory            theory                   teacher modeling, student    classroom
             and the term theory used in general           theory and the term theory used in      *distinguish between scientific      scientific theory        application                  assessment
             conversation                                  general conversation                    theory and non-scientific usage of
                                                                                                   the word theory
NS.11.PS.1 Recognize the factors that constitute a         Recognize the factors that              *describe the process of how         theory
           scientific theory                               constitute a scientific theory          scientific theories are formed       scientific theory
NS.11.PS.2 Explain why scientific theories may be          Explain why scientific theories may     *demonstrate how scientific          verification
           modified or expanded using additional           be modified or expanded using           theories evolve                      peer review
           empirical data, verification, and peer review   additional empirical data,              *evaluate reasons why theories       empirical data
                                                           verification, and peer review           change                               evolve
                                                                                                   *explain how multiple theories can   process
                                                                                                   coexist                              scientific theory
NS.9.PS.2    Compare and contrast hypotheses,              Compare and contrast hypothesis,        *construct a testable hypothesis     hypothesis               Venn diagram                 classroom
             theories, and laws                            scientific theory, and scientific law   *differentiate among examples of scientific theory                                         assessment
                                                                                                   scientific theory and scientific law scientific law
                                                                                                   *evaluate examples of hypotheses




        Revised July 2010
                                                                                                       Page 1                                        7478d144-56bd-4b07-9fa9-5945d028d6d7.xls
                                                                                                                                                             WORK IN PROGRESS
                                                        East Poinsett County School District Instructional Alignment
                                                                        Science - Physical Science
                  AR Department of Education
   SLE                                                                                                                                                       Materials/ Resources/
                                                                      Objective                           Task Analysis               Essential Vocabulary                                  Assessment
  Number            CONTENT STANDARD/                                                                                                                          Instructional Strategies
              Student Learning Expectations (SLE)

NS.9.PS.4   Summarize the guidelines of science          Summarize the guidelines of            *create a graphical organizer       observation              graphic organizer            classroom
                                                           showing the science
The Nature of Science frameworks are essential components to the relationship ofeducation of all students. Additionally, they should
        *explanations are based on observations, science                                   evidence                         assessment
                                                           observation, evidence, testing,
be integrated with appropriate content throughout the year at the discretion of the testing
        evidence, and testing
        *hypothesis must be testable                       hypotheses, understandings,
                                                                                           instructor.
                                                                                           hypothesis
            *understandings and/or conclusions may                                              conclusions, empirical data,        conclusions
            change with additional empirical data                                               scientific knowledge, and peer      empirical data
            *scientific knowledge must have peer                                                review                              scientific knowledge
            review and verification before acceptance                                                                               peer review




1.2 Enduring Understanding - Describe the connections between pure and applied science.
1.2a Essential Question - How are pure and applied science connected?
NS.13.PS.1 Compare and contrast physical science         Compare and contrast physical          *differentiate between pure and     pure science             Venn diagram
           concepts in pure science and applied          science concepts in pure science       applied science                     applied science
           science                                       and applied science                    *identify examples of applied       concept
                                                                                                science and pure science
NS.13.PS.4 Explain how the cyclical relationship         Explain how science and                *explain how science and            technology
           between science and technology results in     technology depend on each other        technology depend on each other     applied science
           reciprocal advancements in science and        Explain how an advancement in          *demonstrate how an                 pure science
           technology                                    one leads to an advancement in the     advancement in one leads to an
                                                         other                                  advancement in the other


NS.13.PS.5 Describe in detail the methods used by        Describe in detail the methods         *recognize scientific method as      research                description of scientific    classroom
           scientists in their research                  used by scientists in their research   used by scientists in their research                         method                       assessment
                                                                                                *examine different research
                                                                                                methods




        Revised July 2010
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                                                                                                                                                                  WORK IN PROGRESS
                                                         East Poinsett County School District Instructional Alignment
                                                                         Science - Physical Science
                   AR Department of Education
   SLE                                                                                                                                                            Materials/ Resources/
                                                                       Objective                          Task Analysis                 Essential Vocabulary                                     Assessment
  Number             CONTENT STANDARD/                                                                                                                              Instructional Strategies
               Student Learning Expectations (SLE)

1.3 Enduring Understanding - Design, safely conduct scientific inquiry, and report results to solve valid problems.
The Nature of Science frameworks are essential components to the science education of all students. Additionally, they should
1.3a Essential Question - How do you design, safely conduct scientific inquiry, and report results?
                                                                                 discretion of the instructor.
be integrated with appropriate content throughout the year at the experimentation as a key procedure (methods)
NS.10.PS.1 Develop and explain the appropriate Develop and explain the *identify                               class discussion of classroom
             procedure, controls, and variables           appropriate procedure, controls,       component of the scientific method   materials control           dependent & independent      assessment
             (dependent and independent) in scientific    and variables in scientific            *define essential components of      independent variable        variables
             experimentation                              experimentation                        an experiment                        dependent variable
                                                                                                 *compare and contrast between        constant
                                                                                                 independent and dependent            inquiry
                                                                                                 variable
                                                                                                 *evaluate experiments for key
                                                                                                 components
                                                                                                 *design a scientific experiment


NS.10.PS.2 Research and apply appropriate safety          Research and apply appropriate         *research and explain safety       safety terminology                                         safety symbols -
           precautions (refer to ADE Guidelines)          safety precautions (refer to ADE       precautions                        safety symbols                                             ADE guidelines,
           when designing and/or conducting               Guidelines) when designing and/or      *analyze an experiment to                                                                     textbook
           scientific investigations                      conducting scientific investigations   determine safety precautions
                                                                                                 *evaluate safety procedures while
                                                                                                 conducting scientific
                                                                                                 investigations using appropriate
                                                                                                 safety precautions
                                                                                                 *explain importance with regard to
                                                                                                 real life situations

NS.10.PS.3 Identify sources of bias that could affect     Identify sources of bias that could    *explain that experimental           bias
           experimental outcome                           affect experimental outcome            outcomes can be affected by bias     error
                                                                                                 and error                            experimental outcome
                                                                                                 *evaluate experiments for bias       placebo
                                                                                                 and error                            preconceived expectations
                                                                                                 *use examples to demonstrate
                                                                                                 bias
                                                                                                 *identify sources of bias




        Revised July 2010
                                                                                                     Page 3                                      7478d144-56bd-4b07-9fa9-5945d028d6d7.xls
                                                                                                                                                               WORK IN PROGRESS
                                                      East Poinsett County School District Instructional Alignment
                                                                      Science - Physical Science
                   AR Department of Education
   SLE                                                                                                                                                         Materials/ Resources/
                                                                    Objective                           Task Analysis                   Essential Vocabulary                                  Assessment
  Number             CONTENT STANDARD/                                                                                                                           Instructional Strategies
               Student Learning Expectations (SLE)

