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Moberly Public Schools |
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Science |
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Science - Physical Science |
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Properties of Matter and Energy
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Volume and Density
The learner will be able to
measure the volume and mass of matter and calculate volume density. SC1, 1.2, 1.4 11A9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties and Structure of Matter |
Knowledge, Application |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Lab [Textbook]
Determining the Thickness of Aluminum Foil. Lab Chapter 1. |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Lab Constructed Response Questions [Textbook]
Analyze and conclude questions Lab Chapter 1: Determining the Thickness of Aluminum Foil. |
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Compare density
The learner will be able to
compare the property of density for different samples of matter. SC1, 1.2, 1.4 MPS91.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties and Structure of Matter |
Comprehension, Application |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Lab [Textbook]
Determining the Densities of Liquids Chapter 2 |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Lab Questions [Textbook]
Analysis and Conclusions questions on Chapter 2 |
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Periodic Table
The learner will be able to
explain the structure of the periodic table in terms of the elements with common properties and repeating properties. SC1, 1.6, 3.5 11E9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties and Structure of Matter |
Knowledge, Comprehension |
Master |
4.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Lab [Textbook]
Using Clues to Identify Elements Lab Chapter 5 |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Lab [Textbook]
Analysis and conclusions questions chapter 5 lab |
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Metals vs Nonmetals
The learner will be able to
contrast the common properties of metal, nonmetals, and noble gases and their location in the periodic table. SC1, 1.6, 3.5 11E9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Examining Properties of Matter |
Knowledge, Analysis |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Chapter 5- Discuss the location and properties of metals, metalloids, and nonmetals. |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Assessment Section 5.2 Critical Thinking , Formulating Hypothesis, Applying Concepts, and Comparing and Contrasting. |
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Chemical reactivity
The learner will be able to
predict the properties of elements and bonds that may result between elements using the periodic table. SC1, 1.6, 3.5 11E9-11c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties and Structure of Matter |
Comprehension, Application |
Master |
4.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Discuss Representative Groups. Section 5.3 |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Critical Thinking Questions Sec 5.3 |
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Types of Solution
The learner will be able to
classify solutions and correctly label dilute, concentrated, saturated, or supersaturated. SC1, 1.2, 1.6 11C9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties and Structure of Matter |
Knowledge, Comprehension, Evaluation |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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Animals, Holt, Rinehart, and WInston, 2003, Textbook [Textbook]
Discuss solution types. Section 2.1. Do Worksheet 2.1 |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Constructed Response [Textbook]
Given diagrams of erlemeyer flasks with different solution concentrations, label each solution correctly. The solutions should be drawn as dilute, concentrated, supersaturated, and saturated. |
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Mixture types
The learner will be able to
classify examples of mixtures into heterogeneous and homogenous categories of solutions based on characteristics. SC1, 1.2, 1.6 11C9-11c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties and Structure of Matter |
Application, Analysis |
Master |
4.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Discuss mixture types. Section 2.1 |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Assessment Questions Section 2.1 |
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Acid and Bases
The learner will be able to
compare and contrast the properties of acid and basic and neutral solutions. SC1, 1.2, 1.6 11C9-11d.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties and Structure of Matter |
Comprehension, Application |
Master |
3.5 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Chapter 8.3 Properties of Acids and Bases |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Critical Thinking Questions #6-7 p 249 |
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Water Molecule
The learner will be able to
recognize that the hydrogen and oxygen arrangement in a water molecule is polar and how that polarity accounts for special properties of water. SC1, 1.6, 3.5 11C9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties and Structure of Matter |
Knowledge, Comprehension |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Chapter 4 Reviewing Concepts #1-7 p 112 |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Laboratory [Textbook]
Chapter 4 Laboratory Manual Analysis and Conclusion Questions |
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Isotopes
The learner will be able to
calculate the numbers of protons, neutrons, and electrons of an element or isotope given the atomic mass and atomic number. SC1, 1.6, 3.5 11D9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties and Structure of Matter |
