| Curriculum Map 2006-2007 |  |
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The Dwight School |
| Period | Content | Purpose/ Objectives | Activities & Resources | Areas of Interaction | Assessments | |
| LABORATORY SAFETY : | Handling of dangerous materials Use of goggles Care with handling apparatus Fire issues and exits Location of fire safety/first aid locations |
Students will demonstrate the safe handling of laboratory apparatus and what to do in an emergency situation. Learn how to work cooperatively to ensure safety. |
Text: Science Plus Laboratory simulations of emergency situations |
Social education - Students learn to work in groups safely ATL - Skills needed to do experiments safely are examined |
Written quiz with simulation that students must respond to. Students must correctly assess what is wrong in a laboratory simulation. Formative assessment: Students must show adequate performance on this assessment in order to participate in experimental work. |
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| SCIENTIFIC METHOD : | How do scientists approach a problem? |
Students to learn the methodology of qualitative/quantitative experiments The five senses are used to form scientific conclusions How to write a formal laboratory report |
Observation laboratory: group work where students identify objects by description and visualization. |
ATL: ‘How can we better understand our physical environment by becoming an outstanding observer?’ |
Students submit a formal laboratory report on the observation laboratory. A rubric for the above assessment is provided. |
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| THE SI SYSTEM OF MEASUREMENT : | Mass, volume, distance, time, temperature Metric and SI Units of Measurement |
To ensure that students can routinely use metric measurement to develop the skill of estimation |
Using measuring apparatus properly (graduated cylinders, triple beam balance, stopwatch, etc.) Laboratory ‘Mass Lab’ — students have to estimate /hypothesizes well as accurately mass objectives Performing metric conversions (grams-kilograms, etc) Metric Mnemonic — King Henry Drank My delicious Chocolate Milk’ |
ATL - Can U.S. students, familiar only with U.S. measuring systems, master the international system of measurement? |
Class Work exercise and homework on metric conversions (worksheets) Formative assessment: students gain practice at repeated assessment to see their progression Summative: topic quiz on metric conversions: Essay writing incorporating metric units Informal assessment (part of effort/participation grade): Working well in a group, initiative, manipulating apparatus, planning etc. Laboratory report on determining mass of five inanimate objects |
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| INTRODUCTION TO CHEMISTRY : | Bohr model of atom Periodic table of elements Ionic and covalent bonding Simple chemical equations Periodic Table |
To use models in order to demonstrate the nature of the molecular world To learn the significance of the work of Mendeleev and Bohr, etc. To conceive the Period Table as an ‘alphabet’ from which chemical ‘words’ can be constructed To demonstrate through bonding, how chemical compounds are formed. |
Drawing Bohr models: Orbit rules,atomic number, atomic mass Draw models of atoms 1-20 Observing, describing and naming actual samples of elements Periodic Table ‘Races’ —timed activity |
Homo faber - The contributions of Mendeleev and Bohr |
Homework: drawing Bohr models, writing chemical equations Quiz on drawing atoms 1-20 Test: several covalent and ionic problems where students show this bonding take place and write balanced chemical equations. |
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| PHYSICAL AND CHEMICAL CHANGES : | Properties of matter |
Describe the difference between physical and chemical changes |
Carrying out a series of simple actions to determine whether they constitute a physical or chemical change (burning paper, heating sugar, breaking chalk, etc) |
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Formative assessment: Class Work and homework assignments to build an understanding of the variety of chemicals and which may be dangerous, useful to man, etc. Laboratory exercise: ‘Is it a physical or a chemical change?’ Summative assessment: Test: Physical and chemical changes |
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| ACIDS AND BASES : | The chemistry of sourness and soapiness Acids and Bases |
To use the pH scale to describe levels of acidity and alkalinity, and test pH of liquids. |
Designing an experiment to make a substance which can be used as an indicator for pH. Students bring in liquids from home to be tested for pH. Use of simple indicator paper, as compared to calibrated paper. Which indicator is most accurate? Designing a pH scale graphically |
Environment - The dangers of chemical in the environment (acid rain) |
Laboratory exercise’ ‘Is it an acid or a base?’ Rubrics used on both exercises Test: pH |
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| INTRODUCTION TO HUMAN GENETICS : | The genetic material The gene defined Hereditary traits Genome project |
To provide students with a foundation for their understanding of human heredity and the later study of genetics. Predict hereditary traits using Punnett squares. |
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Health & Social Education: In the range of human diversity worldwide, how closely linked are we as a world community by our common genetics? |
Modeling: Students design and construct a model of DNA Essay about traits the student’s own family Unit test |
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| GENETICS CONTINUED : | continues from February |
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| INVESTIGATING ELECTRICITY : | Building a simple circuit Series circuits Parallel circuits Circuit breakers & resistance Short circuits |
Measure current and voltage in series and parallel circuits, record power (watts), name sources of electrical power. To develop the laboratory skill of cooperative learning, manipulation of apparatus, and problem solving. |
Students engage in a series of five major laboratory-based investigations: a. Building a circuit b. What is a circuit? c. Short circuits d. Series and parallel circuits e. Hazards Students are provided with a variety of electrical apparatus from which they select appropriate items to solve problems |
In what ways do we depend upon electrical energy in our everyday lives? What would happen if we had no electrical energy? |
Group work packet based on each of the laboratory investigations. Group work/effort/participation Unit Test: Definition questions Interpretation of circuit diagrams Presentation of the social consequences of our reliance on electrical energy and how this reliance varies in different countries. |
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| ELECTRICITY CONTINUED : | continues from April |
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| FINAL EXAMINATION : | Preparation for final examination of third trimester work (genetics and electricity) |
To expose young students to the rigor and formality of a final examination To demonstrate skills needed to prepare for an examination based on multiple content |
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ATL - Study skills |
Final examination: Matching, multiple choice, short answer, interpretative diagrams, short essay. |
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