NS.10.PS.4 Gather and analyze data using               Gather and analyze data using         *gather scientific data by various       data                                                  lab reports
           appropriate summary frameworks
The Nature of Sciencestatistics    are essential components to the science education of all students. Additionally, they should
                                    appropriate summary statistics methods using only SI units  length
                                                                   *analyze
be integrated with appropriate content throughout the year at the data using appropriate mass    instructor.
                                                                              discretion of the weight
                                                                   statistical functions
                                                                                             *compare and contrast precision          volume
                                                                                             and accuracy                             SI units
                                                                                             *verify precision in data collection     temperature
                                                                                             techniques                               time
                                                                                             *explain how precision in data           precision
                                                                                             collection affects significant figures   accuracy



NS.10.PS.5 Formulate valid conclusions without bias    Formulate valid conclusions without *define bias                               formulate
                                                       bias                                *define validity                           bias
                                                                                           *generate nonbiased conclusion             validity
                                                                                           based on analyzed data

NS.10.PS.6 Communicate experimental results            Communicate experimental results      *display the data (table, graph,         scientific notation                                   lab reports
           using appropriate reports, figures, and     using appropriate reports, figures,   calculations) expressed in SI units      significant figures
           tables                                      and tables                            *explain experimental results and        precision
                                                                                             generate reports, figures, and           accuracy
                                                                                             tables
                                                                                             *apply scientific notation
                                                                                             *apply significant figure rules to
                                                                                             data


NS.12.PS.1 Use appropriate equipment and technology Use appropriate equipment and            *utilize appropriate techniques,  balance                         experiment/investigation
           as tools for solving problems (e.g.,     technology as tools for solving          scientific equipment and          scales
           balances, scales, calculators, probes,   problems                                 technology to master use of       probes
           glassware, burners, computer software                                             equipment
           and hardware)                                                                     *solve problems using appropriate
                                                                                             equipment and technology




        Revised July 2010
                                                                                                  Page 4                                           7478d144-56bd-4b07-9fa9-5945d028d6d7.xls
                                                                                                                                                                      WORK IN PROGRESS
                                                             East Poinsett County School District Instructional Alignment
                                                                             Science - Physical Science
                    AR Department of Education
   SLE                                                                                                                                                                Materials/ Resources/
                                                                           Objective                           Task Analysis                   Essential Vocabulary                                  Assessment
  Number              CONTENT STANDARD/                                                                                                                                 Instructional Strategies
                Student Learning Expectations (SLE)

NS.12.PS.2 Collect and analyze scientific data using          Collect and analyze scientific data   *gather scientific data by various       data                     lab exercises                lab reports
The Nature of Science frameworks    using appropriate components to the science education of all students. Additionally, they should
                                   are essentialmathematical
           appropriate mathematical calculations,                    methods using only SI units  length
                                    calculations, figures, and table *analyze
be integrated with appropriate content throughout the year at the data using appropriate mass
           figures, and table
                                                                                                   instructor.
                                                                                discretion of the weight
                                                                     statistical functions
                                                                                                    *compare and contrast precision          volume
                                                                                                    and accuracy                             SI units
                                                                                                    *verify precision in data collection     temperature
                                                                                                    techniques                               time
                                                                                                    *explain how precision in data           precision
                                                                                                    collection affects significant figures   accuracy



NS.12.PS.3 Utilize technology to communicate                  Utilize technology to communicate     *communicate research findings           technology               media center
           research findings                                  research findings                     using technology
NS.13.PS.2 Discuss why scientists should work within          Discuss why scientists should work    *review steps of guidelines of           ethical parameters       class discussion
           ethical parameters                                 within considerate rules or           science
                                                              guidelines

1.4 Enduring Understanding - Matter's composition and structure determine its properties.
1.4a Essential Question - How does matter's composition and structure determine its properties?
C.1.PS.1      Compare and contrast chemical and               Compare and contrast chemical         *identify chemical and physical          flammability             Venn diagram                 classroom
              physical properties of matter, including but    and physical properties of matter     properties of matter                     reactivity               textbook reference           assessment
              not limited to flammability, reactivity,                                              *compare and contrast chemical           density
              density, buoyancy, viscosity, melting point                                           and physical properties of matter        buoyancy
              and boiling point                                                                                                              viscosity
                                                                                                                                             melting point
                                                                                                                                             boiling point
C.1.PS.2      Compare and contrast chemical and               Compare and contrast chemical         *identify chemical and physical          rusting                  Venn diagram                 classroom
              physical changes, including but not limited     and physical changes                  changes                                  burning                  textbook reference           assessment
              to rusting, burning, evaporation, boiling                                             *compare and contrast chemical           evaporation
              and dehydration                                                                       and physical changes                     boiling
                                                                                                                                             dehydration




           Revised July 2010
                                                                                                         Page 5                                            7478d144-56bd-4b07-9fa9-5945d028d6d7.xls
                                                                                                                                                     WORK IN PROGRESS
                                                      East Poinsett County School District Instructional Alignment
                                                                      Science - Physical Science
                    AR Department of Education
  SLE                                                                                                                                                Materials/ Resources/
                                                                    Objective                          Task Analysis          Essential Vocabulary                                  Assessment
 Number               CONTENT STANDARD/                                                                                                                Instructional Strategies
                Student Learning Expectations (SLE)

C.3.PS.8      Identify the observable evidence of a    Identify the observable evidence of   *list examples of observable   chemical reaction        observation of lab results   lab reports
The Nature of Science frameworks are essential components to the science education of all students. Additionally, they should
        chemical reaction                 a chemical reaction    evidences of chemical change    chemical change
        *formation of a                                          *recognize evidence of a
                         appropriate content throughout the year at the discretionchemical precipate
be integrated withprecipate
        *production of a gas                                     change
                                                                                                 instructor.
                                                                                          of the gas
              *color change                                                                  *relate chemical change to     heat
              *changes in heat and light                                                     chemical reaction




           Revised July 2010
                                                                                                 Page 6                                7478d144-56bd-4b07-9fa9-5945d028d6d7.xls
                                                                                                                                                             WORK IN PROGRESS
                                                        East Poinsett County School District Instructional Alignment
                                                                        Science - Physical Science
                    AR Department of Education
  SLE                                                                                                                                                        Materials/ Resources/
                                                                      Objective                        Task Analysis                  Essential Vocabulary                                    Assessment
 Number               CONTENT STANDARD/                                                                                                                        Instructional Strategies
                Student Learning Expectations (SLE)

1.5 Enduring Understanding - The role of energy is essential to the study of chemistry.
The Nature of Science frameworks are essential components to the science education of all students. Additionally, they should
1.5a Essential Question - What role does energy play in chemistry?
be integrated with appropriate content throughout the year at the discretion of the kinetic theory
C.2.PS.1 Identify the kinetic theory throughout the State the kinetic theory of matter *state kinetic theory
                                                                                                             instructor. textbook reference classroom
              phases of matter                           and relate how the kinetic theory   *describe the physical properties      matter                                                  assessment
                                                         applies to the changes of state     of the states of matter: solid,        phases of matter
                                                                                             liquid, gas, and plasma                thermal energy
                                                                                             *describe the behavior of particles    temperature
                                                                                             in each state of matter: solid,        solid
                                                                                             liquid, gas, and plasma                liquid
                                                                                             *describe the changes in energy        gas
                                                                                             that occur when matter undergo         plasma
                                                                                             phase changes: melting,                vaporization
                                                                                             sublimation, freezing,                 boiling
                                                                                             condensation, vaporization             evaporation
                                                                                             (boiling and evaporation)              sublimation
                                                                                                                                    melting
                                                                                                                                    freezing
                                                                                                                                    condensation