Knowledge, Application |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Chapter 4 Reviewing Concepts #1-7 p 112 |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Understanding Concepts p 121 #21 |
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Atomic Number
The learner will be able to
describe the information provided by the atomic number and the mass number. SC1, 1.6, 3.5 11D9-11c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure of Matter |
Comprehension, Synthesis |
Master |
2.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Reviewing Concepts 1-7 112 |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Chapter 4 Chapter test |
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Atomic Model
The learner will be able to
describe the atom as having a dense, positive nucleus surrounded by a cloud of negative electrons. SC1, 1.6, 3.5 11D9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties and Structure of Matter |
Knowledge, Comprehension |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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Animals, Holt, Rinehart, and WInston, 2003, Textbook [Textbook]
Reviewing Concepts 1-8 p 118 |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
WS 4-3 |
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Chemical bonds
The learner will be able to
compare and contrast the types of chemical bonds. SC1, 1.6, 2.4 11F9-11c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties and Structure of Matter |
Application |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Chapter 6.1-6.2 Reviewing Concepts 1-5 p 164 |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
#1-25 p 187 Reviewing Content |
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Valence Electrons
The learner will be able to
describe how the valence electrons configuration determines how atoms interact and may bond. SC1, 1.6, 2.4 11F9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties and Structure of Matter |
Application, Analysis |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Chapter 6.1-6.2 |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Laboratory [Textbook]
Laboratory "Plaing the Ionic Compound Card Game" |
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Temperature change
The learner will be able to
describe the effect of a temperature change on the properties of a mixture. SC1, 1.2, 1.8, 11B9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forms and Sources of Energy |
Knowledge |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Chapter 15 Inquiry Activity p 445 |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Critical Thinking Questions p 452 |
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Phase change diagrams
The learner will be able to
describe the changes that occur in the molecular arrangement and temperature of a substance as energy is absorbed or released during a phase change. SC1, 1.6 11B9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forms and Sources of Energy |
Comprehension, Synthesis |
Master |
3.5 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Chapter 3.3 Quick Lab p 90 |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Laboratory [Textbook]
Lab p 92 "Investigating Changes in Temperature During Heating of Solids" Analyze and Conclude Questions |
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Changes in Energy
The learner will be able to
describe the effect of pressure changes on the properties of a material.SC1, 1.2, 1.8, 3.5 11B9-11e.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forms and Sources of Energy |
Knowledge, Application |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
WS 15-1 |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Project [Textbook]
Flip Chart for different types of Energy Sources. Scored with Scoring Guide |
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Law of Conservation
The learner will be able to
using the law of conservation of energy, explain how energy can be transferred or transformed but not lost. SC1, 1.2, 1.8, 3.5 MPS93.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forms and Sources of Energy |
Comprehension |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Quick Lab p 454 |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Laboratory [Textbook]
Inquiry Activity p 191 |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Reviewing Concepts p 459 #1-8 |
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Solubility
The learner will be able to
predict the solubility of a substance based on the properties of the solvent or a solute. SC1, 1.3, 1.4, 2.4 11C9-11e.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forms and Sources of Energy |
Comprehension, Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Chapter 16.1 Reviewing concepts p 478 #1-6 |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Chapter 16.1 Reviewing Concepts P 478 #7-9 |
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Temperature vs Energy
The learner will be able to
differentiate between heat (thermal energy) and temperature. SC1, 1.3, 1.4, 2.4 MPS94.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forms and Sources of Energy |
Comprehension, Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Chapter 16.1 Reviewing Concepts p 478 #1-6 |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Reviewing Concepts #7-11 p 478 |
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Physical and Chemical Properties
The learner will be able to
identify pure substances by their physical and chemical properties. SC1, 1.2, 1.3, 3.5 11A9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forms and Sources of Energy |
Comprehension, Analysis |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Chapter 7.1- 7.3 WS |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Reviewing Concepts p 207 #7 |
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Balancing equations
The learner will be able to
