1. SCIENCE: The BIG QUESTIONS 1.How can we understand and solve problems like a scientist would? 2.How can we identify, analyze, and use patterns (like cycles and trends) to understand our past, present and future? 3.How can we identify and analyze systems and their components (parts)? 4.How can we use scale and scientific models to explain and predict the world around us? 5.How does nature tend to remain the same or move toward equilibrium ( a balance)? 6.How do things change over time, and what factors influence these changes?

2. ROAD MAP: Can you answer YES to all of these? I can:  use the skills of a scientist to study the world: observe, describe, classify, identify, infer, analyze.  describe and identify the basic steps that a scientist can follow to solve a problem.  Give examples of several different variables.  Perform a controlled experiment, where only 1 variable is tested at a time.  Create an appropriate graph or chart to organize data.  Identify patterns and infer new meaning from data.  Identify and use the best technology to measure a variable such as temperature, mass or volume.  Design an experiment that demonstrates my use of science skills and methods. If so, you’re on the right road!

3. ROAD MAP: Can you answer YES to all of these? I can:  Measure and define volume of a compound.  Measure and define the mass of a compound.  Calculate and explain the density of a substance.  Illustrate the structure of an atom of a more dense and a less dense element.  Explain why two compounds with equal volume have different densities. Why is it that equal volumes of substances have different weights?

4. How can we demonstrate conservation of mass in a chemical reaction? I can:  Explain what happens during a chemical reaction.  Measure the mass of a “system” before and after a chemical reaction.  Compare a closed “system” with an open “system”. (closed is sealed- nothing can escape!)  Explain that “conservation of mass” means that the mass of the atoms involved in a chemical reaction is the same before AND after the reaction happens. (the atoms are not created or destroyed, just rearranged!)  Give an example of the conservation of mass during a chemical reaction using a chemical equation. If so, you’re on the right road!

5. ROAD MAP: Can you answer YES to all of these? I can:  …tell the difference and give examples of the 3 types of properties: physical, chemical and characteristic.  ….explain the difference between a chemical change, which is hard to reverse and affects the composition of the substance, and a physical change, which doesn’t.  …use my knowledge of chemical and physical properties to make decisions that affect my life. How are elements and compounds different, and what patterns can we find in their properties?

6. How do scientists use properties to classify the 92 naturally occurring types of elements and the compounds that they form, and how can we use this knowledge in real life? I can:  Locate the periodic table in my book and your agenda.  Use the periodic table to identify an element by symbol, number or its group.  Draw the outer valence of an element based on its position in the periodic table.  Explain why some groups in the periodic table are more reactive than other groups.  Summarize the properties of at least 3 different categories in the periodic table.  Give an example of at least 3 different types of compounds formed by elements. If so, you’re on the right road!

7. How do factors such as temperature, acidity, surface area, and concentration affect reaction rates? I can:  Define: reaction rate, and measure the reaction rates of at least 2 different substances.  Illustrate by drawing or modeling, temperature, acidity, surface area, concentration of a substance.  Explain how temperature, acidity, surface area or concentration can affect reaction rates.  Test one of the above factors in a chemistry experiment to change rate of a reaction. If so, you’re on the right road!

8. Roadmap- How do we keep things from falling apart? Forces and Effects of Forces  I can define and identify a force as: a ________ or a _________ on an object.  I can measure the amount of force acting on an object – a spring scale measures the pull of gravity, which causes different weights on different planets. Force is measured in _________.  I can compare balanced forces (which do NOT cause a change in ___________) to unbalanced forces (which DO cause a change in _________.)  I can draw a force diagram which shows all of the forces acting on an object.  I can correctly predict the amount and direction of motion of objects with different masses when acted upon by an unbalanced force.  I can define inertia and describe its relationship to mass: Inertia is a resistance to change in _____________. It is affected by mass- the more mass, the more inertia! (from Bill Nye)  I can distinguish between mass and weight: only weight is affected by ____________.  I can describe the change in motion experienced by both objects as they exert a simultaneous force on each other during a ________________.  I can define friction and describe the direction in which it acts : a force caused by the _________________________ of a surface, acts __________________________ of motion.  I can describe the effects of friction on the motion of an object.  I can define gravity and describe the direction in which it acts: the attraction between ______________________, which depends on the _____________________ of each.  I can compare the amount of gravitational force using the masses of objects and the distances between them. The more _________________, the greater the gravity. The less _________________, the greater the gravity.  I can apply Newton’s 3 Laws of Motion to explain or predict how an object will move.  1 st Law: An object at rest remains at rest and an object in motion remains in motion at a constant speed and a straight line unless acted upon by an unbalanced force.  2 nd Law: The acceleration of an object depends upon the mass of the object and the amount of force applied. F = ma  3 rd Law: For every action, there is an equal and opposite reaction.  I can define work as __________________ x _________________. W = F x d

9. Roadmap- How can we measure motion? Describing Motion  I can use the change in position measured at a ________________point to determine the distance traveled by an object.  I can use appropriate tools to measure how an object’s motion, such as:  ______________________________ to measure speed  ______________________________ to measure distance  I can create a graph of distance vs time.  I can define speed and velocity using the quantities distance and time. Speed is distance _______________ time and velocity is distance and __________ divided by ____________.  I can define acceleration using the quantities velocity and time (K) Acceleration is a ___________________________ velocity over time.  I can compare speed, velocity, and acceleration (R) Speed is different from velocity because it does not include ______________, while acceleration is a ___________________ in velocity.  I can use graphs of distance vs. time to describe the motion of an object  I can compare the velocity or speed of different objects by comparing their slopes on a distance vs. time graph.  I can use the equation for speed to calculate the speed or distance traveled by a moving object. Speed = d/t = ___________________________________________________.  I can use position charts or distance/time graphs to compare the distances traveled by objects moving at different velocities or accelerations.