C.2.PS.2      Create and label heat versus temperature Graph heating curves                  *distinguish between heat and          heat                     student exercise with graphs
              graphs                                                                         temperature                            temperature
              *solid                                                                         *identify solid, liquid, gas, triple   triple point
              *liquid                                                                        point, plasma, heat of fusion, and     heat of fusion
              *gas                                                                           heat of vaporization on an existing    heat of vaporization
              *triple point                                                                  heating curve                          boiling
              *heat of fusion                                                                *create and label a graph              boiling point
              *heat of vaporization
C.2.PS.3      Relate thermal expansion to the kinetic    Explain thermal expansion using     *define thermal expansion              thermal expansion        textbook reference
              theory                                     the kinetic theory                  *define kinetic theory                 kinetic theory
                                                                                             *explain the relationship between
                                                                                             thermal expansion and kinetic
                                                                                             theory




           Revised July 2010
                                                                                                  Page 7                                        7478d144-56bd-4b07-9fa9-5945d028d6d7.xls
                                                                                                                                                      WORK IN PROGRESS
                                                     East Poinsett County School District Instructional Alignment
                                                                     Science - Physical Science
                   AR Department of Education
  SLE                                                                                                                                                 Materials/ Resources/
                                                                  Objective                       Task Analysis                Essential Vocabulary                                  Assessment
 Number              CONTENT STANDARD/                                                                                                                  Instructional Strategies
               Student Learning Expectations (SLE)

C.2.PS.4      Compare and contrast Boyles' law and    Compare and contrast Boyle's law   *describe the relationship among    Boyle's law              venn diagram                 classroom
        Charles' Science frameworks are essential components to the science education of all students. Additionally, they should
The Nature of law                    and Charles' law      gas pressure, temperature, and  Charles' law textbook reference assessment
                                                           volume
be integrated with appropriate content throughout the year at the discretion of the temperature
                                                           *state Boyle's Law and Charles'
                                                                                           instructor.
                                                                                           pressure
                                                                                         Law                                 volume
                                                                                         *explain Boyle's Law and Charles'
                                                                                         Law




           Revised July 2010
                                                                                             Page 8                                        7478d144-56bd-4b07-9fa9-5945d028d6d7.xls
                                                                                                                                                                  WORK IN PROGRESS
                                                         East Poinsett County School District Instructional Alignment
                                                                         Science - Physical Science
                    AR Department of Education
  SLE                                                                                                                                                             Materials/ Resources/
                                                                        Objective                           Task Analysis                  Essential Vocabulary                                Assessment
 Number               CONTENT STANDARD/                                                                                                                             Instructional Strategies
                Student Learning Expectations (SLE)


                                                      Second the science education of all students. Additionally, they should
The Nature of Science frameworks are essential components toNine Weeks
be integrated with appropriate The role throughout the year is essential to the study of chemistry.
2.1 Enduring Understanding - content of atomic structure at the discretion of the instructor.
2.1a Essential Question - How does an atom's structure determine its properties and bonding tendencies?
NS.11.PS.3 Summarize the development of the                Summarize the development of the       *construct a timeline which            atomic theory            graphic organizer
           current atomic theory                           current atomic theory                  includes major contributors to the
                                                                                                  current atomic theory, including,
                                                                                                  but not limited to, Democritus,
                                                                                                  Dalton, Rutherford and Bohr
                                                                                                  *illustrate the evolution of the
                                                                                                  current atomic theory


C.1.PS.3      Discuss and model the relative size and      Identify and model the relative size   *identify subatomic particles          atoms                    class discussion
              placement of sub-atomic particles            and placement of sub-atomic            *compare and contrast relative         subatomic particles
                                                           particles                              mass of subatomic particles            protons
                                                                                                  (protons, neutrons, and electrons)     electrons
                                                                                                  *describe the location of sub-         neutrons
                                                                                                  atomic particles (protons,             nucleus
                                                                                                  neutrons, and electrons)


NS.11.PS.4 Analyze the development of the periodic         Analyze the development of the         *summarize the historical              periodic table           periodic table
           table                                           periodic table                         perspective of the periodic table of   periods
                                                                                                  elements                               groups
                                                                                                  *analyze the repeating patterns of     chemical properties
                                                                                                  the periodic table of elements         atomic mass
                                                                                                                                         atomic number
                                                                                                                                         sub-atomic particles
C.1.PS.4      Illustrate the placement of electrons in the Illustrate the placement of electrons *utilize the periodic table to          energy levels            graphic representation
              first twenty elements using energy levels    in the first twenty elements using    determine how many electrons an         elements
              and orbitals                                 energy levels and orbitals            atom of a particular element has        electron
                                                                                                 *define orbital and energy level        electron configuration
                                                                                                 *write electron configurations for      orbitals
                                                                                                 elements 1-20: 1s22s2, etc




           Revised July 2010
                                                                                                      Page 9                                         7478d144-56bd-4b07-9fa9-5945d028d6d7.xls
                                                                                                                                                              WORK IN PROGRESS
                                                         East Poinsett County School District Instructional Alignment
                                                                         Science - Physical Science
                    AR Department of Education
  SLE                                                                                                                                                         Materials/ Resources/
                                                                       Objective                         Task Analysis                 Essential Vocabulary                                  Assessment
 Number               CONTENT STANDARD/                                                                                                                         Instructional Strategies
                Student Learning Expectations (SLE)

C.1.PS.5      Distinguish among atoms, ions, and          Tell the difference between atoms,   *define ions, and isotopes            atoms                    Venn diagram                 classroom
The Nature of Science frameworks are essential components to the science education of all students. Additionally, they should
        isotopes                    ions, and isotopes     *compare and contrast atoms, ions                         assessment
                                                           ions, and isotopes
be integrated with appropriate content throughout the year at the discretion of the isotopes
                                                                                         instructor.
C.1.PS.6      Model the valence electrons using           Model the valence electrons using    *identify valence electrons         valence electrons          electron dot structures
              electron dot structures                     electron dot structures              *draw Lewis electron dot structures Lewis electron dot
                                                                                                                                   structures
C.1.PS.7      Explain the role of valence electrons in    Explain the role of valence          *define chemical properties as        active                   textbook reference           classroom
              determining chemical properties             electrons in determining chemical    active, inactive, and inert           inactive                                              assessment
                                                          properties                           *predict the chemical properties of   inert
                                                                                               elements 1-20 using valence           valence electrons
                                                                                               electrons and the periodic table


C.1.PS.8      Explain the role of valence electrons in    Explain the role of valence         *identify valence electrons            valence electrons        textbook reference           classroom
              forming chemical bonds                      electrons in forming chemical bonds *define chemical bonds                 chemical bond                                         assessment

