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1ST QUARTER

COURSE TITLE:Physical ScienceGRADE:9

Unit Title and Objectives / List CLTs for Each Objective / Brief Description of
Formative Assessment(s) / End-of-Unit Benchmark or Performance Assessment
Unit:
WEEKS 1-3—OBJECTIVES
Explain how science concepts apply to the real world
Explain the usefulness of scientific data / Identify how science and technology are related / Students complete a pre-test on science concepts
Students practice outlining skills over the main ideas of physical science
Students use prior knowledge to complete graphic organizer on the scientific method
Students complete example problems on scientific notation and conversion factors
Students design simple experiment on kitchen floor cleaners and construct data table and graph
Students review data analysis to identify dependent and independent variables / End-of-Unit Benchmark Exam
Describe the main ideas of physical science
Identify the goal of a scientific method
Perform calculations involving scientific notation and conversion factors
Organize and analyze data using tables and graphs
Identify the relationship between a dependent variable and a independent variable
WEEKS 4-6 —OBJECTIVES
Classify pure substances as elements, compounds or mixtures
Distinguish between physical and chemical changes in matter / Describe an element as a substance that cannot be broken down into simpler substances / Students complete lab on properties used to describe materials.
Students complete writing activity comparing/contrasting elements, compounds, and mixtures
Students complete lab on transmission versus scattering to recognize properties of homogeneous and heterogeneous mixtures
Students complete a quiz over physical and chemical changes and identify three examples of each
Students perform a lab identifying chemical changes / End-of-Unit Benchmark Exam
Describe a compound as a substance that is made from two or more simpler substances
Describe a mixture as heterogeneous (parts noticeably different from one another) or homogeneous (substances easily distributed and difficult to distinguish from one another
Describe a physical change as the properties of a material changing, but the substances in the material remaining the same
Describe a chemical change as a substance reacting to form one or more new substances

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1ST QUARTER (Cont’d)

COURSE TITLE:Physical ScienceGRADE:9

Unit Title and Objectives / List CLTs for Each Objective / Brief Description of
Formative Assessment(s) / End-of-Unit Benchmark or Performance Assessment
Unit:
WEEKS 7-9 —OBJECTIVES
Explain the behavior of gases, liquids, and solids
Explain what happens to the motion, arrangement, and average kinetic energy of water molecules during phase changes / Describe the five states of matter as solid, liquid, gas, plasma, and Bose-Einstein Condensate / Students complete a pretest on the states of matter
Students complete writing activity comparing solids, liquids, and gases
Students complete quiz over Charles’s Law, Boyle’s law, and the combined gas laws.
Students complete lab activity and observe the effect of temperature on gas pressure
Students complete math practice problems using the gas laws to describe the relationship between temperature, pressure, and volume / End-of-Unit Benchmark Exam
Classify materials as solids, liquids, or gases
Explain Charles’s Law, Boyle’s Law, and the combined gas laws.
Identify factors that affect gas pressure
Apply gas laws to solve problems involving gases

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2nd QUARTER (Cont’d)

COURSE TITLE:Physical ScienceGRADE:9

Unit Title and Objectives / List CLTs for Each Objective / Brief Description of
Formative Assessment(s) / End-of-Unit Benchmark or Performance Assessment
Unit:
WEEK 10-12 —OBJECTIVES
Describe ancient Greek models of matter
Describe the structure of an atom / List the main points of Dalton’s atomic theory / Students will complete pre-test on matter and atomic structure
Students will summarize and outline Dalton’s atomic theory, and evaluate what portions of his model were accurate and what needed to be revised
Students complete quiz on subatomic particles
Students will complete writing activity summarizing the atomic models of Dalton, Thomson, Rutherford, and Bohr
Students complete lab on probable electron location using blindfold, sample atomic model, and stickers / End-of-Unit Benchmark Exam
Performance assessment-nanotechnology poster (includes proposed use, advantages, and problems to overcome before the application can be used; students must present poster to the class)
Explain how Thomson and Rutherford used data from their experiments to produce their atomic models
Identify three subatomic particles and compare their properties
Describe Bohr’s model of the atom and the evidence for energy levels
Explain how the electron cloud represents the behavior and locations of electrons in atoms
WEEK 13-15—OBJECTIVES
Describe the arrangement of elements in the modern periodic table
Identify general properties of metals, nonmetals, and metalloids
Identify properties of common group A elements / Describe how Mendeleev arranged the elements in his table / Students will complete logical organization activity grouping items by common characteristics
Students will complete a reading strategy activity identifying the main ideas of Mendeleev’s table including his proposal, his prediction, and evidence that supported his table
Students will perform a lab on defining metals using magnesium, sulfur, aluminum, and silicon
Students will reproduce strips of the group A elements including element symbol, element name, and atomic number / End-of-Unit Benchmark Exam
Performance assessment-
Bohr atomic model element (students will choose an element and use yarn, dried beans, noodles, etc. to construct their models and do a class presentation)
Explain how Mendeleev’s predictions and the discovery of new elements demonstrated the usefulness of his periodic table
Describe how properties of elements change across a period in the periodic table
Explain why elements in a group have similar properties
Explain how Mendeleev’s predictions and the discovery of new elements demonstrated the usefulness of his periodic table
Describe how properties of elements change across a period in the periodic table
Explain why elements in a group have similar properties

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2nd QUARTER (Cont’d)

