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Course description

INTEGRATED SCIENCE 1-2
Integrated Science 1-2 develops the concept of energy in all branches of science. The concept of “energy flows and matter cycles” is seen repeatedly in the natural world. Understanding this concept helps students explain many natural phenomena such as plate tectonics; an expanding universe; transfer of energy and ecosystems to name just a few. Energy takes many forms. It can be stored in the motion of an object or in the relationship among objects. This freshman level course will show students through laboratory investigations how energy affects everything in their worlds. Students will develop their scientific processing skills used to investigate problems and to find solutions by incorporating hands-on experiments using engineering principles. The purpose of this course is to give students a strong foundation in the science practices/process skills while exciting them about all areas of science.
Quarter 1 – How does energy effect systems?
Quarter 2 – How does matter undergo change?
Quarter 3 – How does change affect Earth’s systems?
Quarter 4 – How do we sustain our resources?

Year-long – The Inquiry Process
By the end of the year; students should understand the following:
• Scientific inquiry is a process that includes using what is known to ask questions; design experiments; collect data; formulate explanations; analyze alternative explanations; and communicate findings.
• Asking testable questions is an important part of doing science.
• Developing and using models to explain natural phenomena.
• Scientists use evidence and inference to develop scientific explanations.
• Evaluating alternative explanations is an important part of inquiry.
• Communicating findings both verbally and in writing are important features of scientific endeavors.
• The use of technology can improve the quality of scientific investigations.
NGSS Science and Engineering Practices will be used to conduct investigation:
1. Ask questions and define problems
2. Develop and use models
3. Plan and carry out investigations
4. Analyze and interpret data
5. Use mathematics and computational thinking
6. Construct explanations and design solutions
7. Engage in an argument from evidence
8. Obtain; evaluate; and communicate information
Quarter 1 – How does energy effect systems?
The theme of energy is a central concept to all branches of science. Energy is required for change. Physical and chemical changes; life processes; and the forces that cause natural cycles and change the earth’s features all involve energy.
By the end of this unit; students should understand the following:
• Energy has the ability to do work; energy has the ability to cause change.
• Energy is conserved and can be stored or transferred from one form to another.
• A change in a system may be evidence that energy has changed forms.
• Matter is anything that takes up space and has mass.
• Energy applied to an object can change its speed; direction; or both.
• Conservation and transformation of energy and matter affect all levels of life.
• Energy transfer can be measured in many ways; including changes in temperature; velocity; and relative position.
• Every energy transfer results in dissipating energy.
• Kinetic and positional energy are inversely related to each other.
Labs for quarter one:
• Forces: How does varying materials change the forces acting on the balloon rockets?
• Newton’s Laws of Motion: How is energy being transferred during the bounding of a ball or the snapping of a rubber band?
• Conservation of Energy: How can energy be transferred in Rube Goldberg machines?
• Friction: How is energy lost to a system?
• Measuring Velocity: Battery Buggies (constant motion): How can we use buggies to measure velocity?
• Measuring Velocity: Ramp and Marble (acceleration): How does a rolling marble show changes in velocity?
Quarter 2 – How does matter undergo change?
Matter has properties that are directly influenced by its structure. Energy is transferred when matter changes properties.
By the end of this unit; students should understand the following:
• Matter has characteristic chemical and physical properties.
• These properties are the result of the underlying structure of the matter.
• When properties are used to arrange elements; repeating patterns emerge that are related to the atomic structure.
• All matter is made up of tiny particles called atoms which are in constant motion.
• Atoms interact with one another by transferring or sharing electrons to make molecules; which are held together by forces of attractions called bonds.
• Matter is conserved.
• Chemical reactions involve changes in energy.
• Conservation and transformation of energy and matter affect all levels of life.
• Changes in heat bring about phase changes in matter.
• The amount of heat energy in a substance is directly related to the motion of the molecules in the substance.
• Heat is transported by radiation; convection; and conduction.
• Changes to an atomic nucleus (fission or fusion) cause a great amount of energy to transfer.