C.1.PS.9      Model bonding                               Compare and contrast ionic,          *define ionic, covalent, and          ionic                    textbook reference, Venn     classroom
              *ionic                                      covalent and metallic bonds          metallic bonds                        covalent and metallic    diagram, Frayer model        assessment
              *covalent                                                                        *explain why atoms sometimes          bonds
              *metallic                                                                        join to form bonds                    model
                                                                                               *create structural models of
                                                                                               compounds
                                                                                               *differentiate among ionic,
                                                                                               covalent, and metallic bonds
                                                                                               *compare and contrast ionic and
                                                                                               covalent bonds
                                                                                               *draw models of ionic, covalent,
                                                                                               and metallic bonds

C.1.PS.10     Identify commonly used polyatomic ions      Identify commonly used polyatomic *recognize from memory          polyatomic ions                   graphic organizer            classroom
                                                          ions                              commonly used polyatomic ions                                                                  assessment
                                                                                            including, but not limited to:
                                                                                            ammonium, hydroxide, carbonate,
                                                                                            chlorate, nitrate, phosphate,
                                                                                            sulfate
C.1.PS.11     Write formulas for ionic and covalent       Write formulas for ionic and         *state the steps for writing          ionic compounds          teacher modeling, student    classroom
              compounds                                   covalent compounds                   formulas                              covalent compounds       application                  assessment
                                                                                               *write formulas                       chemical formulas


           Revised July 2010
                                                                                                   Page 10                                       7478d144-56bd-4b07-9fa9-5945d028d6d7.xls
                                                                                                                                                              WORK IN PROGRESS
                                                           East Poinsett County School District Instructional Alignment
                                                                           Science - Physical Science
                    AR Department of Education
  SLE                                                                                                                                                         Materials/ Resources/
                                                                         Objective                         Task Analysis               Essential Vocabulary                                  Assessment
 Number               CONTENT STANDARD/                                                                                                                         Instructional Strategies
                Student Learning Expectations (SLE)

C.1.PS.12     Name ionic and covalent compounds             Name ionic and covalent              *state the steps for naming         prefix                   textbook reference           classroom
The Nature of Science frameworks are essential components to the science education of all students. Additionally, they should
                                    compounds              compounds                                                 assessment
                                                           *apply steps to name compounds
be integrated with appropriate content throughout the year at the discretion of the instructor.
2.2 Enduring Understanding - Chemical reactions have quantitative relationships.
2.2a Essential Question - How do you identify and write a balanced chemical equation?
C.1.PS.13     Identify the mole and amu as units of         Identify the mole and amu as units   *define mole and atomic mass        mole                     textbook reference           classroom
              measurement in chemistry                      of measurement in chemistry          unit (amu)                          atomic mass unit                                      assessment
                                                                                                                                     Avogadro's number
                                                                                                                                     average atomic mass
                                                                                                                                     isotope
C.1.PS.14     Calculate the molar mass of compounds         Calculate the molar mass of          *find the molar mass of a           mole                     textbook reference           classroom
              based on average atomic mass                  compounds based on average           compound by using the average       molar mass                                            assessment
                                                            atomic mass                          atomic mass from the periodic
                                                                                                 table
C.3.PS.1      Identify and write balanced chemical          Identify and write balanced          *distinguish among the five types   decomposition reaction   teacher modeling, student    classroom
              equations                                     chemical equations                   of chemical reactions               synthesis                application                  assessment
              *decomposition reaction                       *decomposition reaction              *write examples of the five types   single displacement
              *synthesis                                    *synthesis                           of chemical reactions               double displacement
              *single displacement                          *single displacement                                                     combustion
              *double displacement                          *double displacement                                                     chemical reactions
              *combustion                                   *combustion                                                              chemical equations
                                                                                                                                     balanced chemical
                                                                                                                                     equation

C.3.PS.2      Predict the product of a chemical reaction    Predict the product of a chemical    *write chemical equations from      products                 teacher modeling, student    classroom
              when given the reactants using chemical       reaction                             word problems and vice versa        reactants                application                  assessment
              symbols and words                                                                  *predict the products of chemical   chemical symbols
                                                                                                 reactions based on the reaction
                                                                                                 type
C.3.PS.3      Balance chemical equations using the Law Balance chemical equations using          *state the Law of Conservation of   Law of Conservation of   teacher modeling, student    classroom
              of Conservation of Mass                  the Law of Conservation of Mass           Mass                                Mass                     application                  assessment
                                                                                                 *account for atoms before and
                                                                                                 after chemical reaction




           Revised July 2010
                                                                                                    Page 11                                       7478d144-56bd-4b07-9fa9-5945d028d6d7.xls
                                                                                                                                                                   WORK IN PROGRESS
                                                         East Poinsett County School District Instructional Alignment
                                                                         Science - Physical Science
                    AR Department of Education
  SLE                                                                                                                                                              Materials/ Resources/
                                                                         Objective                           Task Analysis                Essential Vocabulary                                    Assessment
 Number               CONTENT STANDARD/                                                                                                                              Instructional Strategies
                Student Learning Expectations (SLE)

C.3.PS.4      Determine mole ratio from a balanced         Determine mole ratio from a             *identify coefficients in a balanced mole ratio                 teacher modeling, student    classroom
        reaction Science frameworks are essentialequation
The Nature of equation               balanced reaction components to the science education of all students. Additionally, they should
                                                                chemical reaction            coefficient application         assessment
                                                                *state the ratio of selected
                                                                          discretion of
be integrated with appropriate content throughout the year at the and reactants using the instructor.
                                                                products
                                                                                                   coefficients in a balanced
                                                                                                   chemical reaction

2.3 Enduring Understanding - When chemical reactions occur, energy is transferred and transformed.
2.3a Essential Question - What is the relationship between energy changes and chemical reactions?
C.2.PS.5      Compare and contrast endothermic and         Compare and contrast endothermic        *define endothermic and              endothermic reactions      venn diagram, Frayer model   classroom
              exothermic reactions as energy is            and exothermic reactions                exothermic reactions                 exothermic reactions and                                assessment
              transferred                                  Explain how energy is transferred in    *compare and contrast                energy
                                                           the reactions                           endothermic and exothermic           energy transfer
                                                                                                   reactions
                                                                                                   *explain how energy is transferred
                                                                                                   from one material to another
                                                                                                   during a chemical reaction


2.3b Essential Question - What is the role of activation energy in chemical reactions?
C.3.PS.6      Model the role of activation energy in       Model the role of activation energy     *define activation energy            activation energy          class discussion
              chemical reactions                           in chemical reactions                   *describe the importance of
                                                                                                   activation energy in a chemical
                                                                                                   reaction

2.3c Essential Question - How do the properties of reactants and products differ and compare?
C.3.PS.5      Compare and contrast the properties of       Compare and contrast the                *compare and contrast properties     reactant                   Venn diagram                 classroom
              reactants and products of a chemical         properties of reactants and             of different substances              product                                                 assessment
              reaction                                     products of a chemical reaction                                              chemical reaction