compare the mass of the reactants to the mass of the products in a chemical reaction or a physical change as support for the Law of Conservation of Mass. SC1, 1.2, 1.3, 3.5 11G9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forms and Sources of Energy |
Application, Analysis |
Master |
3.5 |
Moberly Public School District #81(a) |
Classroom
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Instructional Resources |
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| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Discuss Chapter 7.1 |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Laboratory [Textbook]
Inquiry Activity p 191 |
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Assessment Resources |
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Physical Science: Concepts in Action, Prentice Hall, 2004, Laboratory [Textbook]
Inquiry Activity "Thinking About It" Questions #2 |
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Element or Compound
The learner will be able to
classify a substance as being made up of one kind of atom (element) or a compound when given the molecular formula, structural formula, or electron dot diagram. SC1, 1.2, 3.1 11A9-11c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Examining Properties of Matter |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Reaction rates
The learner will be able to
predict the reaction rates of different substances based on their properties (ie concentrations of reactants, pressure, temperature, surface area, type of reactant material). SC1, 1.10 11F9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Bonds |
Analysis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Inorganic and Organic
The learner will be able to
distinguish between inorganic and organic compounds. SC1, 1.6 11F9-11d.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Formulas |
Analysis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Different types of reactants
The learner will be able to
identify the consequences of different types of reactions to humans and human activity (eg oxidation/combustion reactions, acid/base reactions). SC1.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Formulas |
Knowledge, Analysis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
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Different Sources of Energy
The learner will be able to
describe common uses of different sources of energy (chemical, nuclear, thermal, mechanical, electromagnetic) SC1, 1.2, 1.6 12A9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forms and Sources of Energy |
Comprehension |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Energy Transfer
The learner will be able to
classify examples of energy transfer (eg explosives, solar radiation interacting the earth, machines, electromagnetic motors) as chemical, nuclear, thermal, mechanical, electromagnetic. SC1, 1.6 12A9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy Transfer |
Analysis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Heat Transfer
The learner will be able to
interpret examples (eg land and sea breezes, home heating, Plate Techonics) of heat transfer as convection, conduction, or radiation. SC1, 1.2, 1.6 12A9-11c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy Transfer |
Comprehension |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Kinetic Energy
The learner will be able to
relate kinetic energy to an object's mass and its velocity. SC1, 1.1, 1.6 12B9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forms and Sources of Energy |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Potential Energy
The learner will be able to
relate an object's potential energy to its weight and height. SC1, 1.1, 1.6 12B9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forms and Sources of Energy |
Comprehension |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Kinetic vs Potential
The learner will be able to
distinguish between examples of kinetic and potential energy ( gravitational, elastic, chemical) within a system. SC1, 3.5 12B9-11c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forms and Sources of Energy |
Analysis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Electromagnetic Energy
The learner will be able to
identify stars as producers of electromagnetic energy. SC1, 1.10 12C9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forms and Sources of Energy |
Knowledge |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Electromagnetic Energy from Stars
The learner will be able to
describe how electromagnetic energy reaches the earth from stars. SC1, 1.10 12C9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forms and Sources of Energy |
Comprehension |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Frequency in Electromagnetic Energy
The learner will be able to
describe the relationship among wavelength, energy, and frequency as illustrated by the electromagnetic spectrum. SC1, 1.6 12C9-11c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forms and Sources of Energy |
Comprehension |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Different Frequency
The learner will be able to
describe the affect of different frequencies of electromagnetic waves on the earth (eg radio, infrared, visible, ultraviolet, gamma, and cosmic ray) SC1, 1.6 12C9-11d.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy Transfer |
Comprehension |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Exothermic and Endothermic
The learner will be able to
describe evidence of energy transfer and transformations that occur during exothermic and endothermic chemical reactions. SC1, 1.2, 1.6 12D9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy Transfer |
Comprehension |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Energy Changes
The learner will be able to
describe the transformations that occur as energy changes from kinetic to potential within a system (eg car moving on rollercoaster track, child swinging,diver jumping off a board) (DO NOT assess calculations) SC1, 1.3, 1.6 12F9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy Transfer |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Simple Machines