Labs for quarter two:
• Properties of Water: How can the unique properties of water can be explained by the bonds?
• Conservation of Mass: Where does matter go when burned?
• pH of common material: How does pH affect the properties of matter?
• Inferring Shape: How are the size and shape of unseen objects determined??
• Atomic Models: How can we use models to illustrate mass and isotopes?
• Transfer of Energy: How do models show convection; conduction; and radiation?
Quarter 3 – How does change affect Earth’s systems?
Natural systems include many things from ecosystems to solar systems. Within every system there are many types of interactions. Change is an essential feature of the natural world. Change can occur in a steady pattern or in a cycle but change is not always predictable.
By the end of this unit; students should understand the following:
• Energy flows through ecosystems while matter cycles.
• Matter moves around the earth in geochemical cycles.
• Geochemical cycles often involve reactions that change the chemical form and properties of the matter.
• Geochemical cycles such as water; carbon; nitrogen; ice ages; and plate tectonics operate over timescales ranging from days to millions of years.
• Systems on earth have reservoirs of matter from which materials constantly enter or leave.
• Carbon sinks formed in the geologic past are immense storage reservoirs of carbon.
• Biogeochemical cycles are necessary to support life on Earth.
• Organisms break the chemical bonds of food molecules forming different molecules with lower amounts of energy and use the resulting free energy for life processes.
• Photosynthesis transforms light energy into chemical energy with dramatic effects on all the levels of life.
Labs for quarter three:
• Photosynthesis: How does the amount or color of light affect photosynthesis?
• Cellular Respiration: What types of food are best for Yeast?
• Calories: How can heating food be used to to measure the release of energy from that food?
• Modeling Nature’s Cycle: What types of models can be created to demonstrate a biogeochemical cycle?
• Water Cycle and Erosion: How powerful a force is water?

Quarter 4 – How do we sustain our resources?
Sustainability describes human behaviors and actions that support human and environmental well-being. Human interactions with the environment can cause it irreparable damage or can preserve it for future generations. The choices and actions of today will affect everything in the future. Sound decision-making in the present will prevent a future environment that cannot support humans.
By the end of this unit; students should understand the following:
• The primary source of both renewable and nonrenewable energy is the sun.
• Earth does not have infinite resources.
• Human populations rely on natural systems for resources.
• Sustainability occurs when we use our resources wisely; renewable resources must have time to regenerate while nonrenewable resources must be recycled and kept clean for future use.
• Human consumption places pressure on natural processes; it renews some resources and depletes other resources that cannot be renewed.
• Human activities affect the basic processes of ecosystems.
• Many factors such as population growth; resource use; overconsumption; and pollution influence environmental quality.
• Technology can be either a positive or a negative force for providing resources for the human population.
• Political decisions are optimally made based on scientific knowledge yet science alone cannot resolve global challenges.
• Each energy producing process (fossil fuels; nuclear; solar; water; and wind) has potential benefits and risks involved in the production of energy.
Labs for quarter four:
• Solar Energy (photovoltaic cells / solar oven): How can the sun’s energy be harnessed?
• Wind Turbines: Can wind provide energy for human activities?
• Identifying Sources of Pollution: What is the impact of human activities on the biosphere?
• Global Climate Change: What evidence is there for global climate change?
• Nuclear Energy: What is a half-life?

AZ State Standards Taught in Integrated Science
Strand 1: Concept 1: Observations; Questions; and Hypotheses
Formulate predictions; questions; or hypotheses based on observations. Evaluate appropriate resources.
PO 1. Evaluate scientific information for relevance to a given problem.
PO 2. Develop questions from observations that transition into testable hypotheses.
PO 3. Formulate a testable hypothesis.
PO 4. Predict the outcome of an investigation based on prior evidence; probability; and/or modeling (not guessing or inferring).

Strand 1: Concept 2: Scientific Testing (Investigating and Modeling)
Design and conduct controlled investigations.
PO 1. Demonstrate safe and ethical procedures (e.g.; use and care of technology; materials; and organisms) and behavior in all science inquiry.
PO 2. Identify the resources needed to conduct an investigation.
PO 3. Design an appropriate protocol (written plan of action) for testing a hypothesis:
• Identify dependent and independent variables in a controlled investigation.
• Determine an appropriate method for data collection (e.g.; using balances; thermometers; microscopes; spectrophotometer; using qualitative changes).
• Determine an appropriate method for recording data (e.g.; notes; sketches; photographs; videos; journals (logs); charts; computers/calculators).
PO 4. Conduct a scientific investigation that is based on a research design.
PO 5. Record observations; notes; sketches; questions; and ideas using tools such as journals; charts; graphs; and computers.