2.3d Essential Question - What factors influence the rate of achemical reaction?
C.3.PS.7      Examine factors that affect the rate of       Examine factors that affect the rate   *describe factors that effect the    temperature                textbook reference           classroom
              chemical reactions, including but not         of chemical reactions                  rate of reactions                    light                                                   assessment
              limited to temperature, light, concentration,                                                                             concentration
              catalysts, surface area, pressure                                                                                         catalysts
                                                                                                                                        surface area
                                                                                                                                        pressure



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                                                                                                                                                               WORK IN PROGRESS
                                                            East Poinsett County School District Instructional Alignment
                                                                            Science - Physical Science
                    AR Department of Education
  SLE                                                                                                                                                          Materials/ Resources/
                                                                         Objective                          Task Analysis              Essential Vocabulary                                   Assessment
 Number               CONTENT STANDARD/                                                                                                                          Instructional Strategies
                Student Learning Expectations (SLE)

C.3.PS.9      Relate fire safety measures to conditions      Explain how a combustion reaction   *list fire safety rules             combustion reaction
                                                                   *list factors science
The Nature of Science frameworks are essential components to thenecessary for aeducation of all students. Additionally, they should
        necessary for combustion    starts and how you can stop it                              fire triangle
                                                                   combustion reaction to occur
be integrated with appropriate content throughout the year at the discretion of the instructor.
2.4 Enduring Understanding - Organic compounds can be identified by carbon bonding, specific structures and unique
properties.
2.4a Essential Questions - How do you classify and identify organic compounds?
C.4.PS.1      Summarize carbon bonding                       Summarize carbon bonding            *compare and contrast allotropes    carbon bond               teacher modeling, student    classroom
              *allotropes (diamond, graphite, fullerenes)                                        and isomers                         allotropes                application                  assessment
              *carbon-carbon (single, double, triple)                                            *model single, double, and triple   graphite
              *isomers (branched, straight-chain, ring)                                          carbon bonding                      fullerenes
                                                                                                 *illustrate examples of isomers     single bond
                                                                                                 and allotropes                      double bond
                                                                                                                                     triple bond
                                                                                                                                     structural formula
                                                                                                                                     isomers

C.4.PS.2      Identify organic compounds by their            Identify organic compounds          *identify functional groups and     organic compounds         textbook reference           classroom
              *formula                                                                           substituted hydrocarbons            functional groups                                      assessment
              *structure                                                                         *write structural formulas for      alkane
              *properties                                                                        functional groups and compounds     alkene
              *functional groups                                                                 *describe properties of organic     alkyne
                                                                                                 compounds                           substituted hydrocarbon


C.4.PS.3      Distinguish between saturated and              Distinguish between saturated and   *list examples of saturate and      hydrocarbons             venn diagram                  classroom
              unsaturated hydrocarbons                       unsaturated hydrocarbons            unsaturated hydrocarbons            saturated hydrocarbons                                 assessment
                                                                                                 *compare and contrast saturated     unsaturated hydrocarbons
                                                                                                 and unsaturated hydrocarbons




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                                                                                                                                                     WORK IN PROGRESS
                                                      East Poinsett County School District Instructional Alignment
                                                                      Science - Physical Science
                    AR Department of Education
  SLE                                                                                                                                                Materials/ Resources/
                                                                  Objective                       Task Analysis               Essential Vocabulary                                  Assessment
 Number               CONTENT STANDARD/                                                                                                                Instructional Strategies
                Student Learning Expectations (SLE)

C.4.PS.4      Describe organic compounds and their     Describe organic compounds and   *identify the monomers and          organic compounds        teacher modeling, student    classroom
                                                                      polymers for science education of
The Nature of Science frameworks are essential components to the each type of organic monomer all students. Additionally, they should
        functions in the human body their functions in the human body                                                application assessment
                                                                      compound: carbohydrates, lipids,
be integrated with appropriate content throughout the year at the and nucleic acidsof the polymer
        *carbohydrates
        *lipids                                                       proteins,
                                                                                discretion             instructor.
                                                                                                       carbohydrates
              *proteins                                                                 *illustrate examples of organic     lipids
              *nucleic acids                                                            compounds                           proteins
                                                                                        *compare the functions of organic   nucleic acids
                                                                                        compounds in the human body




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                                                                                                                                                             WORK IN PROGRESS
                                                        East Poinsett County School District Instructional Alignment
                                                                        Science - Physical Science
                    AR Department of Education
  SLE                                                                                                                                                        Materials/ Resources/
                                                                       Objective                         Task Analysis                Essential Vocabulary                                  Assessment
 Number               CONTENT STANDARD/                                                                                                                        Instructional Strategies
                Student Learning Expectations (SLE)


                                                       Third Nine Weeks
The Nature of Science frameworks are essential components to the science education of all students. Additionally, they should
be integrated with appropriate content throughout the year at the discretion of the instructor.
3.1 Enduring Understanding - Motion is understood through the interaction of forces, speed, acceleration, and mass.
3.1a Essential Question - How does force affect motion?
P.6.PS.1      Analyze how force affects motion             Analyze how force affects motion    *discuss forces and motion        force                       class discussion
              *one dimensional (linear)                                                        *contrast one dimensional and two motion
              *two dimensional (projectile and rotational)                                     dimensional motion                one dimensional motion
                                                                                                                                 two dimensional motion
                                                                                                                                 linear motion
                                                                                                                                 projectile motion
                                                                                                                                 rotational motion
P.6.PS.2      Explain how motion is relative to a         Explain how motion is related to a   *understand the concept of what a stationary                  teacher modeling, student    classroom
              reference point                             reference point                      stationary object is                 motion                   application                  assessment
                                                                                               *understand that nothing is truly    reference point
                                                                                               stationary
                                                                                               *define a reference point
                                                                                               *explain that all motion is relative
                                                                                               to a reference point
P.6.PS.11     Relate the Law of Conservation of       Explain how the Law of                   *recognize that all moving objects momentum                   textbook reference           classroom
              Momentum to how it affects the movement Conservation of Momentum affects         have momentum                      Law of Conservation of                                  assessment
              of objects                              the movement of objects                  *discuss the Law of Conservation Momentum
                                                                                               of Momentum
                                                                                               *calculate momentum using p=mv


3.1b Essential Question - How are speed, velocity and acceleration compared?
P.6.PS.3      Compare and contrast among speed,           Compare and contrast speed,          *define acceleration            speed                         venn diagram                 classroom
              velocity and acceleration                   velocity and acceleration            *investigate the relationship   velocity                                                   assessment
                                                                                               between speed velocity and      acceleration
                                                                                               acceleration
                                                                                               *compare and contrast speed and
                                                                                               velocity




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                                                                                                                                                                WORK IN PROGRESS
                                                           East Poinsett County School District Instructional Alignment
                                                                           Science - Physical Science
                    AR Department of Education
  SLE                                                                                                                                                           Materials/ Resources/
                                                                         Objective                          Task Analysis                Essential Vocabulary                                  Assessment
 Number               CONTENT STANDARD/                                                                                                                           Instructional Strategies
                Student Learning Expectations (SLE)

