Personal Curriculum Plan
Physical Science / Date:
1. / STUDENT INFORMATION
Name: / DOB: / Current Grade:
2. / MMC CREDIT AUDIT- (Check which credits have already been earned & enter date of completion, ___credits are required.)
Biology
Completed: / Chemistry
Completed: / Physics
Completed: / ___ Additional Science Credit
Completed:
3. / MMC SCIENCE CONTENT MODIFICATION OPTION
● Modify content expectations in Science--only available to students eligible for special education with an IEP
4. / CONTENT MODIFICATION REQUESTED- (Check & date when modification was completed.)
Physical Science
Completed:
5. / RATIONALE FOR MODIFICATION:______
______
6. / PERSONAL CURRICULUM – Complete only for students with an IEP who require modified content expectations. Below are suggested
essential learning targets in this content area for students. They are considered appropriate for most students. The Personal Curriculum allows for the use of these for students with an IEP.
# / Essential Learning Targets – Physical Science
Scientific Inquiry
1. / Generate new questions that can be investigated in the laboratory or field.
2. / Conduct scientific investigations using appropriate tools and techniques (e.g. selecting an instrument that measures the desired quantity – length, volume, weight, time interval, temperature – with the appropriate level of precision).
3. / Identify patterns in data.
4. / Describe a reason for a given conclusion using evidence from an investigation.
The diversity of substances
5. / List several examples of elements, compounds and mixtures (e.g. gold, salt, soil). Locate common elements in the periodic table (e.g. H, He, O, C, Ne, Fe, N, Si, S, K, Ni, Au, Ag, Pb).
6. / Recognize common, simple binary compounds by their formulae. (e.g. NaC1, H20, C02)
The molecular structure of matter
7. / Explain what atoms and molecules are and give examples of each. Use drawings to represent molecules. Use the idea of atoms and molecules to explain elements and compounds. Recognize that atoms of the 92 elements are the basic building blocks of all compounds.
8. / Describe the atom as mostly empty space with an extremely small, dense nucleus consisting of the protons and neutrons and an electron cloud surrounding the nucleus.
9. / Explain how the atom of one kind of element differs from the atom of another element, using information from the periodic table (atomic number, atomic mass).
Families of elements on the Periodic Table
10. / Describe various chemical and physical properties of elementary (metal/non-metal, conductor/insulator, acid/base, highly reactive to almost completely non-reactive, radioactive, etc.)
Student:______/ Content Area: Physical Science (Cont.)
6. PERSONAL CURRICULUM – Complete only for students with an IEP who require modified content expectations.
List or review the essential learning targets for the student in the specified content area above.
# / Essential Learning Targets – Physical Science
11. / Identify elements with similar chemical and physical properties using the periodic table and know that elements in a column on the Periodic Table have similar properties.
Producing new substances: Chemical reactions
12. / List everyday examples of chemical changes, including reactants (starting substances) and products (ending substances).
13. / Distinguish between chemical and physical changes in terms of the properties of the reactants and products.
14. / Represent chemical reactions at the molecular level with drawings and symbols showing how the atoms of reactant molecules are rearranged to form the molecules of the products. Recognize that atoms are not destroyed or made in chemical reactions (only rearranged to form new substances); e.g. salt from sodium and chlorine, water from hydrogen and oxygen, sugar from carbon dioxide and water.
15. / Explain the evidence we have that atoms are not destroyed or made, only rearranged in chemical reactions (the law of conservation of mass).
Changes of state and the kinetic molecular theory
16. / Describe the various states of matter in terms of the motion and arrangement of the molecules (atoms) making up the substance and the forces of attraction between the molecules (atoms).
17. / Describe melting (and other changes of state) on a molecular level. Contrast melting with various chemical changes that could look like melting (e,g, sugar dissolving in water, alka seltzer dissolving in water), and contrast boiling with reactions that produce bubbles (e,g, electrolysis of water).
18. / Explain how liquids evaporate.
Energy Transfer and Transformation
19. / Explain instances of energy transfer by waves and objects in everyday activities (e.g., why the ground gets warm during the day, how you hear a distant sound, why it hurts when you are hit by a baseball).
20. / Describe the energy transformations when electrical energy is produced and transferred to homes and businesses.
21. / Identify common household devices that transform electrical energy to other forms of energy, and describe the type of energy transformation. Explain safety precautions when working with electrical appliances. Explain the importance of fuses or circuit breakers in household circuits.
22. / Explain how energy is conserved in common systems (e.g. light incident on a transparent materials, light incident on a leaf, mechanical energy in a collision). Explain why all mechanical systems require an external energy source to maintain their motion.
Radioactivity
23. / Explain what happens to an atom when radioactive isotopes emit radiation.
24. / Describe peaceful technological applications of nuclear fission and radioactive decay.
25. / Describe peaceful technological applications of nuclear fission and radioactive decay.
Student:______/ Content Area: Physical Science (Cont.)
6. PERSONAL CURRICULUM – Complete only for students with an IEP who require modified content expectations.
List or review the essential learning targets for the student in the specified content area above.
# / Essential Learning Targets – Physical Science
Mechanical Waves
26. / Describe specific mechanical waves (e.g. on a demonstration spring, on the ocean) in terms of wavelength, amplitude, frequency, and speed.
27. / Identify everyday examples of energy transfer by waves and their sources. Explain why an object (e.g. fishing bobber) does not move forward as a wave passes under it.
28. / Provide evidence to support the claim that sound is energy transferred by a wave, not energy transferred by particles. Relate the characteristics of sound to its wave characteristics (pitch-wavelength, volume-amplitude).
Electromagnetic Waves
29. / Identify the different regions on the electromagnetic spectrum and compare them in terms of energy.
30. / Explain why radio waves can travel through space, but sound waves cannot.
31. / Explain phenomena related to the speed of light and the speed of sounds, e.g. why there is a delay between the time we send a radio message to astronauts on the moon and when they receive it, why we see a distant event before we hear it, etc.
32. / Draw ray diagrams to indicate how light reflects off objects. Predict the path of reflected light from flat or curved mirrors.
Motion of Objects
33. / Calculate the average speed of an object using the change of position and elapsed time. Represent the velocities for linear and circular motion using motion diagrams (arrows on strobe pictures).
34. / Describe and classify various motions in a plane as one dimensional, two dimensional, circular, or periodic. Distinguish between rotation and revolution and describe and contrast the two speed of an object like the Earth.
35. / Describe the motion of an object that is accelerating or decelerating at a constant rate.
Forces in Nature
36. / Identify the force(s) acting between objects in “direct contact” or at a distance.
37. / Identify the magnitude and direction of everyday forces (e.g. wind, tension in ropes, pushes and pulls, weight). Calculate the net force acting on an object.
38. / Predict the change in motion on an object acted on by several forces. Solve problems involving force, mass, and acceleration in linear motion (Newton’s second law).
39. / Identify the forces acting on objects moving with constant velocity (e,g. cars on a highway).
40 / Identify the force(s) acting on objects moving with uniform circular motion (e.g. a car on a circular track, satellites in orbit).
41.. / Predict how the gravitational force between objects changes when the distance between them changes.
42. / Explain how your weight on Earth could be different from your weight on another planet.
Instructional methods and assessments should be matched to learner needs. These essential learning targets will be assessed using multiple methods with an aggregate proficiency level of 60% or higher.
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