TOLLESON UNION HIGH SCHOOL DISTRICT

Integrated Science
UNIT 1 :Physical Science/ Measurement
Unit Plan
 Tolleson Union High School
Integrated Science District

Unit Overview
What is the intended purpose and goal of this course? Who is the audience?

Background Information

Unit Title: Physical Science/ Measurement.

Content Science Other/Additional
Area: Content Area(s):
Grade ☒ 9 ☐ 10 ☐ 11 ☐ 12 Time Frame: 7-9 weeks
Level(s): ☐ Other
Other: Click here to enter text.

Unit Summary:
The purpose of this unit is to develop students’ scientific skills (proper measuring techniques and the metric
system in regards to mass, length, and time, scientific inquiry, graphical analysis, and summary of variable
relationships) through various experiments in motion and energy.

Unit Goal(s):
Students will be able to write and follow the procedures of a laboratory experiment.
Students will demonstrate laboratory safety.
Students will investigate the relationships of independent variables to dependent variables in experiments.
Students will be able to make quantitative observations (measurements) with great precision.
Students will be able to make highly detailed qualitative observations.
Students will be able to construct line graphs.
Students will use graphical analysis to determine the relationships of different variables.
Students will be able to write a well thought out hypothesis.
Students will understand the importance of measurement to everyday life.
Students will develop metric systems skills and conversion techniques.
Students will understand the mathematical nature of an object in motion.
 Integrated Science Tolleson Union High School District

Stage 1: Desired Results

What goals, content standards, and desired understandings will shape this unit?

Established Goals: List the Transfer

content, literacy, and Students will be able to independently use their learning to…
technology standards this unit
 Write and test hypotheses
addresses.
 Follow and write procedures
 Make accurate measurements
Strand 1: Inquiry Process
Concept 1: Observations, Questions, and
 Analyze results both qualitatively and graphically
Hypotheses
Formulate predictions, questions, or
hypotheses based on observations. Meaning
Evaluate appropriate resources.
PO 2. Develop questions from observations Enduring Understandings Essential Questions
that transition into testable hypotheses.
Students will understand that… Students will keep considering…
PO 3. Formulate a testable hypothesis.
PO 4. Predict the outcome of an investigation  Measurements must adhere to a  What is a standard of measurement?
based on prior evidence, probability, and/or
modeling (not guessing or inferring).
standard and that standard must be  What are metric prefixes and what do
Concept 2: Scientific Testing followed throughout an experiment. they represent?
(Investigating and Modeling)  Units can be converted to best  How are the SI units for mass, length,
Design and conduct controlled
investigations.
represent the given data (example: and time related to the motion of
PO 1. Demonstrate safe and ethical procedures when measuring the mass of an objects?
(e.g., use and care of technology, materials, elephant, the best representation would  How are SI units converted?
organisms) and behavior in all science inquiry.
PO 2. Identify the resources needed to conduct
be kg)  How are independent and dependent
an investigation.  Line graphs are the best representation variables expressed graphically?
PO 3. Design an appropriate protocol (written
plan of action) for testing a hypothesis:
of change over time.  How can you analyze data using the
 Identify dependent and independent  The relationship of variables can be various types of graphs?
variables in a controlled discovered through graphical analysis.  How can the speed and displacement of
investigation.
 Determine an appropriate method for
 The average speed of an object can be an object be determined graphically and
data collection (e.g., using balances, found by determining the relationship of algebraically?
thermometers, microscopes,
spectrophotometer, using qualitative
its distance over time.  How does the velocity and mass of an
changes).  Objects with higher kinetic energy have object affect its ability to do work?
 Determine an appropriate method for
recording data (e.g., notes, sketches,
a higher potential of performing more (Mechanical energy, momentum and
photographs, videos, journals (logs), work. impulse)
charts, computers/calculators).
 More massive objects are harder to  How does the mass of an object affect
PO 5. Record observations, notes, sketches,
questions, and ideas using tools such as accelerate. its ability to experience a change in
journals, charts, graphs, and computers.
velocity (acceleration)?
Concept 3: Analysis, Conclusions, and
Refinements
 Integrated Science Tolleson Union High School District

