Science 2 ReWork

Science 2 ReWork

Review of Science 1/2 ELTs

Given a chemical equation, analyze how atoms are rearranged, but not destroyed in a chemical reaction.  2.4a, 2.6a, .8a

Properly calculate and conceptually describe the values of acceleration, force, and mass within the context of Newton's laws 2.9a


BSCS 1 Ch. 4

electronegativity
atom-building game
Lewis dot structures
relationship of charges to ionic bonding / covalent / bond breaking

Assessment: under construction

Big Powders Lab; characteristics of ionic, covalent, polar, etc. have to be assorted and assigned. to replace: given a beaker containing water, sand, salt, oil. on the chart list the method of separation of each. . .

Do the ionic compound lab (big lab about physical properties, including density, solubility,) and then do Ch. 3 with periodic table. pick up electronegativity later students use data putting correct labels on powders. One lesson Assessment not the 1 week guided

Lots of vocabulary. . . covalent, polar, non-polar covalent and polar covalent

Elemental Word Wall: atom - element connection

ionic

students can't separate atoms and molecules conceptually. . .
all organisms are composed of six elements: carbon, oxygen, nitrogen, hydrogen, sulfur, phosphorous

focus on Ch. 4 for science 2, by including more of the NOS for atom/molecule models, and taking out most of the electronegativity from Ch. 3. . .

Science 3

Big Idea: Students will recognize that energy is stored in chemical bonds of molecules and is sought after by living organisms. They will target a misconception regarding random molecular movement in diffusion and targeted movement of molecules by cell processes. During the study of cells, students explain the advantages of using a technological tool (the microscope) to study the structures made by cells (proteins, carbohydrates, and nucleic acids). Students should also relate the demand for energy to a real world problem such as populatin growth. Students demonstrate their understanding of essential macromolecules using a diagram and research-based illustration of cell structures.


Relate the connection between photosynthesis and cell respiration.

Clarify the purpose of meiosis and mitosis.

Demonstrate which macromolecules and cell structures maintain life processes.

Science 4

Big Idea:
Tracing a C atom and energy.

Science 5 

water and carbon

move quickly through the water systems - into the carbon cycling

standard of Science in Personal and Social Perspectives, 9-12:
Environmental Quality
- natural ecosystems provide an array of basic processes that affect humans. those processes include maintenance of the quality of the atmosphere, generation of soils, control of the hydrologic cycle, disposal of wastes, and recycling of nutrients. humans are changing many of these basic processes, and the changes may be detrimental to humans.

ENGAGE: transition the Explore Beyond the Drinking Fountain into stakeholder debates over water rights  - 1 week

EVALUATE: Salt Lake - 1 week

Carbon: 4 weeks

Final Evaluatio

Science 7

Ch. 2 but not quite all of it
2 car collision graphs

Science 8

change in velocity/acceleration
Vernier motion sensors with acceleration (1-2 days)

Science 9

Big Idea: Students begin to recognize the unity between life forms based on cellular and anatomical similarities. They relate their understanding of cell processes like protein synthesis to physical characteristics of organisms. Students will describe the evidence that supports the idea that things change over time. Students relate survival rates in populations to physical characteristics

Ch. 6  [ Rule of Thumb: 2 weeks ]
Engage:Unity and Diversity p. 282    1 period
Explore: Who will survive?  p. 296     2-3 periods
Explain: skip A Great Discovery and use the 'Rodhecetus / Pakicetus' whale evolution story p. 311-317

Ch. 7   [ Rule of Thumb: 4 weeks ]
Explain: How do we get out traits?    2 periods
Explain: All about Alleles       2 periods
Elaborate:  Dog Pedigrees   2 periods
Evaluate: Passing Genes - Who Gets What?