P.6.PS.4      Solve problems using the formulas for         Solve problems using the formulas     *apply formula for speed, velocity   speed                    teacher modeling, student    classroom
                                    for essential components to the science education of all students. Additionally, they should
The Nature of Science frameworks are speed and acceleration
        speed and acceleration                              and acceleration               velocity    application      assessment
                                                            *solve problems using formulas
be integrated with appropriate content throughout the year at the discretion of the acceleration
        *v=d/t
                                                                                           instructor.
        *a=Dv/Dt
              Where a= acceleration, v =speed
              (velocity), Dt=change in time, Dv=change in
              velocity, t= time and d=distance


P.6.PS.5      Interpret graphs related to motion            Interpret graphs related to motion    *interpret graphs related to motion motion                    teacher modeling, student    classroom
              *distance versus time (d-t)                                                         *differentiate between types of     distance                  application                  assessment
              *velocity versus time (v-t)                                                         graphs involving motion             velocity
              *acceleration versus time (a-t)                                                                                         time
                                                                                                                                      acceleration

3.1c Essential Question - How do forces, speed, mass and acceleration relate to Newton's Laws of Motion?
P.6.PS.7      Design and conduct investigations             Design and conduct investigations     *define Newton's First Law of        inertia                  investigation                lab reports
              demonstrating Newton's first law of motion    demonstrating Newton's first law of   Motion                               gravity
                                                            motion                                *restate Newton's First Law of       Newton's First Law of
                                                                                                  Motion                               Motion
                                                                                                  *create a demonstration of           unbalanced force
                                                                                                  Newton's First Law of Motion
P.6.PS.8      Conduct investigations demonstrating          Conduct investigations                *define Newton's Second Law of       force                    investigation                lab reports
              Newton's second law of motion                 demonstrating Newton's second         Motion                               mass
                                                            law of motion                         *restate Newton's Second Law of      acceleration
                                                                                                  Motion                               Newton's Second Law of
                                                                                                  *create a demonstration of           Motion
                                                                                                  Newton's Second Law of Motion


P.6.PS.10     Calculate force, mass, and acceleration       Calculate force, mass, and         *apply formula for Newton's       Newton's                       teacher modeling, student    lab reports
              using Newton's second law of motion:          acceleration using Newton's second Second Law of Motion to calculate kilograms                      application
              F=ma                                          law of motion                      force, mass, and acceleration     m/s2
              Where F= force, m=mass, a= acceleration                                          *solve problems using formula




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                                                                                                                                                    WORK IN PROGRESS
                                                     East Poinsett County School District Instructional Alignment
                                                                     Science - Physical Science
                    AR Department of Education
  SLE                                                                                                                                               Materials/ Resources/
                                                                  Objective                        Task Analysis             Essential Vocabulary                                  Assessment
 Number              CONTENT STANDARD/                                                                                                                Instructional Strategies
               Student Learning Expectations (SLE)

P.6.PS.9      Design and conduct investigations       Design and conduct investigations   *define Newton's Third Law of    action                   investigation                lab reports
The Nature of Science frameworks are essential components to the science education of all students. Additionally, they should
        demonstrating Newton's third law of motion demonstrating Newton's third law of Motion                            reaction
                                                   motion                              *show that all forces come in
be integrated with appropriate content throughout the year at the discretion ofpairs Newton's Third Law of
                                                                                       called action reaction forces
                                                                                                                          instructor.
                                                                                                                     the Motion
                                                                                          *create a demonstration of
                                                                                          Newton's Third Law of Motion


P.6.PS.6      Compare and contrast Newton's three     Compare and contrast Newton's       *compare and contrast Newton's   Laws of Motion           venn diagram, textbook       classroom
              laws of motion                          three laws of motion                three Laws of Motion             inertia                  reference                    assessment
                                                                                                                           acceleration
                                                                                                                           force
                                                                                                                           mass
                                                                                                                           action-reaction




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                                                                                                                                                               WORK IN PROGRESS
                                                        East Poinsett County School District Instructional Alignment
                                                                        Science - Physical Science
                    AR Department of Education
  SLE                                                                                                                                                          Materials/ Resources/
                                                                      Objective                        Task Analysis                  Essential Vocabulary                                    Assessment
 Number              CONTENT STANDARD/                                                                                                                           Instructional Strategies
               Student Learning Expectations (SLE)

3.1d Essential Questions - How to gravitational potential energy and kinetic energy affect motion?
                                                                     components to the science education of all students. Additionally, they should
The Nature of Science frameworks are essential using formulas *identify variables in formulas for gravitational potential
P.6.PS.14
        Solve problems by using formulas for       Solve problems by                                                      teacher modeling, student classroom
                                                   for throughout the         PE and discretion     instructor.
be integrated with appropriate contentgravitational potential and year at theKE calculations of the energy
        gravitational potential and kinetic energy                                                                        application               assessment
              *KE=1/2mv2                                 kinetic energy                      *apply formulas for KE and PE          kinetic energy potential
              *PE=mgh                                                                        *solve problems using formulas         energy
              Where KE= kinetic energy, PE= potential
              energy, m= mass, v=velocity



3.2 Enduring Understanding - The effect of force on fluids is evidenced in daily life.
3.2a Essential Questions - What are the differenced between Archimedes', Pascal's, and Bernoulli's principles?
P.6.PS.12     Compare and contrast the effects of        Compare and contrast the effects    *define fluid                          Archimedes' principle      venn diagram                 classroom
              forces on fluids                           of forces on fluids                 *describe the buoyant force and        Pascal's principle                                      assessment
              *Archimedes' principle                                                         explain how it keeps objects afloat    Bernoulli's principles
              *Pascal's principle                                                            *explain the role of density in an     density
              *Bernoulli's principle                                                         object's ability to float.             hydraulic
                                                                                             *predict whether an object will sink   buoyancy
                                                                                             or float based on Archimedes'          fluids
                                                                                             principle
                                                                                             *use Pascal's principle to predict
                                                                                             fluid pressure based on force
                                                                                             *explain how velocity of a fluid
                                                                                             affects pressure
                                                                                             *compare and contrast the
                                                                                             different forces which can affect
                                                                                             fluids




3.3 Enduring Understanding - Thermal energy plays an essential role in Earth's environment.
3.3a Essential Question - What is the difference between thermal energy, heat, and temperature?
P.5.PS.1      Distinguish among thermal energy, heat,    Distinguish among thermal energy,   *recognize heat as a form of           energy                     Venn diagram                 classroom
              and temperature                            heat, and temperature               energy transfer                        thermal energy                                          assessment
                                                                                             *compare and contrast thermal          heat
                                                                                             energy, heat and temperature           temperature


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                                                                                                                                                          WORK IN PROGRESS
                                                       East Poinsett County School District Instructional Alignment
                                                                       Science - Physical Science
                    AR Department of Education
  SLE                                                                                                                                                     Materials/ Resources/
                                                                       Objective                    Task Analysis                  Essential Vocabulary                                  Assessment
 Number              CONTENT STANDARD/                                                                                                                      Instructional Strategies
               Student Learning Expectations (SLE)