10. CAN YOU:  Define energy and give several examples of how it powers our planet.  Energy is the ability to do ____________, such as hitting a tennis ball.  _______________ energy involves anything moving on our planet.  _______________ energy is stored or in a position to do work in the future.  The sun’s ___________ and ___________ energy powers most of the 4 spheres of Earth. The geosphere is the only part that is powered by ________________ energy in Earth’s ________________.  Explain the difference between matter and energy, and identify examples of each.  Matter is anything that is made of _____________ and takes up ________________. List 3 Ex’s: ____________________________________________________________  Energy affects matter by doing ___________ on it. List 9 Ex’s below: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________  Define an energy transformation (conversion): Any change from 1 form of _________, such as light, to another form of ___________, such as chemical. (this happens during _____________________________ in plants!)  Illustrate several examples of energy transfers that involve multiple steps. Look through the book, pp. 124-129. Choose an energy transformation diagram that you like more than the others, and copy it into the space below. Include any words that go with it! Energy ROAD MAP: How does energy power our planet and transfer through it?

11. Unity and Diversity Essential Questions Where are we Going?  1. How are living things more alike than they are different?  2. Why do we look similar to but not exactly like our parents?  3. How are learned and inherited traits different?  4. How is the genetic information organized within a cell?  5. How do living things reproduce by asexual or sexual reproduction?  6. Why is variation caused by sexual reproduction an advantage?  7. What are some ethical concerns about research involving living things, such as stem cells, cloning, genetic engineering, etc.?

12. Unity and Diversity Learning Targets I Can: Give examples of cells in an animal or plant. Isolate and view real human cells using a microscope and slide. Explain how cells are a basic unit o f all living things, no matter how different they appear to be. Compare and contrast multicellular vs. unicellular organisms, and give examples. Compare and contrast a cell with a city. Explain how cells organize to form tissues, organs and organ systems. Illustrate the structure of the nucleus and chromosomes within the cell in the form of a diagram. Model mitosis and meiosis in a diagram. Explain how mitosis and meiosis are related to reproduction. Compare and contrast sexual and asexual reproduction processes, and the resulting offspring. Identify examples of recessive and dominant traits in myself and other students. Model the heredity patterns of humans in a parent-offspring simulation. Use a Punnett Square to predict the heredity of future offspring. Define and provide examples of biodiversity. Explain what factors have led to the biodiversity of living things. List several ways that organisms are more alike biologically than they are different. Explain why all humans, no matter how different, are the same species. Explain how genetic information is contained in every cell of an organism. describe the role of genes/chromosomes in the passing of information from one generation to another (heredity); Compare inherited and learned traits in an illustrated chart or graph. Research and explain both sides of the “nature vs. nurture” argument of animal behavior. Form an opinion about scientific research involving living things in such current controversies as stem cells, cloning, genetic engineering, nanotechnology, or animal testing.

13. Why do we look similar to but not exactly like our parents? How do living things reproduce by asexual or sexual reproduction? Why is variation caused by sexual reproduction an advantage? Students will: describe the role of genes/chromosomes in the passing of information from one generation to another (heredity); compare inherited and learned traits in the form of a chart or graphic. Every organism requires a set of instructions for specifying its traits. This information is contained in genes located in the chromosomes of each cell that can be illustrated through the use of models. Heredity is the passage of these instructions from one generation to another and should be distinguished from learned traits.

14. Why do we look similar to but not exactly like our parents? How do living things reproduce by asexual or sexual reproduction? Why is variation caused by sexual reproduction an advantage? Students will: describe and compare sexual and asexual reproduction. Reproduction is a characteristic of all living systems and is essential to the continuation of every species as evidenced through observable patterns. A distinction should be made between organisms that reproduce asexually and those that reproduce sexually. In species that reproduce sexually, including humans and plants, male and female sex cells carrying genetic information unite to begin the development of a new individual. Students will understand that asexual reproduction involves only the passing on of one parent’s genes, resulting in offspring with genes identical to those of the parent. Sexual reproduction requires the combination of genes from male and female sex cells, creating offspring with a blend of traits- variety. DOK 2

15. Why do we look similar to but not exactly like our parents? When is a variation an adaptation, and how does it help a species survive? Students will: explain that biological change over time accounts for the diversity of species developed through gradual processes over many generations. survivalreproductive Biological adaptations include changes in structures, behaviors, or physiology (how it works inside) that enhance survival and reproductive success in a particular environment.

16. Biological Change Learning Targets I can: Define variation and give examples of traits that are variations within a species. Define adaptation, and explain how a variation can be an adaptation. Investigate examples of adaptations such as humans’ opposable thumbs, camouflage on a moth’s wings, etc. Explain how the story of the peppered moth shows change in a species over time. Investigate how a common species is thought to have changed over time, based on the fossil record- ex: horse, hippopotamous, dog, elephant, cat, human. Observe, describe, and identify some common Kentucky fossils in existing rocks, such as the “sea lily” (crinoids). Infer from fossil evidence about the past position of continents. Infer from fossil evidence about climate’s in certain locations in the past (coal in Kentucky- was once a tropical climate) Describe past extinctions, such as the end of the Paleozoic era, in the geologic time scale. Give examples of variations within a species, then explain which variations are adapatations (those that help survival/reproduction). Research a symbiotic relationship, such as lichen, and explain the 2 species’ interdependence.