Warren County Schools High School Science. *College Readiness Standard 1

Transcription

1 Big Ideas Structure and Transformation of Matter (Physical Science) SC-H-STM-U-1 SC-H-STM-S-1 Classify materials based Students will classify on physical properties that the configuration of samples of matter from such as conductivity atoms in a molecule everyday life as being determines the molecule s elements, compounds, Predict properties of properties. Shapes are or mixtures. atomic structure and particularly important in periodic table. how molecules interact with others. SCH-STM-U-2 that an enormous variety of biological, chemical and physical phenomena can be explained by changes in the arrangements and motion of atoms and molecules. SC-H-STM-S-9 Students will investigate the role of intermolecular or intramolecular interactions on the physical properties (solubility, density, polarity, boiling/melting points) of compounds SC-H-STM-S-12 Students will design and conduct experiments to determine the conductivity of various materials. SC-H-STM-S-1 Students will classify samples of matter from everyday life as being elements, compounds, or mixtures. SC-HS Students will classify or make generalizations about elements from data of observed patterns in atomic structure and/or position on the periodic table. The periodic table is a consequence of the repeating pattern of outermost electrons. DOK 2 SC-HS that in conducting materials, electrons flow easily; whereas, in insulating materials, they can hardly flow at all. Semiconducting materials have intermediate behavior. At low temperatures, some materials become superconductors and offer no resistance to the flow of electrons. SC-HS that in conducting materials, electrons flow easily; whereas, in insulating materials, Identify patterns in properties atomic using the periodic table. Identify the number of valence electrons in elements based on their location on the periodic table. Describe the location and general properties of several families/groups of elements. Classify the conductivity of elements based on the flow of electrons as a conductor, insulator, semiconductor, or superconductor. Atoms Elements Compounds Mixtures Molecules Properties Classify Intermolecular Intramolecular Shapes Soluble Density Polarity Melting/boiling Conductivity Semiconductor Conductor Superconductor Insulator Periodic table Electrons Shielding effect Metals Non-metals Arrangement Motion Atoms Molecules Compounds Elements Mixtures Matter *College Readiness Standard 1

2 Chemical Big Idea Transformation of Matter SC-H-STM-S-9 Students will investigate the role of intermolecular or intramolecular interactions on the physical properties (solubility, density, polarity, boiling/melting points) of compounds. SC-H-STM-S-12 Students will design and conduct experiments to determine the conductivity of various materials. they can hardly flow at Predict properties of all. Semiconducting compounds based on materials have intermolecular intermediate behavior. interactions At low temperatures, Solubility some materials become Density superconductors and Boiling Point offer no resistance to the Melting Point flow of electrons. SC-HS Students will explain the role of intermolecular or intramolecular interactions on the physical properties (solubility, density, polarity, conductivity, boiling/melting points) of compounds. The physical properties of compounds reflect the nature of the interactions among molecules. These interactions are determined by the structure of the molecule including the constituent atoms. DOK 2 SC-HS explain the importance of chemical reactions Predict the polarity of compounds based on intramolecular interactions. Identify reactants and products of a reaction. Physical Properties Intermolecular Intramolecular Solubility Density Polarity Boiling Point Melting Point Chemical Reaction Electrons Conductor Insulator Semiconductor Superconductor *College Readiness Standard 2

3 in a real-world Big Idea Transformation of Matter SC-H-STM-U-3 that when elements are listed in order by number of protons, the same sequence of properties appears over and over again in the list. The structure of the periodic table reflects this sequence of properties, which is caused by the repeating pattern of outermost electrons. SC-H-STM-S-8 Students will explain the organizational structure (design) and communicate the usefulness of the Periodic Table to determine potential combinations of elements. SC-H-STM-S-10 Students will relate the chemical behavior of an element, including bonding, to its location on the periodic table. context; justify conclusions using evidence/data from chemical reactions. Chemical reactions (acids and bases, oxidation, combustion of fuels, rusting, tarnishing) occur all around us and in every cell in our bodies. These reactions may release or absorb energy. SC-HS Students will classify or make generalizations about elements from data of observed patterns in atomic structure and/or position on the periodic table. The periodic table is a consequence of the repeating pattern of outermost electrons. DOK 2 Provide real-world examples of chemical reactions. Identify patterns of properties of elements based on their position on the periodic table. Analyze periodic patterns to determine reactivity of an element. Predict bonding of elements based on periodic properties. Describe the location and general properties of several families (groups) of elements. *College Readiness Standard 3

