The lesson plans in this teachers guide
fulfill the following Ohio Academic Content Standards.
Physical Science
Grade 7
6-8 Benchmark D. Describe that energy takes many
forms, some forms represent kinetic energy and some
forms represent potential energy; and during energy
transformations the total amount of energy remains
constant.
Y2003.CSC.S03.G06-08.BD.L07.I02
Nature of Energy
02. Describe how an object can
have potential energy due to its position or chemical
composition and can have kinetic energy due to
its motion.
Y2003.CSC.S03.G06-08.BD.L07.I03
Nature of Energy
03. Identify different forms
of energy (e.g., electrical, mechanical, chemical,
thermal, nuclear, radiant and acoustic).
Y2003.CSC.S03.G06-08.BD.L07.I04
Nature of Energy
04. Explain how energy can change
forms but the total amount of energy remains constant.
Grade 8
6-8 Benchmark B. In simple cases, describe the
motion of objects and conceptually describe the effects
of forces on an object.
Y2003.CSC.S03.G06-08.BB.L08.I01
Forces and Motion
01. Describe how the change in
the position (motion) of an object is always judged
and described in comparison to a reference point.
Y2003.CSC.S03.G06-08.BB.L08.I02
Forces and Motion
02. Explain that motion describes
the change in the position of an object (characterized
by a speed and direction) as time changes.
Y2003.CSC.S03.G06-08.BB.L08.I03
Forces and Motion
03. Explain that an unbalanced
force acting on an object changes that object's
speed and/or direction.
Grade 9
9-10 Benchmark E. Demonstrate that energy can
be considered to be either kinetic (motion) or potential
(stored).
Y2003.CSC.S03.G09-10.BE.L09.I12
Nature of Energy
12. Explain how an object's kinetic
energy depends on its mass and its speed
9-10 Benchmark F. Explain how energy may change
form or be redistributed but the total quantity of
energy is conserved.
Y2003.CSC.S03.G09-10.BF.L09.I17
Nature of Energy
17. Demonstrate that thermal
energy can be transferred by conduction, convection
or radiation (e.g., through materials by the collision
of particles, moving air masses or across empty
space by forms of electromagnetic radiation).
9-10 Benchmark D. Explain the movement of objects
by applying Newton's three laws of motion.
Y2003.CSC.S03.G09-10.BD.L09.I21
Forces and Motion
21. Demonstrate that motion is
a measurable quantity that depends on the observer's
frame of reference and describe the object's motion
in terms of position, velocity, acceleration and
time.
Y2003.CSC.S03.G09-10.BD.L09.I22
Forces and Motion
22. Demonstrate that any object
does not accelerate (remains at rest or maintains
a constant speed and direction of motion) unless
an unbalanced (net) force acts on it.
Y2003.CSC.S03.G09-10.BD.L09.I23
Forces and Motion
23. Explain the change in motion
(acceleration) of an object. Demonstrate that
the acceleration is proportional to the net force
acting on the object and inversely proportional
to the mass of the object.
Y2003.CSC.S03.G09-10.BD.L09.I24
Forces and Motion
24. Demonstrate that whenever
one object exerts a force on another, an equal
amount of force is exerted back on the first object.
Y2003.CSC.S03.G09-10.BD.L09.I25
Forces and Motion
25. Demonstrate the ways in which
frictional forces constrain the motion of objects
(e.g., a car traveling around a curve, a block
on an inclined plane, a person running, an airplane
in flight).
Scientific Inquiry
Grade 6
6-8 Benchmark A. Explain that there are differing
sets of procedures for guiding scientific investigations
and procedures are determined by the nature of the
investigation, safety considerations and appropriate
tools.
Y2003.CSC.S05.G06-08.BA.L06.I01
Doing Scientific Inquiry
01. Explain that there are not
fixed procedures for guiding scientific investigations;
however, the nature of an investigation determines
the procedures needed.
6-8 Benchmark B. Analyze and interpret data from
scientific investigations using appropriate mathematical
skills in order to draw valid conclusions.
Y2003.CSC.S05.G06-08.BB.L06.I03
Doing Scientific Inquiry
03. Distinguish between observation
and inference.
Y2003.CSC.S05.G06-08.BB.L06.I04
Doing Scientific Inquiry
04. Explain that a single example
can never prove that something is always correct,
but sometimes a single example can disprove something.
Grade 7
6-8 Benchmark A. Explain that there are differing
sets of procedures for guiding scientific investigations
and procedures are determined by the nature of the
investigation, safety considerations and appropriate
tools
Y2003.CSC.S05.G06-08.BA.L07.I01
Doing Scientific Inquiry
01. Explain that variables and
controls can affect the results of an investigation
and that ideally one variable should be tested
at a time; however it is not always possible to
control all variables.
Y2003.CSC.S05.G06-08.BA.L07.I02
Doing Scientific Inquiry
02. Identify simple independent
and dependent variables.
