Content Standards and Expected
Performances
Core Science for Grades 9-10
THE STANDARDS FOR SCIENTIFIC INQUIRY,
LITERACY AND NUMERACY ARE INTEGRAL PARTS OF THE CONTENT STANDARDS FOR EACH
GRADE LEVEL IN THIS CLUSTER.
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Grades 9-10 Core Scientific Inquiry, Literacy and Numeracy How is scientific knowledge created
and communicated? |
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Content Standards |
Expected Performances |
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SCIENTIFIC INQUIRY
SCIENTIFIC LITERACY
SCIENTIFIC NUMERACY
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D INQ.1
Identify
questions that can be answered through scientific investigation. D INQ.2
Read,
interpret and examine the credibility and validity of scientific claims in
different sources of information. D INQ.3
Formulate a
testable hypothesis and demonstrate logical connections between the
scientific concepts guiding the hypothesis and the design of the experiment. D INQ.4
Design and
conduct appropriate types of scientific investigations to answer different
questions. D INQ.5
Identify
independent and dependent variables, including those that are kept constant
and those used as controls. D INQ.6
Use
appropriate tools and techniques to make observations and gather data. D INQ.7
Assess the
reliability of the data that was generated in the investigation. D INQ.8
Use
mathematical operations to analyze and interpret data, and present
relationships between variables in appropriate forms. D INQ.9
Articulate
conclusions and explanations based on research data, and assess results based
on the design of the investigation. D INQ.10
Communicate
about science in different formats, using relevant science vocabulary,
supporting evidence and clear logic. |
GRADE: 9
TOPIC: Scientific Inquiry, Literacy & Numeracy
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STAGE 1: IDENTIFY DESIRED RESULTS |
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Content Standard(s) Generalizations about what
students should know and be able to do |
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Established Goals: State Conceptual Themes:
Scientific Inquiry, Scientific Literacy,
Scientific Numeracy How is scientific knowledge created and
communicated? |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry used to explore
generalizations |
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Scientific inquiry
is a thoughtful and coordinated attempt to search out, describe, explain and
predict natural phenomena. Scientific inquiry
progresses through a continuous process of questioning, data collection, analysis
and interpretation. Scientific inquiry
requires the sharing of findings and ideas for critical review by colleagues
and other scientists. Scientific literacy
includes the ability to read, write, discuss and present coherent ideas about
science. Scientific literacy
also includes the ability to search for and assess the relevance and
credibility of scientific information found in various print and electronic
media. Scientific numeracy
includes the ability to use mathematical operations and procedures to
calculate, analyze and present scientific data and ideas. |
How is scientific
knowledge created and communicated? How would one plan
and conduct a controlled experiment to investigate a problem using the
scientific method? How is data analyzed
and interpreted to arrive at valid conclusions? How can scientific
information be communicated using a lab report format? How can information
be obtained from various sources and be evaluated critically based on the
credibility of scientific information it contains? |
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Knowledge and Skills What students are expected
to know and be able to do |
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Students will know… How to use the steps of the scientific method to plan and
run a controlled experiment and present the results in a standard lab report. How to organize, analyze and interpret data and articulate
appropriate conclusions. How to formulate a hypothesis and use it as a guide for
the design of the experiment. How to identify and explain independent and dependent
variables. How to determine the validity and credibility of
scientific information from various sources. |
Students will be able to… Identify questions that can be answered through scientific investigation. Read, interpret and examine the credibility and validity
of scientific claims in different sources of information. Formulate a testable hypothesis and demonstrate logical
connections between the scientific concepts guiding the hypothesis and the
design of the experiment. Design and conduct appropriate types of scientific
investigations to answer different questions. Identify independent and dependent variables, including
those that are kept constant and those used as controls. Use appropriate tools and techniques to make observations
and gather data. Assess the reliability of the data that was generated in
the investigation. Use mathematical operations to analyze and interpret data,
and present relationships between variables in appropriate forms. Articulate conclusions and explanations based on research
data, and assess results based on the design of the investigation. Communicate about science in different formats, using
relevant science vocabulary, supporting evidence and clear logic. |
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STAGE 2: DETERMINE
ACCEPTABLE EVIDENCE |
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Performance Task(s) Authentic application in
new context to evaluate student achievement of desired results designed
according to GRASPS (Goal, Role, Audience, Setting Performance, Standards) |
Other Evidence Application that is functional in a classroom context only to
evaluate student achievement of desired results |
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Measurement lab Graphing assignment Use the scientific method to design and conduct an experiment
and communicate the results in a standard lab report |
Test Quizzes Lab Reports Alternative
Assessments |
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STAGE 3: SUGGESTED
RESOURCES |
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Wysession, M., et al. Physical Science: Concepts In
Action. Pearson Prentice Hall 2006. Feather, R.M., et al. Physical Science with Earth
Science. McGraw Hill-Glencoe
2006. |
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TOPIC: Chemical Reactions, Carbon Compounds & Polymers (9.4, 9.5 &
9.6)
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STAGE 1: IDENTIFY DESIRED
RESULTS |
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Content Standard(s) Generalizations about what
students should know and be able to do |