P.5.PS.2      Calculate changes in thermal energy          Calculate changes in thermal   *explain what specific heat is and     thermal energy           teacher modeling, student    classroom
The Nature of Science frameworks are essential components to the science education of all students. Additionally, they should
        using q=mcpDT                 energy               compare the specific heats of     specific heat application assessment
        where q=heat energy, m= mass,                      common substances
                                                                                         the
be integrated with appropriate content throughout the year at the discretion of-T instructor.
                                                           *define the delta symbol as T
              cp=specific heat, DT=change in temperature                                                               f     i
                                                                                          *apply formula to calculate heat




           Revised July 2010
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                                                                                                                                                                   WORK IN PROGRESS
                                                              East Poinsett County School District Instructional Alignment
                                                                              Science - Physical Science
                    AR Department of Education
  SLE                                                                                                                                                              Materials/ Resources/
                                                                            Objective                       Task Analysis                Essential Vocabulary                                     Assessment
 Number               CONTENT STANDARD/                                                                                                                              Instructional Strategies
                Student Learning Expectations (SLE)

3.4 Enduring Understanding - Electricity and magnetism play essential roles in the physical role.
The Nature of Science frameworks are essential components to the science education of all students. Additionally, they should
3.4a Essential Question - How are voltage, current, resistance, electrical power and energy calculated?
be integrated with appropriate content throughout the year at the discretionand the voltage
P.8.PS.1 Calculate voltage, current, and resistance Calculate voltage, current, and * illustrate or build series
                                                                                                                 of instructor. teacher modeling, student classroom
              from a schematic diagram                         resistance from a schematic        parallel circuits                    current                     application                  assessment
                                                               diagram                            * interpret a schematic diagram      resistance
              Ohm's Law; V=IR; I=V/R; R=V/I                                                       *solve problems using formulas       schematic diagram
              Series: Vsource = V1 + V2 + V3….;                                                   *calculate answers using data        Ohm's law
               Isource = I1 = I2 = I3 …….;                                                        from diagrams                        series circuits
              Rtotal = R1 + R2 + R3…….;                                                                                                parallel circuits
              Parallel: Vsource = V1 = V2 = V3……; Isource =                                                                            electricity
              I1 + I2 + I3…….;
              Rtotal = 1/R1 + 1/R2 + 1/R3.........

              where V = voltage, I = current, R =
              resistance
P.8.PS.2      Calculate electrical power using current         Calculate electrical power using   *differentiate between current and   electrical energy           teacher modeling, student    classroom
              and voltage                                      current and voltage                voltage                              power                       application                  assessment
              P = IV                                                                              *apply formula for power using       current
              P = power, I = current, V = voltage                                                 current and voltage                  voltage
                                                                                                  *solve problems using formulas
P.8.PS.3      Calculate electrical energy using electrical Calculate electrical energy using      *apply formula for energy using      electrical energy           teacher modeling, student    classroom
              power and time                               electrical power and time              power and time                       power                       application                  assessment
              E = Pt                                                                              *solve problems using formulas       current
              E = energy, P = power, t = time                                                                                          voltage

3.4b Essential Question - What is the role of electromagnets in the physical world?
P.8.PS.4      Explain the use of electromagnets in step- Explain the use of electromagnets        *describe magnetism and              magnetism                   class discussion
              up and step-down transformers              in step-up and step-down                 magnetic fields                      electromagnetic fields
                                                         transformers                             *describe how magnetism is           electromagnets
                                                                                                  produced by electric fields          transformers
                                                                                                  *differentiate between step-up and   step-up and step-down
                                                                                                  step-down transformers               transformers
                                                                                                                                       electromagnetic induction


P.8.PS.5      Research current uses of electromagnets          Research current uses of           *identify uses of electromagnets     electromagnets              media center
                                                               electromagnets                     *research current uses

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                                                                                                                                                                  WORK IN PROGRESS
                                                         East Poinsett County School District Instructional Alignment
                                                                         Science - Physical Science
                    AR Department of Education
  SLE                                                                                                                                                             Materials/ Resources/
                                                                        Objective                          Task Analysis                Essential Vocabulary                                     Assessment
 Number               CONTENT STANDARD/                                                                                                                             Instructional Strategies
                Student Learning Expectations (SLE)


                                                      Fourth Nine Weeks
The Nature of Science frameworks are essential components to the science education of all students. Additionally, they should
be integrated with appropriate content throughout the year at the discretion of the instructor.
4.1 Enduring Understanding - Wave and particle motion are responsible for the transfer of light and sound.
4.1a Essential Questions - What are the general characteristics and interactions of sound and light waves?
P.7.PS.4      Calculate problems relating to wave         Calculate problems relating to wave *identify the parts of a wave           wave properties             teacher modeling, student    classroom
              properties                                  properties                          including crest, trough, amplitude      amplitude                   application                  assessment
              *l=vt                                                                           and wavelength                          crest
              *f=1/T                                                                          *illustrate transverse waves            trough
              *v-fl                                                                           *solve problems relating to waves       wavelength
              Where l=wavelength, f=frequency,                                                using wave formulas                     frequency
              T=period, v=velocity                                                                                                    period
                                                                                                                                      velocity
P.7.PS.1      Compare and contrast a waves speed          Compare and contrast a waves          *explain how waves move through wave                              venn diagram                 classroom
              through various mediums                     speed through various mediums         media                           mediums                                                        assessment
                                                                                                *compare speed through various  wave and particle motion
                                                                                                media
P.7.PS.2      Explain diffraction of waves                Explain diffraction of waves          *model examples of diffraction   diffraction                      class discussion
                                                                                                *describe behavior of waves when interference
                                                                                                they meet an obstacle
P.7.PS.5      Describe how the physical properties of     Describe the physical properties of   *describe the physical properties     pitch                       teacher modeling, student    classroom
              sound waves affect its perception           sound                                 of sound                              loudness                    application                  assessment
                                                          Explain how humans perceive           *relate the wave property to its      decibel
                                                          sound (pitch and frequency)           perceptual effects                    infrasound
                                                                                                *explain how humans perceive          ultrasound
                                                                                                sound                                 ultrasonic
                                                                                                                                      radar
                                                                                                                                      amplitude
                                                                                                                                      frequency

P.7.PS.3      Explain Doppler effect using examples       Explain Doppler effect using          *cite examples of the Doppler         Doppler effect              teacher modeling, student    classroom
                                                          examples                              effect                                pitch                       application                  assessment
                                                                                                                                      frequency
P.7.PS.6      Define light in terms of waves and particles Define light in terms of waves and   *define light in terms of waves       electromagnetic radiation   Frayer model
                                                           particles                            *define light in terms of particles   electromagnetic spectrum
                                                                                                                                      photons


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                                                                                                                                                                      WORK IN PROGRESS
                                                            East Poinsett County School District Instructional Alignment
                                                                            Science - Physical Science
                    AR Department of Education
  SLE                                                                                                                                                                 Materials/ Resources/
                                                                           Objective                         Task Analysis                   Essential Vocabulary                                    Assessment
 Number               CONTENT STANDARD/                                                                                                                                 Instructional Strategies
                Student Learning Expectations (SLE)