COURSE TITLE:Physical ScienceGRADE:9

Unit Title and Objectives / List CLTs for Each Objective / Brief Description of
Formative Assessment(s) / End-of-Unit Benchmark or Performance Assessment
Unit:
WEEKS 16 - 18—OBJECTIVES
Describe how ionic and covalent bonds form
Describe the structure and strength of bonds in metal / Predict an element’s chemical properties using the number of valence electrons and electron dot diagrams / Students will construct simple electron dot models using dry cereal and notebook paper
Students will complete a quiz over ionic and covalent bonds
Students will complete naming compounds lab where they must fill in a partial period table of unknown compounds
Students will write the names of nine metals on index cards and on the back write down three common uses for each / End-of-Unit Benchmark
Predict the composition of an ionic compound from its chemical formula
Compare polar and nonpolar bonds, and demonstrate how polar bonds affect the polarity of a molecule
Recognize and describe binary ionic compounds, metals with multiple ions, and polyatomic ions
Relate the properties of metals to their structures

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3rd QUARTER

COURSE TITLE:Physical ScienceGRADE:9

Unit Title and Objectives / List CLTs for Each Objective / Brief Description of
Formative Assessment(s) / End-of-Unit Benchmark or Performance Assessment
Unit:
WEEK 19 - 21—OBJECTIVES
Interpret chemical equations in terms of reactants, products, and conservation of mass
Describe the energy changes that place during chemical reactions / Classify chemical reactions as synthesis, decomposition, single-replacement, double-replacement, or combustion reactions / Students complete a pre-test on chemical reactions
Students complete quiz on balancing chemical equations and identifying reaction types
Students will complete a lab to determine whether a reaction is endothermic or exothermic using calcium chloride and a thermometer
Students will write a paragraph explaining how dousing, backburning, and firebreaks affect the chemical reactions involved in wildfires (exothermic)
Students will perform a quick lab using a catalyst and describe how that catalyst promotes the chemical reaction
Students will make an outline of equilibrium and important concepts associated with it as they read / End-of-Unit Exam
Classify chemical reactions as exothermic or endothermic
Describe the factors affecting chemical reaction rates
WEEK 22 -24—OBJECTIVES
Identify energy changes that occur during the formation of a solution
Describe the properties of acids and bases / Describe how the physical properties of a solution can differ from those of its solute and solvent / Complete pretest over solutions, acids, and bases
Observe teacher demonstration on freezing points of solutions; write prediction, outcome, and analysis of outcome
Students will complete a lab observing the rate at which a solute dissolves in a solvent using sugar cubes and water
Students will perform a pH lab to determine hydronium and hydroxide ions in solution using common household items / End-of-Unit Exam
Describe factors affecting the rate at which a solute dissolves in a solvent
Define solubility and describe factors affecting solubility
Classify solutions as unsaturated, saturated, or supersaturated
Define pH and relate pH to hydronium ion concentration in solution

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3rdQUARTER (Cont’d)

COURSE TITLE:Physical ScienceGRADE:9

Unit Title and Objectives / List CLTs for Each Objective / Brief Description of
Formative Assessment(s) / End-of-Unit Benchmark or Performance Assessment
Unit:
WEEKS 25 - 27—OBJECTIVES
Distinguish between distance and displacement
Distinguish between speed and velocity
Identify changes in motion that produce acceleration / Describe frames of reference and how they are used to measure motion / Students will complete a lab comparing distance and displacement using graph paper and a metric ruler
Students will complete a set of problems calculating acceleration
Students will plot data points on a distance-time graph from a given set of data and describe the motion shown on the graph / End-of-Unit Exam
Calculate displacement using vector addition
Compare and contrast average speed, instantaneous speed, and velocity
Calculate the acceleration of an object using the formula v = d/t
Interpret speed-time distance graphs

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4th QUARTER

COURSE TITLE:Physical ScienceGRADE:9

Unit Title and Objectives / List CLTs for Each Objective / Brief Description of
Formative Assessment(s) / End-of-Unit Benchmark or Performance Assessment
Unit:
WEEK 28 - 31—OBJECTIVES
Describe examples of force
Describe Newton’s three laws of motion
Describe universal forces acting within the nucleus / Compare and contrast the four kinds of friction / Students will complete a pretest over forces and motion
Students will complete a quiz over Newton’s three laws of motion
Students construct a compare-contrast vocabulary table in order of unit sections to help learn content
Students complete research on roller coasters and submit diagrams of project ideas including appropriate terminology tied to each component of the coaster / Performance Assessment-
Roller Coaster Project
Explain how the motion of an object is affected when balanced and unbalanced forces act on it
Explain how weight and mass are related
Explain how momentum is conserved in a closed system
WEEK 32 - 34—OBJECTIVES
Describe the conditions that must exist for a force to do work on an object
Compare a machine’s actual mechanical advantage to its ideal mechanical advantage / Calculate the work done on an object using the formula Work = Force x Distance / Students will complete pretest on work and power
Students will complete unit vocabulary quiz
Students will perform a set of problems calculating ideal and mechanical advantage
Students will complete a concept map on first-class levers and expand on the map using the terms fulcrum, IMA, input arm, and output arm / End-of-Unit Exam
Calculate the ideal and actual mechanical advantage for various machines
Explain the relationship between work input and work output
identify the six types of simple machines and give an example of each
Unit:
WEEK 35 - 36—OBJECTIVES
Describe energy and its forms
Describe energy conversion and energy conservation
Describe energy resources / Define and explain the major forms of energy and how they can be converted into other forms / Students will complete a carbon footprint activity documenting personal impact on energy resources
Students will perform a lab on exploring energy conversion using a steel ball and modeling clay, and will construct a graph to record data
Students will choose a renewable energy resource and write a paragraph explaining the pros and cons of the resource they reviewed / End-of-Unit Exam
Explain how energy can be converted from one form into another by a single step or a series of steps
Classify energy sources as renewable and nonrenewable
Explain ways to conserve energy resources