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Established Goals: State How does the structure of matter affect the properties and uses of materials? How do science and technology affect the quality of our lives? Scientific Inquiry, Literacy and Numeracy |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry used to explore
generalizations |
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Atoms react with
one another to form new molecules Due to its unique
chemical structure, carbon forms many organic and inorganic compounds Chemical
technologies present both risks and benefits to the health and well-being of humans, plants,
and animals Atoms have a
positively charged nucleus surrounded by negatively charged electrons. The configuration
of atoms and molecules determines the
properties of the materials. Carbon atoms can
bond to one another in chains, rings and branching networks to form a variety
of structures, including fossil fuels,
synthetic polymers and the large molecules of life. Materials produced
from the cracking of petroleum are the starting points for the production of
many synthetic compounds. The products of
chemical technologies include synthetic fibers, pharmaceuticals, plastics, and fuels. |
What gives a
substance its properties? What are the
relationships between the chemical and physical properties of matter? Why do elements
bond? Why is the Periodic Table
arranged the way that it is? How are elements,
compounds and mixtures different? How do the
structure, characteristics and properties of polymers affect their use? |
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Knowledge and Skills What students are expected
to know and be able to do |
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Students will know… The general structure of the atom, and explain how the properties of the first 20 elements in the
Periodic Table are related to their atomic structures. How atoms combine to form new substances by transferring electrons (ionic bonding) or sharing electrons (covalent bonding). The chemical composition of acids and bases, and explain the change of pH in neutralization reactions. The structure of the carbon atom and how it affects the
types of bonds it forms in organic and inorganic molecules. The combustion reactions of hydrocarbons and their
resulting by-products. The general formation and structure of natural and
synthetic polymers. Simple chemical monomers can be combined to create linear, branched, and/or cross-linked
polymers. The chemical structure of polymers affects their physical
properties. |
Students will be able to… Determine the properties of carbon based on its position
on the periodic table. Create simple molecules following the rules of bonding. Determine if a substance is an acid or a base when
compared to a known substance. Make models of carbon based molecules. Illustrate chemical reaction of hydrocarbon combustion. Compare and contrast natural and synthetic polymers. Physically demonstrate bonding of polymers. Test properties of a variety of synthetic polymers. |
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STAGE 2: DETERMINE
ACCEPTABLE EVIDENCE |
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Performance Task(s) Authentic application in
new context to evaluate student achievement of desired results designed
according to GRASPS (Goal, Role, Audience, Setting Performance, Standards) |
Other Evidence Application that is functional in a classroom context only to
evaluate student achievement of desired results |
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CT State Department
Embedded Task for Gr 9 ~ “Synthetic
Polymer” lab - MANDATORY Plus: Phase change and properties of matter labs. Slime and “Gak” lab Molecular kits to build atoms, molecules, and polymers. STS activity Synthetic Polymers |
Test Quizzes Lab Reports Alternative
Assessments |
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STAGE 3: SUGGESTED
RESOURCES |
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Wysession, M., et al. Physical Science: Concepts In
Action. Pearson Prentice Hall 2006. Feather, R.M., et al. Physical Science with Earth
Science. McGraw Hill-Glencoe
2006. |
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TOPIC: Energy Conservation & Electrical Forces (9.1 & 9.2)
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STAGE 1: IDENTIFY DESIRED
RESULTS |
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Content Standard(s) Generalizations about what
students should know and be able to do |
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Established Goals: State What is the role of energy in our world? Scientific Inquiry, Literacy and Numeracy |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry used to explore
generalizations |
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Energy cannot be
created or destroyed; however, energy can be converted from one form to another. The electrical
force is a universal force that exists between any two charged objects. Energy enters the
Earth’s system primarily as solar radiation, is captured by materials and
photosynthetic processes, and eventually is transformed into heat. Energy can be
converted between two types of energy: potential and kinetic, and a variety
of forms, including mechanical, chemical, thermal, electrical, radiant and
nuclear energy. Moving electrical
charges produce magnetic forces, and moving magnets can produce electrical
force. Electrical current
can be transformed into light through the excitation of electrons. |
How does a light
bulb work? How can energy be
transformed from one form to another? How would you make
an electromagnet? How is it possible
to generate an electric current using a magnet? What are the sources
and uses of alternating and direct
current? How are various
types of circuits used in daily life? |
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Knowledge and Skills What students are expected
to know and be able to do |
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Students will know… Magnetism can produce electricity and that electricity and
create magnetism. The characteristics and uses of parallel and series
circuits. How to calculate simple electrical problems. How to measure potential and kinetic energies in a system. How energy is converted from one form to another. How a light bulb produces heat and light. |
Students will be able to… Describe the effects of adding energy to matter in terms of the motion of atoms and molecules, and the resulting
phase changes. Explain how energy is transferred by conduction, convection and radiation. Describe energy transformation among heat, light, electricity
and motion. Measure and track values of potential and kinetic energy. Explain the relationship among voltage, current and resistance
in a simple series circuit. Explain how electricity is used to produce heat and light
in incandescent bulbs and heating elements.