4.1b Essential Questions - How is light transmitted?
                             frameworks Differentiate among the reflected *explain how light reflects
The Nature of Sciencethe reflected images are essential components to the science education of all students. Additionally, they should
P.7.PS.10
        Differentiate among                                                                            reflection   Venn diagram classroom
        produced by concave, convex, and content throughout the year at the virtual and real image the image
be integrated with appropriate plane images produced by concave,          *explain discretion of        instructor.              assessment
              mirrors                                        convex, and plane mirrors             formation                               concave
                                                                                                   *illustrate how mirrors form images     convex
                                                                                                   *compare and contrast how               plane mirror
                                                                                                   concave, convex, and plane              real and virtual images
                                                                                                   mirrors form images


P.7.PS.11     Differentiate between the refracted            Differentiate between the refracted   *explain how light is refracted in      refraction                 Venn diagram                 classroom
              images produced by concave and convex          images produced by concave and        lenses                                  image                                                   assessment
              lenses                                         convex lenses                         *compare and contrast how               concave
                                                                                                   concave and convex lenses bend          convex
                                                                                                   light                                   real image
                                                                                                   *Illustrate how lenses form images      lens


P.7.PS.8      Investigate the separation of white light      Investigate the separation of white   *separate white light into colors       diffraction                investigation                lab reports
              into colors by diffraction                     light into colors by diffraction      *explain diffraction of light as it     dispersion
                                                             (dispersion?) (refraction?)           passes between different media          diffraction grating
                                                                                                   *relate wavelengths of light to color   prism
                                                                                                                                           electromagnetic spectrum


P.7.PS.7      Explain the formation of color by light and    Explain the formation of color by     *use color charts of light and          pigment                    teacher modeling, student    classroom
              by pigments                                    light and by pigments                 pigment colors to explain the           visible light              application                  assessment
                                                                                                   relationship of colors                  reflection
                                                                                                   *explain the difference between         absorption
                                                                                                   light and pigments
                                                                                                   *explain how colors are formed
P.7.PS.9      Illustrate constructive and destructive        Illustrate constructive and           *illustrate constructive interference constructive interference    illustration                 classroom
              interference of light waves                    destructive interference of light     of light waves                         destructive interference                                 assessment
                                                             waves                                 *illustrate destructive of light waves superposition

P.7.PS.12     Research current uses of optics and sound Research current uses of optics            *research current uses of optics        optics                     media center
                                                        and sound                                  and sound




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                                                                                                                                                       WORK IN PROGRESS
                                                        East Poinsett County School District Instructional Alignment
                                                                        Science - Physical Science
                    AR Department of Education
  SLE                                                                                                                                                  Materials/ Resources/
                                                                     Objective                         Task Analysis            Essential Vocabulary                                  Assessment
 Number               CONTENT STANDARD/                                                                                                                  Instructional Strategies
                Student Learning Expectations (SLE)

4.2 Enduring Understanding - The role of energy is essential to the study of chemistry.
The Nature of Science frameworks are essential components to the science education of all students. Additionally, they should
4.2a Essential Question - How can energy conversion be demonstrated?
be integrated an experiment to show content throughout to show
P.6.PS.13 Design
                 with appropriate        Design an experiment
                                                              the year at the the law of conservation of conservation of energy
                                                                       *explain
                                                                                discretion of the instructor.                   experiment lab reports
              conservation of energy                     conservation of energy              energy                           energy efficiency
              *mechanical (potential and kinetic)                                            *differentiate among types of    mechanical energy
              *chemical                                                                      energy                           potential energy
              *thermal                                                                                                        kinetic energy
              *sound                                                                                                          chemical energy
              *light                                                                                                          thermal energy
              *nuclear                                                                                                        sound
                                                                                                                              light
                                                                                                                              nuclear energy

4.2b Essential Question - What is the difference between nuclear fusion and fission?
C.2.PS.6      Distinguish between nuclear fission and    Distinguish between nuclear fission *compare and contrast nuclear    nuclear fission          Venn diagram                 classroom
              nuclear fusion                             and nuclear fusion                  fission and fusion and provide   critical mass                                         assessment
                                                                                             examples of each                 nuclear chain reaction
                                                                                                                              nuclear fusion

4.2c Essential Question - What emissions are produced by radioactive decay?
C.2.PS.7      Compare and contrast the emissions         Compare and contrast the            *compare and contrast alpha      emissions                venn diagram                 classroom
              produced by radioactive decay              emissions produced by radioactive   particles, beta particles, and   nuclear decay                                         assessment
              *alpha particles                           decay                               gamma rays                       radioactive decay
              *beta particles                            *alpha particles                    *explain radioactive decay       alpha particles
              *gamma rays                                *beta particles                                                      half-life
                                                         *gamma rays                                                          beta particles and gamma
                                                                                                                              rays

4.3 Enduring Understanding - Physical science methods have real-world applications.
4.3a Essential Question - How have the contributions of past and present scientists affected the advancements in science?




           Revised July 2010
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                                                                                                                                                        WORK IN PROGRESS
                                                      East Poinsett County School District Instructional Alignment
                                                                      Science - Physical Science
                   AR Department of Education
   SLE                                                                                                                                                  Materials/ Resources/
                                                                    Objective                         Task Analysis              Essential Vocabulary                                    Assessment
  Number            CONTENT STANDARD/                                                                                                                     Instructional Strategies
              Student Learning Expectations (SLE)

NS.14.PS.1 Research and evaluate physical science Research and evaluate physical *identify careers in physical science careers media center
           careers Science frameworks are essential components to the research and education of all students. Additionally,
The Nature ofusing the following criteria         science careers                science and science           scientist                                                            they should
                                                                                 evaluate
be integrated with appropriate content throughout the year at the these careers of the instructor.
           *educational requirements
           *salary
                                                                                            discretion
           *availability of jobs
           *working conditions


NS.11.PS.5 Research historical events in physical      Research historical events in       *identify important historical      historical events        library, Internet
           science                                     physical science                    events in physical science          physical science
                                                                                           *research identified events
NS.11.PS.6 Research current events and topics in       Research current events and topics *research current events and         current events           library, Internet, interviews,
           physical science                            in physical science                topics in physical science           physical science         guest speakers
4.3b Essential Question - How does the use and disposal of resources impact the environment, economy and politics?
NS.13.PS.3 Evaluate long-range plans concerning        Evaluate environmental, economic,   *research resource use and by-      resource                 class discussion
           resource use and by-product disposal for    and political impact on resource    product disposal                    by-product disposal
           environmental, economic, and political      use and by-product disposal over    *evaluate the personal impact of    environmental impact
           impact                                      the long term                       resource use and by-product         economic impact
                                                                                           disposal.                           political impact
                                                                                           *predict the results of following   renewable resource
                                                                                           long-range plans concerning use     non-renewable resource
                                                                                           of resources and by-products.       sustainability




        Revised July 2010
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