Strand 1: Concept 3: Analysis; Conclusions; and Refinements
Evaluate experimental design; analyze data to explain results and propose further investigations.
Design models.
PO 1. Interpret data that show a variety of possible relationships between variables; including:
positive relationship; negative relationships; and no relationship
PO 2. Evaluate whether investigational data support or do not support the proposed hypothesis.
PO 3. Critique reports of scientific studies (e.g.; published papers; student reports).
PO 4. Evaluate the design of an investigation to identify possible sources of procedural error; including:
sample size; trials; controls; and analyses
PO 5. Design models (conceptual or physical) of the following to represent "real world" scenarios:
carbon cycle; water cycle; phase changes; collisions
PO 6. Use descriptive statistics to analyze data; including:
mean; frequency; and range
PO 7. Propose further investigations based on the findings of a conducted investigation.

Strand 1: Concept 4: Communication
Communicate results of investigations
PO 1. For a specific investigation; choose an appropriate method for communicating the results.
PO 2. Produce graphs that communicate data.
PO 3. Communicate results clearly and logically.
PO 4. Support conclusions with logical scientific arguments.

Strand 2: Concept 1: History of Science as a Human Endeavor
Identify individual; cultural; and technological contributions to scientific knowledge
PO 1. Describe how human curiosity and needs have influenced science; impacting the quality of life worldwide.
PO 2. Describe how diverse people and/or cultures; past and present; have made important contributions to scientific innovations.
PO 3. Analyze how specific changes in science have affected society.
PO 4. Analyze how specific cultural and/or societal issues promote or hinder scientific advancements.

Strand 2: Concept 2: Nature of Scientific Knowledge
Understand how science is a process for generating knowledge.
PO 1. Specify the requirements of a valid; scientific explanation (theory); including that it be:
logical; subject to peer review; public; and respectful of rules of evidence
PO 2. Explain the process by which accepted ideas are challenged or extended by scientific innovation.
PO 3. Distinguish between pure and applied science.
PO 4. Describe how scientists continue to investigate and critically analyze aspects of theories.

Strand 3: Concept 1: Changes in Environments
Describe the interactions between human populations; natural hazards; and the environment.
PO 1. Evaluate how the processes of natural ecosystems affect; and are affected by; humans.
PO 2. Describe the environmental effects of the following natural and/or human-caused hazards:
flooding drought earthquakes fires pollution extreme weather
PO 3. Assess how human activities (e.g.; clear cutting; water management; tree thinning) can affect the potential for hazards.
PO 4. Evaluate the following factors that affect the quality of the environment:
urban development smoke volcanic dust

PO 5. Evaluate the effectiveness of conservation practices and preservation techniques on environmental quality and biodiversity.

Strand 3: Concept 2: Science and Technology in Society
Develop viable solutions to a need or problem.
PO 1. Analyze the costs; benefits; and risks of various ways of dealing with the following needs or problems:
• various forms of alternative energy storage of nuclear waste
• abandoned mines greenhouse gases
• hazardous wastes

PO 2. Recognize the importance of basing arguments on a thorough understanding of the core concepts and principles of science and technology.
PO 3. Support a position on a science or technology issue.
PO 4. Analyze the use of renewable and nonrenewable resources in Arizona:
• water; land; soil; minerals; and air
PO 5. Evaluate methods used to manage natural resources (e.g.; reintroduction of wildlife; fire ecology).

Strand 3: Concept 3: Human population Characteristics
Analyze factors that affect human populations.
PO 1. Analyze social factors that limit the growth of a human population; including:

affluence; education; access to health care; and cultural influences

PO 2. Describe biotic (living) and abiotic (nonliving) factors that affect human populations.
PO 3. Predict the effect of a change in a specific factor on a human population.