4 Big Idea Transformation of Matter Compare the periodic trends of: Ionic radii Ionization energy Electron affinity Electronegativity Determine the number of valence electrons present in atoms of each of the main groups on the periodic table. Protons Element Periodic Table Properties Atomic Structure Electrons SC-H-STM-U-4 that not all atoms of an element are truly identical. Some may vary in their number of neutrons (isotopes) or electrons (ions). These variations result in properties which are different than the more common forms of that element. SC-H-STM-S-1 Students will classify samples of matter from everyday life as being elements, compounds, of mixtures. SC-H-STM-S-10 Students will relate the chemical behavior of an element, including bonding, to its location on the periodic table. SC-HS that the atom s nucleus is composed of protons and neutrons that are much more massive than electrons. When an element has atoms that differ in the number of neutrons, these atoms are called different isotopes of the element. Compare isotopes and ions. Write the chemical symbols for isotopes and ions. Predict the ionic charge of a given atom. List the properties of protons, neutrons, and electrons. Atoms Proton Neutron Electron Isotope Ion Element Compound Matter Valence Electrons Trace the changes in atomic theory throughout history. Determine the number of protons, electrons, and neutrons in the *College Readiness Standard 4

5 atoms of a given atom. Big Idea Transformation of Matter SC-H-STM-U-5 that changes of state occur when enough energy is added to or removed from the atoms/molecules of a substance to change their average energy of vibration. Most solids expand as they are heated, and if sufficient energy is added the atoms/molecules lose their rigid structure and become free to move past each other as a liquid. In gases the energy of vibration is enough that individual atoms/molecules are free to move independently. SC-H-STM-S-2 Students will investigate the kinetic molecular theory of matter. SC-H-STM-S-7 Students will explore the relationships among temperature, particle number, pressure and volume in the Universal SC-SH that solids, liquids and gases differ in the distances between molecules or atoms and therefore the energy that binds them together. In solids, the structure is nearly rigid; in liquids, molecules or atoms move around each other but do not move apart; and in gases, molecules or atoms move almost independently of each other and are relatively far apart. The behavior of gases and the relationship of the variables influencing them can be described and predicted. Apply the Kinetic Molecular theory to predict the state of matter. Make a relationship between intermolecular interactions and kinetic energy in each state of matter. Identify if a reaction is endothermic or exothermic by the release or absorption of energy in atoms/molecules Explain the behavior of solids, liquids, and gases in terms of energy and motion. Relate the behavior of gases in terms of temperature, particle number, pressure and volume by using the Universal Gas Law. Solid Liquid Gas Kinetic Molecular theory Energy Atoms Molecules Universal Gas Law Temperature Particle number Pressure Volume *College Readiness Standard 5

6 Gas Law. Warren County Schools Big Idea Transformation of Matter SC-H-STM-U-6 the elements are able to form an almost limitless variety of chemical compounds by the sharing or exchange of their electrons. The rate at which these combinations occur is influenced by a number of variables. The compounds produced may vary tremendously in their physical and chemical properties. SC-H-STM-S-3 Students will construct and/or interpret diagrams that illustrate ionic and covalent bonding. SC-HS Students will explain the role of intermolecular or intramolecular interactions on the physical properties (solubility, density, polarity, conductivity, boiling/melting points) of compounds. The physical properties of compounds reflect the nature of the interactions among molecules. These interactions are determined by the structure of the molecule including the constituent atoms. DOK 2 Compare ionic and covalent bonds. Illustrate the formation and bond type of different compounds. Predict the type of bond using valence electrons. Differentiate between polar and non polar covalent bonds. Give examples of compound types or molecules that demonstrate intermolecular and intramolecular interactions. Identify variables that affect reaction rate Concentration Temperature Properties of reactants Surface area Catalyst Design experiments to test the affects of variables on reaction rates. Reactants Products Chemical reaction Electron Compound Bonding Ionic Covalent Polar Nonpolar Reaction rate Concentration Temperature Property of Reactants Surface Area Catalyst Intermolecular Intramolecular Solubility Density Polarity Conductivity Boiling point Melting point *College Readiness Standard 6

7 Big Idea Transformation of Matter SC-H-STM-S-4 Students will predict compound formation and bond type as either ionic or covalent. SC-H-STM-S-5 Students will identify and test variables that affect reaction rates. SC-H-STM-S-6 Students will use evidence/data from chemical reactions to predict the effects of changes in variables (concentration, temperature, properties of reactants, surface area and catalysts) SC-H-STM-S-10 Students will relate the chemical behavior of an element, including bonding, to its location on the periodic table. SC-HS identify variables that affect reaction rates; predict effects of changes in variables (concentration, temperature, properties of reactants, surface area and catalysts) based on evidence/data from chemical reactions. Rates of chemical reactions vary. Reaction rates depend on concentration, temperature and properties of reactants. Catalysts speed up chemical reactions. SC-HS construct diagrams to illustrate ionic or covalent bonding; predict compound formation and bond type as either ionic or covalent (polar, nonpolar) and represent the products formed with simple chemical *College Readiness Standard 7

8 Big Idea Transformation of Matter SC-H-STM-U-7 that chemical reactions have a variety of essential real-world applications, such as oxidation and various metabolic processes. SC-H-STM-S-11 Students will relate the structure of water to its function as the universal solvent. Warren County Schools formulas. Bonds between atoms are created when outer electrons are paired by being transferred (ionic) or shared (covalent). A compound is formed when two or more kinds of atoms bind together chemically. DOK 2 SC-HS explain the importance of chemical reactions in a real-world context; justify conclusions using evidence/data from chemical reactions. Identify real-world chemical reactions acid/base oxidation rusting tarnishing Write the name and formula of compounds. Write and balance chemical equations Predict the products of a chemical reaction. Justify the transfer of energy in a chemical reaction. Test real-world chemical reactions to present evidence and communicate findings. Identify the function of water in chemical Chemical reaction Oxidation Acid Base Rusting Tarnishing Combustion Energy Endothermic Exothermic Universal solvent *College Readiness Standard 8