Evaluate experimental design, analyze

data to explain results and propose
further investigations.
Design models.
Acquisition of Knowledge & Skill
PO 1. Interpret data that show a variety of Knowledge Skill
possible relationships between variables,
including: Students will know… Students will be able to…
 positive relationship
 The SI units and prefixes.  Distinguish units of mass, length, and
 negative relationship
 Difference between speed and velocity time.
 no relationship
PO 2. Evaluate whether investigational data  Mechanical energy  Convert SI units.
support or do not support the proposed  Conservation of Energy  Construct graphs that best represent
hypothesis.
PO 4. Evaluate the design of an investigation to  Newton’s Laws of Motion data.
identify possible sources of procedural error,  Forces  Make and accurately record
including:
 Elements of a lab report measurements.
 sample size
 trials  Terms-hypotheses and variables  Form hypotheses
 controls (independent and dependent)  Write procedures
 analyses  Click here to enter text.  Analyze graphical information
PO 6. Use descriptive statistics to analyze data, including:
 mean  Conduct an experiment
 frequency
 range  Follow lab safety procedures
PO 7. Propose further investigations based on
the findings of a conducted investigation.
Concept 4: Communication
Communicate results of investigations.
PO 1. For a specific investigation, choose an
appropriate method for communicating the
results.
(See W09-S3C2-01 and W10-S3C3-01)
PO 2. Produce graphs that communicate data.
(See MHS-S2C1-02)
PO 3. Communicate results clearly and
logically.
PO 4. Support conclusions with logical scientific
arguments.
Strand 5: Physical Science
Concept 2: Motions and Forces
Analyze relationships between forces and
motion.
PO 1. Determine the rate of change of a
quantity (e.g., rate of erosion, rate of reaction,
rate of growth, velocity).
PO 2. Analyze the relationships among
position, velocity, acceleration, and time:
 graphically
 mathematically
PO 4. Using Newton’s 2nd Law of Motion, analyze the
 Integrated Science Tolleson Union High School District
relationships among the net force acting on a
body, the mass of the body, and the resulting
acceleration:
 graphically
 mathematically
PO 1. Describe the following ways in which
energy is stored in a system:
 mechanical
PO 2. Describe various ways in which energy is
transferred from one system to another (e.g.,
mechanical contact, thermal conduction,
electromagnetic radiation.)
PO 3. Recognize that energy is conserved in a
closed system

Stage 2: Acceptable Evidence

What evidence will show the students understand the unit content?

Indicate whether the assessment is diagnostic (D), formative (F), or summative (S).

Evaluation Criteria Students will show their learning by…

Coherency PERFORMANCE TASK(S)
Scientific Thought Evidence is needed of student ability to develop and test hypotheses, measure and graph
Data Analysis results, and determine relationships of variables in an experiment. Ideas:
-Lab Report
-Summative Experiment and classroom presentation
-Experimentation and usage of lab materials
Click here to enter text. OTHER EVIDENCE
-Unit Exam
-Quizzes
STUDENT SELF-ASSESSMENT & REFLECTION
Click here to enter text.
 Integrated Science Tolleson Union High School District

Stage 3: Learning Plan

What sequence of objectives will guide students toward mastery of the unit goals?

Day in Objective Standard

Unit
Students will make linear measurements in various forms (meters, centimeters, millimeters). S1C3PO1-
7,S1C4PO1-4
Students will determine the position vs. time of an object at constant speed (near constant S5C2PO1-4
speed)
Student will determine the average speed of an object. S5C2PO1-4
Students will determine the position vs. time of an object with changing velocity S5C2PO1-4
Students will determine the average speed of an object with changing velocity S5C2PO1-4
Students will predict the position and velocity of an object with changing velocity S5C2PO1-4
Students will make measurements of mass in various forms S5C2PO1-4
Students will determine the effect of mass on an objects motion S5C2PO1-4
Students will determine how an objects mass and velocity affect its kinetic energy S5C3PO1-3
Students will determine how an increase in kinetic energy affects the work that can be S5C3PO1-3
performed by the object
Students will understand how mechanical energy is conserved in a closed system S5C3PO1-3
Students will determine the effect of a net force to an objects change in velocity S5C2PO1-4
Students will develop and test hypotheses as it relates to the motion of objects S1C1PO2-
4,S1C2PO1-5
Students will demonstrate the ability to follow laboratory procedures along with developing S1C1PO2-
laboratory procedures 4,S1C2PO1-5

Click here and tab

to add rows
Integrated Science Tolleson Union High School District