Describe the relationship between current and magnetism. Describe and give examples of various forms of energy including
thermal, electrical, electromagnetic, nuclear, chemical, and mechanical. |
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STAGE 2: DETERMINE
ACCEPTABLE EVIDENCE |
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Performance Task(s) Authentic application in
new context to evaluate student achievement of desired results designed
according to GRASPS (Goal, Role, Audience, Setting Performance, Standards) |
Other Evidence Application that is functional in a classroom context only to
evaluate student achievement of desired results |
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Potential and kinetic energy lab Parallel and series circuit lab Magnetic field lab Electromagnet lab |
Resistance, voltage, and current problems |
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STAGE 3: SUGGESTED
RESOURCES |
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Wysession, M., et al. Physical Science: Concepts In
Action. Pearson Prentice Hall 2006. Feather, R.M., et al. Physical Science with Earth
Science. McGraw Hill-Glencoe
2006. |
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TOPIC: Energy & Power Technologies & Human Environmental Impacts
(9.3 & 9.9)
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STAGE 1: IDENTIFY DESIRED
RESULTS |
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Content Standard(s) Generalizations about what
students should know and be able to do |
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Established
Goals: State State How do science and technology affect the quality of our lives? Scientific Inquiry, Literacy and Numeracy |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry used to explore
generalizations |
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Various sources of
energy are used by humans and all have advantages and disadvantages. Some materials can
be recycled, but others accumulate in the environment and may affect the
balance of the Earth systems. During the burning
of fossil fuels, stored chemical energy is converted to electrical energy
through the heat transfer process. In nuclear fission,
matter is transformed directly into energy in a process that is several
million times as energetic as chemical burning. Alternative energy
sources are being explored and used to address the disadvantages of using
fossil and nuclear fuels. |
How are the Earth’s
natural resources important to all living organisms? How are natural
resources formed and gathered? How does our use of
natural resources impact the Earth? Will our natural
resources ever run out? |
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Knowledge and Skills What students are expected
to know and be able to do |
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Students will know… How to follow the path of energy from the natural resource
to electricity. The availability, current uses and environmental issues
related to the use of both renewable and non-renewable energies. The byproducts of hydrocarbon combustion. |
Students will be able to… Explain how heat is used to generate electricity. Describe the availability, current uses and environmental issues related to the use of fossil and nuclear
fuels to produce electricity. Describe combustion reactions of hydrocarbons and their
resulting by-products. Describe the availability, current uses and environmental issues related to the use of hydrogen fuel
cells, wind and solar energy to produce electricity. Explain how land development, transportation options and
consumption of resources may affect the environment. Describe human efforts to reduce the consumption of raw
materials and improve air and water quality. |
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STAGE 2: DETERMINE ACCEPTABLE
EVIDENCE |
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Performance Task(s) Authentic application in
new context to evaluate student achievement of desired results designed
according to GRASPS (Goal, Role, Audience, Setting Performance, Standards) |
Other Evidence Application that is functional in a classroom context only to
evaluate student achievement of desired results |
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Energy resource project Solar Cooker embedded task Science and Technology in Society investigation ”Energy Uses in |
Tests Quizzes Lab reports |
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STAGE 3: SUGGESTED
RESOURCES |
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Wysession, M., et al. Physical Science: Concepts In
Action. Pearson Prentice Hall 2006. Feather, R.M., et al. Physical Science with Earth
Science. McGraw Hill-Glencoe
2006. |
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TOPIC: Geology (9.7 & 9.9)
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STAGE 1: IDENTIFY DESIRED
RESULTS |
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Content Standard(s) Generalizations about what
students should know and be able to do |
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Established Goals: State How do materials cycle through the Earth’s systems? How do science and technology affect the quality of our lives? Scientific Inquiry, Literacy and Numeracy |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry used to explore
generalizations |
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Elements move among
reservoirs in the solid earth, oceans, atmosphere and organisms as part of
biogeochemical cycles. Some materials can
be recycled, but others accumulate in the environment and may affect the
balance of the Earth systems. Elements on Earth
exist in essentially fixed amounts and are located in various chemical reservoirs. The cyclical
movement of matter between reservoirs is driven by the Earth’s internal and external
energy sources. New technologies
and changes in lifestyle can have positive and/or negative effects on the
environment. |