The learner will be able to
compare the efficiency of simple machines recognizing that energy is transferred to the surroundings due to friction as work is done. SC1, 3.1, 1.6 12F9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy Transfer |
Analysis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Law of Conservation of Energy
The learner will be able to
explain how energy can be transferred (absorbed or released) or transformed between and within systems as the total amount of energy remains constant (ie Law of Conservation of Energy) SC1, 1.10 12F9-11c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy Transfer |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
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|
Properties of Force and Motion
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Speed
The learner will be able to
compare the speed of two objects using formulas. SC2, 3.1 21A9-11c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motion |
Comprehension |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Discuss chapter 11.2 |
|
| |
Assessment Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Section 11.2 Assessment- Critical Thinking questions #5-7 p 337 |
|
|
Distance vs Time graph
The learner will be able to
interpret the motion of an object from a distance vs time graph. SC2, 3.1 21A9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motion |
Comprehension, Analysis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Discuss chapter 11.2 |
|
| |
Assessment Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Section review p 337 |
|
|
Speed vs Velocity
The learner will be able to
compare the speed of two objects in terms of distance and time. SC2, 3.1 11A9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motion |
Analysis |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Discuss Chapter 11.2 |
|
| |
Assessment Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Laboratory [Textbook]
Section Review 11.2 "Critical Thinking" #5-7 |
|
|
Acceleration
The learner will be able to
calculate the acceleration of an object using formulas. SC2, 2.2 21B9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motion |
Knowledge, Comprehension |
Master |
4.0 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Discuss Chapter 11.3 |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Laboratory [Textbook]
Pendulum Accelerometer P 344 |
|
| |
Assessment Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Section Review 11.3 "Critical Thinking" #5-6 |
|
|
Speed, Velocity, Acceleration
The learner will be able to
measure and analyze an object's motion in terms of speed, velocity, and acceleration. SC2, 2.2 21B9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motion |
Comprehension, Application |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Laboratory [Textbook]
Exploration Lab p 349 |
|
| |
Assessment Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Laboratory [Textbook]
Analyze and Conclude Questions #1-4 p.349 |
|
|
Momentum
The learner will be able to
compare the momentum of two objective terms of mass and velocity. (DO NOT assess calculations) SC2, 1.6 21C9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motion |
Application |
Master |
3.2 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Laboratory [Textbook]
Exporatory Laboratory p 349 |
|
| |
Assessment Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Chapter Assessment- Critical Thinking p352 #25-31 |
|
|
Total Momentum
The learner will be able to
describe how the total momentum remains constant in a system. SC2, 1.6 21C9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Motion |
Comprehension |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Discuss p 376-377 Do Reviewing Concepts p 377 |
|
| |
Assessment Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
WS 12.3 |
|
|
Circular Path
The learner will be able to
describe the force that keeps an object traveling in a circular path. SC2, 1.6 22A9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces |
Knowledge |
Master |
2.5 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Discuss p 381- Centripetal Force |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Laboratory [Textbook]
Wire hanger with quarter in orbital path |
|
| |
Assessment Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Chapter 12 Assessment |
|
|
Inertia
The learner will be able to
recognize that inertia is a property of matter that can be described in terms of mass. SC2, 1.6 22B9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces |
Knowledge, Application |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Discuss p 363-365 |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Laboratory [Textbook]
Quick Lab p 365 |
|
| |
Assessment Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
WS 12.2 |
|
|
Force, Mass, and Acceleration
The learner will be able to
use information about the mass and acceleration of two objects, compare the force required to move them. (force = mass x acceleration). SC2, 1.6 22B9-11c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces |
Comprehension, Application |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Read p 365-369 |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Laboratory [Textbook]
Exploration Lab p 383 |
|
| |
Assessment Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Laboratory [Textbook]
Analyze and Conclude Questions p 383 |
|
|
Action/Reaction
The learner will be able to
identify the action/reaction forces acting between two objects (handball hits concrete, shotgun firing) and describe their magnitude and direction. SC2, 1.6 22B9-11h.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces |
Comprehension |
Master |
2.0 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Read p 372-377 Do Review Assessment #1-4 |
|
| |
Assessment Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Review Assessment p. 377 #5-7 |
|
|
Projectile
The learner will be able to