Strand 4: Concept 5: Matter; Energy; and Organization in Living Systems (Including Human Systems)
Understand the organization of living systems; and the role of energy within those systems.
PO 1. Compare the processes of photosynthesis and cellular respiration in terms of energy flow; reactants; and products.
PO 2. Describe the role of organic and inorganic chemicals (e.g.; carbohydrates; proteins; lipids; nucleic acids; water; ATP) important to living things.
PO 4. Diagram the energy flow in an ecosystem through a food chain.

Strand 5: Concept 1: Structure and Properties of Matter
Understand physical; chemical; and atomic properties of matter.
PO 1. Describe substances based on their physical properties.
PO 2. Describe substances based on their chemical properties.
PO 3. Predict properties of elements and compounds using trends of the periodic table (e.g.; metals; non-metals; bonding – ionic/covalent).
PO 6. Describe the following features and components of the atom:
protons neutrons electrons mass
number and type of particles structure organization
PO 7. Describe the historical development of models of the atom.

Strand 5: 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 and mathematically
PO 3. Explain how Newton’s 1st Law applies to objects at rest or moving at constant velocity.
PO 4. Using Newton’s 2nd Law of Motion; analyze the relationships among the net force acting on a body; the mass of the body; and the resulting acceleration:
graphically and mathematically
PO 5. Use Newton’s 3rd Law to explain forces as interactions between bodies (e.g.; a table pushing up on a vase that is pushing down on it; an athlete pushing on a basketball as the ball pushes back on her).
PO 9. Represent the force conditions required to maintain static equilibrium.
PO 10. Describe the nature and magnitude of frictional forces.
PO 11. Using the Law of Universal Gravitation; predict how the gravitational force will change when the distance between two masses changes or the mass of one of them changes.
PO 13. Analyze the impulse required to produce a change in momentum.

Strand 5: Concept 3: Conservation of Energy and Increase in Disorder
Understand ways that energy is conserved; stored; and transferred.
PO 1. Describe the following ways in which energy is stored in a system:
mechanical; electrical; chemical; and nuclear
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.
PO 5. Analyze the relationship between energy transfer and disorder in the universe (2nd Law of Thermodynamics).
PO 6. Distinguish between heat and temperature.
PO 7. Explain how molecular motion is related to temperature and phase changes.
Strand 5: Concept 4: Chemical Reactions
Investigate relationships between reactants and products in chemical reactions.
PO 1. Apply the law of conservation of matter to changes in a system.
PO 3. Represent a chemical reaction by using a balanced equation.
PO 4. Distinguish among the types of bonds (i.e.; ionic; covalent; hydrogen bonding).
PO 8. Quantify the relationships between reactants and products in chemical reactions (e.g.; equilibrium; energy transfers).
PO 10. Explain the energy transfers within chemical reactions using the law of conservation of energy.
PO 11. Predict the effect of various factors (e.g.; temperature; concentration; pressure; catalyst) on the equilibrium state and on the rates of chemical reaction.
PO 12. Compare the nature; behavior; concentration; and strengths of acids and bases.

Strand 5: Concept 5: Interactions of Energy and Matter
Understand the interactions of energy and matter.
PO 1. Describe various ways in which matter and energy interact (e.g.; photosynthesis; phase change).

Strand 6: Concept 1: Geochemical Cycles
Analyze the interactions between the Earth’s structures; atmosphere; and geochemical cycles.
PO 1. Identify ways materials are cycled within the Earth system (i.e.; carbon cycle; water cycle; rock cycle).
PO 5. Describe factors that impact current and future water quantity and quality including surface; ground; and local water issues.
PO 6. Analyze methods of reclamation and conservation of water.

Strand 6: Concept 2: Energy in the Earth System (Both Internal and External)
Understand the relationships between the Earth’s land masses; oceans; and atmosphere.
PO 1. Describe the flow of energy to and from the Earth.
PO 2. Explain the mechanisms of heat transfer (convection; conduction; radiation) among the atmosphere; land masses; and oceans.
PO 17. Investigate the effects of acid rain; smoke; volcanic dust; urban development; and greenhouse gases; on climate change over various periods of time.

Strand 6: Concept 3: Origin and Evolution of the Earth System
Analyze the factors used to explain the history and evolution of the Earth.
PO 7. Describe how life on Earth has influenced the evolution of the Earth’s systems.

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• LINT
• Integrated science

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Online / Virtual