How are the Earth’s
natural resources important to all living organisms? How are natural
resources gathered? In what ways do
humans use the Earth’s natural resources? How do humans abuse
Earth’s natural resources? Will our natural
resources ever run out? |
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Knowledge and Skills What students are expected
to know and be able to do |
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Students will know… The layers of the earth and how convection currents work. The rock cycle. The motion of tectonic plates can cause major geological
events. The sources of the Earth’s internal heat and how it is
cycled through the various reservoirs. The short and long term impact of land development,
transportation, and waste management. |
Students will be able to… Describe the interior composition of the Earth and how it
relates to the behavior of earthquake waves, the production of convection
currents and the generation of a magnetic field. Explain how the formation, weathering, sedimentation and
reformation of rock constitute a continuing rock cycle. Explain the causes of major geological events, including earthquakes, volcanic eruptions, mountain building
and continental drift as a result of the motion of the Earth’s plates. Explain how internal energy of the Earth causes matter to cycle
through the magma and the solid Earth. Explain how land development, transportation options and
consumption of resources may affect the environment. Explain the short and long-term impacts of landfills and
incineration of waste materials on the quality of the environment. |
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STAGE 2: DETERMINE
ACCEPTABLE EVIDENCE |
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Performance Task(s) Authentic application in
new context to evaluate student achievement of desired results designed
according to GRASPS (Goal, Role, Audience, Setting Performance, Standards) |
Other Evidence Application that is functional in a classroom context only to
evaluate student achievement of desired results |
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Topographic map interpretation of various landscape
regions. Activities plotting epicenters of earthquakes. Plate tectonics activity Rock lab |
Tests Quizzes Lab reports. |
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STAGE 3: SUGGESTED
RESOURCES |
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|
Wysession, M., et al. Physical Science: Concepts In
Action. Pearson Prentice Hall 2006. Feather, R.M., et al. Physical Science with Earth
Science. McGraw Hill-Glencoe
2006. |
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TOPIC: Water (9.7, 9.8 & 9.9)
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STAGE 1: IDENTIFY DESIRED RESULTS |
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Content Standard(s) Generalizations about what
students should know and be able to do |
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Established
Goals: State How do materials cycle through the Earth’s systems? How do science and technology affect the quality of our lives? Scientific Inquiry, Literacy and Numeracy |
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|
Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry used to explore
generalizations |
|
Elements on Earth move among reservoirs in the solid earth, oceans,
atmosphere and organisms as part of biogeochemical cycles. The use of
resources by human populations may affect the quality of the environment. Some
materials can be recycled, but others accumulate in the environment and may
affect the balance of the Earth systems. The chemical and
physical properties of water give it distinct characteristics, which are
important to life on Earth. Accumulation of
metal and non-metal ions used to increase agricultural productivity is a
major source of water pollution. New technologies
and changes in lifestyle can have positive and/or negative effects on the
environment. |
How does the water
molecule get recycled through the atmosphere? What are the properties
of water that make it a unique compound? What creates acid
rain? What factors cause
water pollution? |
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Knowledge and Skills What students are expected
to know and be able to do |
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Students will
know… Elements on Earth move among reservoirs in the solid earth,
oceans, atmosphere and organisms as part of biogeochemical cycles. The chemical and physical properties of water give it
distinct characteristics, which are important to life on Earth. Accumulation of metal and non-metal ions used to increase
agricultural productivity is a major source of water pollution. New technologies and changes in lifestyle can have positive
and/or negative effects on the environment. |
Students will be able to… Explain the chemical and physical properties of water and
relate them to their importance to life on Earth. Explain the chemical composition of acids and bases, and
explain the change of pH in neutralization reactions. Explain how solar energy causes water to cycle through the major earth reservoirs. Explain how the release of sulfur dioxide (SO2) into the
atmosphere can form acid rain, and how acid rain affects water sources,
organisms and human-made structures. Describe human efforts to reduce the consumption of raw
materials and improve air and water quality. Explain how the accumulation of mercury, phosphates and
nitrates affects the quality of water and the organisms that live in rivers,
lakes, and oceans. |
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STAGE 2: DETERMINE
ACCEPTABLE EVIDENCE |
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Performance Task(s) Authentic application in
new context to evaluate student achievement of desired results designed
according to GRASPS (Goal, Role, Audience, Setting Performance, Standards) |
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