describe the forces acting on a projectile on the earth. SC2, 3.6 22A9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces |
Application |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Discuss p 359-360 |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Laboratory [Textbook]
Quick Lab p 360 |
|
| |
Assessment Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Laboratory [Textbook]
Aanlyze and Conclude p 360 #1-4 |
|
|
Friction in Falling objects
The learner will be able to
describe how frictional forces cause objects to fall at different rates. SC2, 3.6 22B9-11d.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces |
Application |
Master |
2.0 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Demo [Textbook]
Teacher will demonstrate with two different pieces of paper. One is crumpled up into a ball and one is left flat to show difference on frictional forces. |
|
|
Gravitational Forces
The learner will be able to
compare the gravitational forces between two objects. SC2, 1.6 22C9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces |
Comprehension |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Laserdisc [Textbook]
Earth Science Disc- Use video resources to show the relationship between gravity and mass for different planets. |
|
|
Weight
The learner will be able to
describe weight in terms of the mass of an object and the acceleration due to gravity. SC2, 1.6 22C9-11c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces |
Comprehension |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Section 12.4 |
|
|
Path of an Object
The learner will be able to
predict the path of an object when the forces directing it in a given direction change. SC2, 1.6 22A9-11c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces |
Application |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Inertia
The learner will be able to
describe the effect of the change in mass on the inertia of an object SC2, 1.6 22B9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces |
Comprehension, Analysis |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Demo [Textbook]
Teacher would demonstrate a pendulum and discuss the differences between potiential and kinetic energy at different parts of the swing. |
|
| |
Assessment Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Constructed Response [Textbook]
Diagram showing position of pendulum. Question: Identify places of greatest KE and PE. |
|
|
Work
The learner will be able to
compare the relationship between work, force applied to an object and relationship distance the object moves. SC2, 1.1, 1.6 22D9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces |
Knowledge, Comprehension |
Master |
4.0 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Lab [Textbook]
After teacher demonstration, students will move an object of a specific mass, measure a distance, and calculate work. |
|
| |
Assessment Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Constructed Response [Textbook]
Given the force and distance through a diagram, students will calculate work. |
|
|
Work and Energy
The learner will be able to
describe the effect of work on an object's kinetic energy and potential energy. SC2, 1.1, 1.6 22D9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces |
Comprehension |
Master |
2.0 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Read and and discuss Section 13.2 |
|
|
Power
The learner will be able to
describe power in terms of work and time. SC2, 1.1, 1.6 22D9-11c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces |
Knowledge |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Textbook [Textbook]
Use textbook to relate power or work per unit of time. |
|
|
Machines
The learner will be able to
explain how the efficiency of machines can be expressed as a ratio of work output to work input. SC2, 1.1, 1.6 22D9-11d.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces |
Knowledge, Application |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Lab [Textbook]
Compare differences between the efficiency for an inclined plane with different surfaces. |
|
|
Magnetism
The learner will be able to
discuss how magnetism is used to produce electric current. SC2, 3.1 22E9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces |
Comprehension, Application |
Master |
2.5 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Demo [Textbook]
Teacher will demonstrate the production of an electric current with a magnet. |
|
|
Falling Object
The learner will be able to
identify forces acting on a falling object and the factors that effect the rate of fall. SC2, 3.1 22B9-11e.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces |
Knowledge |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Demo [Textbook]
Teacher will demonstrate the relationship between electricity and magnetism with a compass and a magnetic coil hooked to a 6v battery |
|
|
Change in Force/Mass
The learner will be able to
determine the overall effect of a change in force and/or mass on an object. SC2, 3.1 22B9-11f.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forces |
Application |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Physical Science: Concepts in Action, Prentice Hall, 2004, Demo [Textbook]
Teacher will utilize Grollier's Digital Encyclopedia to investigate how electric motor vs a generator |
|
|
Motion
The learner will be able to
predict and explain the effect of a change in force and/or mass on the motion of an object. SC2 1.6, 3.1 22B9-11g.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exploring Force and Energy |
Synthesis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Falling Objects Acceleration
The learner will be able to
recognize that falling bodies accelerate at a constant rate (neglecting friction) due to gravity. SC2, 1.10 22C9-11d.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Describing Motion |
Analysis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Work, Power, and Efficiency
The learner will be able to