Y2003.CSC.S05.G06-08.BA.L07.I03
Doing Scientific Inquiry
03. Formulate and identify questions
to guide scientific investigations that connect
to science concepts and can be answered through
scientific investigations.
6-8 Benchmark B. Analyze and interpret data from
scientific investigations using appropriate mathematical
skills in order to draw valid conclusions.
Y2003.CSC.S05.G06-08.BB.L07.I07
Doing Scientific Inquiry
07. Use graphs, tables and charts
to study physical phenomena and infer mathematical
relationships between variables (e.g., speed and
density).
Grade 8
6-8 Benchmark B. Analyze and interpret data from
scientific investigations using appropriate mathematical
skills in order to draw valid conclusions.
Y2003.CSC.S05.G06-08.BB.L08.I03
Doing Scientific Inquiry
03. Read, construct and interpret
data in various forms produced by self and others
in both written and oral form (e.g., tables, charts,
maps, graphs, diagrams and symbols).
Y2003.CSC.S05.G06-08.BB.L08.I04
Doing Scientific Inquiry
04. Apply appropriate math skills
to interpret quantitative data (e.g., mean, median
and mode).
Grade 9
9-10 Benchmark A. Participate in and apply the
processes of scientific investigation to create models
and to design, conduct, evaluate and communicate the
results of these investigations.
Y2003.CSC.S05.G09-10.BA.L09.I01
Doing Scientific Inquiry
01. Distinguish between observations
and inferences given a scientific situation.
Y2003.CSC.S05.G09-10.BA.L09.I03
Doing Scientific Inquiry
03. Construct, interpret and
apply physical and conceptual models that represent
or explain systems, objects, events or concepts.
Y2003.CSC.S05.G09-10.BA.L09.I05
Doing Scientific Inquiry
05. Develop oral and written
presentations using clear language, accurate data,
appropriate graphs, tables, maps and available
technology.
Y2003.CSC.S05.G09-10.BA.L09.I06
Doing Scientific Inquiry
06. Draw logical conclusions
based on scientific knowledge and evidence from
investigations.
Scientific Ways of Knowing
Grade 6
6-8 Benchmark A. Use skills of scientific inquiry
processes (e.g., hypothesis, record keeping, description
and explanation).
Y2003.CSC.S06.G06-08.BA.L06.I01
Nature of Science
01. Identify that hypotheses
are valuable even when they are not supported.
Y2003.CSC.S06.G06-08.BA.L06.I02
Ethical Practices
02. Describe why it is important
to keep clear, thorough and accurate records.
Grade 7
6-8 Benchmark B. Explain the importance of reproducibility
and reduction of bias in scientific methods.
Y2003.CSC.S06.G06-08.BB.L07.I01
Ethical Practices
01. Show that the reproducibility
of results is essential to reduce bias in scientific
investigations.
Y2003.CSC.S06.G06-08.BB.L07.I02
Ethical Practices
02. Describe how repetition of
an experiment may reduce bias.6-8 Benchmark C.
Give examples of how thinking scientifically is
helpful in daily life.
Y2003.CSC.S06.G06-08.BC.L07.I03
Science and Society
03. Describe how the work of
science requires a variety of human abilities
and qualities that are helpful in daily life (e.g.,
reasoning, creativity, skepticism and openness).
Grade 8
6-8 Benchmark A. Use skills of scientific inquiry
processes (e.g., hypothesis, record keeping, description
and explanation).
Y2003.CSC.S06.G06-08.BA.L08.I01
Nature of Science
01. Identify the difference between
description (e.g., observation and summary) and
explanation (e.g., inference, prediction, significance
and importance).6-8 Benchmark B. Explain the importance
of reproducibility and reduction of bias in scientific
methods.
Y2003.CSC.S06.G06-08.BB.L08.I02
Ethical Practices
02. Explain why it is important
to examine data objectively and not let bias affect
observations.
Grade 9
9-10 Benchmark B. Explain how scientific inquiry
is guided by knowledge, observations, ideas and questions.
Y2003.CSC.S06.G09-10.BB.L09.I05
Scientific Theories
05. Justify that scientific theories
are explanations of large bodies of information
and/or observations that withstand repeated testing.
Y2003.CSC.S06.G09-10.BB.L09.I06
Scientific Theories
06. Explain that inquiry fuels
observation and experimentation that produce data
that are the foundation of scientific disciplines.
Theories are explanations of these data.
Y2003.CSC.S06.G09-10.BB.L09.I07
Scientific Theories
07. Recognize that scientific
knowledge and explanations have changed over time,
almost always building on earlier knowledge.
9-10 Benchmark D. Recognize that scientific literacy
is part of being a knowledgeable citizen.
Y2003.CSC.S06.G09-10.BD.L09.I08
Science and Society
08. Illustrate that much can
be learned about the internal workings of science
and the nature of science from the study of scientists,
their daily work and their efforts to advance
scientific knowledge in their area of study.
Y2003.CSC.S06.G09-10.BD.L09.I09
Science and Society
09. Investigate how the knowledge,
skills and interests learned in science classes
apply to the careers students plan to pursue.
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