analyze and describe the relationship among work, power, and efficiency. SC2, 1.6 22D9-11e.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Describing Motion |
Analysis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Devices
The learner will be able to
determine the advantages and disadvantages of using different devices (eg light bulbs, appliances, machines, engines) when comparing their power ratings (energy supply per unit of time) and operating costs for a given amount of time. SC2, 3.5 22D9-11f.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Work and Energy |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Acceleration
The learner will be able to
calculate the acceleration of an object using formulas. SC2, MA1, MA5 1.6 22B9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exploring Motion |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
|
Processes of Scientific Inquiry
|
|
|
Math Calculations
The learner will be able to
find the mean, median, and mode, calculate percent and ratios for sets of data. M1, SC7, 1.4, 1.8 71B9-11f.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science Inquiry |
Knowledge |
Master |
3.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Experiments
The learner will be able to
design and conduct scientific investigations. SC7, 1.1, 1.2, 1.3 71A9-11e.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science Inquiry |
Synthesis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Tools
The learner will be able to
determine the appropriate tools and techniques to collect, analyze,and interpret data. SC7, 1.4, 1.8 71B9-11e.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science Inquiry |
Analysis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Using Data
The learner will be able to
analyze experimental data to determine patterns, relationship, perspectives and credibility. SC7, 1.6, 1.7, 3.5 71C9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science Inquiry |
Analysis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Measurable Errors
The learner will be able to
consider the possible effects of measurement errors on calculations. SC7, 1.6, 1.7, 3.5 71C9-11c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science Inquiry |
Application, Analysis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Explanations
The learner will be able to
analyze whether evidence(theories, laws) have changed over time as a result of new evidence. SC7, 3.5, 3.6 71D9-11d.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science Inquiry |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
|
Interaction of Earth's Systems
|
Materials in the Core
The learner will be able to
describe the relative temperatures, densities, and viscosities of the most abundant materials found in the core, mantle and crust. SC5, 1.6 51A9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Classification of Rocks and Minerals |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Composition of Gases
The learner will be able to
relate the composition of gases and temperature of the layers of the atmosphere (ie troposphere, stratosphere, ionosphere) to cloud formation, transmission of radiation (eg ultraviolet, infrared). SC5, 3.1 51C9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather |
Analysis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
External Processes
The learner will be able to
explain the external processes (ie weathering, erosion, deposition of sediment) that result in the formation and modification of landforms. SC5, 1.1, 3.1 52A9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties and Processes of Geosphere |
Comprehension |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Uneven Heating of the Mantle
The learner will be able to
describe the internal source of energy on Earth that results in uneven heating of the mantle (ie decay of radioactive isotopes).SC5, 1.10 52B9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geosphere |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Convection Currents
The learner will be able to
illustrate and explain the convection currents that result from the uneven heating inside the mantle. SC5, 3.1 52B9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Atmosphere, Weather and Climate |
Synthesis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Densities of Materials
The learner will be able to
relate the densities of the materials found in continental and oceanic plates to the processes that result in each type of plate boundary (ie diverging, converging, transform) SC5, 1.10 53B9-11c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geosphere |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Crustal Plates
The learner will be able to
describe the effects of the movement of crustal plates (ie earthquakes, sea floor spreading, mountain building, volcanic eruptions) at a given location on the planet. SC5, 3.1 53B9-11d.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geosphere |
Comprehension |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Theory of Plate Tectonics
The learner will be able to
articulate the principles and processes that make up the Theory of Plate Tectonics and describe evidence that supports that theory. SC5, 2.1 52B9-11e.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geosphere |
Synthesis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Weather
The learner will be able to
predict the weather at a designed location using weather maps (including map legends) and weather data (eg temperature, barometric pressure, cloud cover and type, wind speed and direction, precipitation). SC5, 3.1, 3.5 52E9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather |
Analysis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Seasons
The learner will be able to
compare the seasons using the differences in the heating of the Earth's surface which gives rise to seasonal weather patterns. SC5, 1.6 52E9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Atmosphere, Weather and Climate |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Major Mineral Deposits
The learner will be able to
identify the distribution in the United States of major mineral deposits used by humans in daily lives (eg lead, petroleum, coal, copper, zinc, iron, aluminum). SC5, 1.10 53A9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Classification of Rocks and Minerals |
Knowledge |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Renewable and Nonrenewable
The learner will be able to
distinguish between renewable and nonrenewable energy resources. SC5, 1.10 53A9-11c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Classification of Rocks and Minerals |
Analysis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Mining
The learner will be able to
recognize the benefits and risks associated with the mining and use of different types of Missouri mineral resources (eg lead mining, gravel dredging, strip mining,coal burning). SC5, 3.1, 3.5 53B9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Classification of Rocks and Minerals |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Missouri Soils
The learner will be able to
recognize the benefits/problems associated with different types of Missouri soils and rock formations relative to land use (eg agriculture, recreation, planning and zoning, waste management). SC5, 3.2 53B9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Classification of Rocks and Minerals |
Comprehension |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
|
Universe and the Motion of the Objects
|
Electromagnetic Spectrum
The learner will be able to
describe ways the electromagnetic spectrum provides information about stars and the universe (eg chemical composition, location of blackholes, temperature). SC6, 1.6 61A9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forms and Sources of Energy |
Comprehension |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Composition of the Universe
The learner will be able to
recognize the methods of gathering information about the composition of the Universe (eg spectroscopes, telescopes, probes, background radiation, magnetic fields). SC6, 3.1 61A9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Forms and Sources of Energy |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Orbital Motions
The learner will be able to
explain orbital motions of moons around planets and planets around the Sun as the result of gravitational forces between these objects. SC6, 1.6 62A9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Gravitational Forces |
Comprehension |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Units of Time
The learner will be able to
relate units of time (day, month, year) to the regular and predictable motion of the Earth and Moon. SC6, 3.4 62B9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth, Moon and Sun |
Analysis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Seasonal Phenomena
The learner will be able to
relate the tilt and position of the Earth as it revolves around the sun to the intensity of sunlight falling on different parts of the Earth during the year. SC6, 1.6 62B9-11c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth, Moon and Sun |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Rotation and Revolution
The learner will be able to
provide evidence that can be observed from Earth that supports the fact that Earth rotates on its axis and revolves around the Sun. SC6, 3.5 62B9-11e.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth, Moon and Sun |
Evaluation |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Moon Phases
The learner will be able to
predict the phases of the Moon and eclipses when given the relative positions of the Sun-Earth-Moon system. SC6, 1.10 62B9-11e.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth, Moon and Sun |
Analysis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Tides
The learner will be able to
explain how the gravitational forces due to the relative positions of the Earth, Moon, and Sun determine the height and frequency of tides (assess only high and low). SC6, 1.6 62B9-11f.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Gravitational Forces |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
|
Impact of Science, Technology
|
|
|
Technological Challenges
The learner will be able to
identify and describe major scientific and technological challenges to society and their ramifications for public policy (eg global warming, limitations to fossil fuel, genetic engineering of plants). SC8, 3.1, 4.1 81A9-11B.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Nature of Technology |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Natural Resources
The learner will be able to
recognize the economic, political, social, and ethical benefits and risks associated with the use of natural resources (eg mining and use of different types of Missouri mineral resources such as lead mining, gravel dredging, strip mining, coal burning, production of fertilizers and explosives; use of fossil fuels versus renewable resources). SC8 3.5, 4.7 81B9-11b.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Nature of Technology |
Application |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Source of Energy
The learner will be able to
identify and evaluate advantage/disadvantages of using various sources of energy (eg wind, solar, geothermal, hydroelectric, biomass, fossil fuel) for human activity. SC8, 1.6 81B9-11c.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Nature of Technology |
Synthesis |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
Scientific Phenomena
The learner will be able to
identify and describe how theories explaining scientific phenomena have changed over time as a result of new information (eg model of the solar system, basic structure of matter, structure of an atom, plate tectonics). SC8, 1.10 81A9-11a.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Nature of Technology |
Comprehension |
Master |
1.0 |
Moberly Public School District #81(a) |
Classroom
|
|
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