9 reactions. Big Idea Transformation of Matter SC-H-STM-U-8 that a system may stay the same because nothing is happening or because things are happening but exactly counterbalance one another. SC-H-STM-S-14 Students will explore real-life applications of a variety of chemical reactions (acids and bases, oxidation, rusting, tarnishing) and communicate findings/present evidence in an authentic form (transactive writing, public speaking, multimedia presentations) SC-H-STM-S-7 Students will explore the relationships among temperature, particle number, pressure and volume in the Universal Gas Law. SC-H-STM-S-13 Students will create and/or interpret graphs and equations to depict and analyze patterns of change. Chemical reactions (acids and bases, oxidation, combustion of fuels, rusting, tarnishing) occur all around us and in every cell in our bodies. These reactions may release or absorb energy. SC-HS identify variables that affect reaction rates; predict effects of changes in variables (concentration, temperature, properties of reactants, surface area and catalysts) based on evidence/data from chemical reactions. Rates of chemical reactions vary. Reaction rates depend on concentration, temperature and Analyze rates of reactions by changing certain variables Concentration Temperature Properties of reactants Surface area Catalyst Analyze patterns to determine the most effective means of speeding up a reaction. Determine the effects on reaction rates of gases according to Universal Gas Law Temperature Particle Number Equilibrium LeChatelier s Principle Reaction rate Concentration Temperature Properties of reactants Surface area Catalyst Universal Gas Law Particle number Pressure Volume *College Readiness Standard 9

10 properties of reactants. Pressure Volume Big Idea Transformation of Matter Catalysts speed up chemical reactions. Predict equilibrium shifts in a reaction by changing certain variables. Attribute shifts to chemical equilibrium to LeChatelier s Principle. SC-H-STM-U-9 that accurate record keeping, openness and replication are essential for maintaining credibility with other scientists and society. SC-H-STM-S-15 Students will generate investigable questions and conduct experiments or nonexperimental research to address them, using evidence to defend conclusions. Communicate results and findings of experiments using the scientific method. *College Readiness Standard 10

11 Big Idea Motion and Forces (Physical Science) High School SC-H-MF-U-1 SC-H-MF-S-1 Students will design that representing and and conduct describing motion in a investigations variety of ways provides involving the motion of data that can be used to objects and report the construct explanations and results in a variety of make predictions about ways. real-life experiences. SC-H-MF-S-2 Students will investigate Newton s Laws of Motion and Gravitation. Experimentally test inertia and gravitational acceleration. SC-H-MF-S-3 Students will experimentally test conservation of momentum, Use tables, charts and graphs in making arguments and claims in oral and written presentations. SC-HS Design investigations involving the motion select or construct of objects. accurate and appropriate Conduct representations for investigations motion (visual, involving the motion graphical and of objects. mathematical); defend Report investigation conclusions/explanatio results with: ns about the motion of Graphs objects and real-life Equations phenomena from Diagrams evidence/data. Objects change motion only when a net force is applied. Newton s Laws of motion are used to describe the effects of forces on the motion of objects. Conservation of mechanical energy and conservation of momentum may also be used to predict motion. DOK3 Evaluate a conclusion drawn from evidence/data. Accurately create graphs of the motion of an object using appropriate Scales Labels Accurately analyze graphs of the motion of an object using appropriate Scales Labels Motion Constant Motion Accelerated Motion Relative Motion Newton s Laws Forces System Inertia Gravity Gravitational Acceleration Graph Scale Axis Speed Velocity Distance Displacement Mass Weight Average Velocity Instantaneous Velocity Energy Work Power Kinetic Energy Momentum Impulse Conservation of Energy Conservation of Momentum Elastic collision Inelastic collision Mechanical System Entropy *College Readiness Standard 11

12 Big Idea Motion and Forces (Physical Science) SC-H-MF-S-4 Students will create and analyze graphs, ensuring that they do not misrepresent results by using inappropriate scales or by failing to specify the axes clearly. SC-H-MF-U-2 that the usefulness of a model can be tested by comparing predictions to actual observations in the real world. But a close match does not necessarily mean that the model is the only true model or the only one that would work. SC-H-MF-S-4 Students will create and analyze graphs, ensuring that they do not misrepresent results by using inappropriate scales or by failing to specify the axes clearly. SC-H-MF-7 Students will create conceptual and mathematical models of motion and test them against real-life phenomena SC-H-MF-U-3 that all motion is relative to whatever frame of reference is chosen, for there is no motionless frame from which to judge all motion. SC-H-MF-S-1 Students will design and conduct investigations involving the motion of objects and report the results in a variety of ways. SC-HS select or construct accurate and appropriate representations for motion (visual, graphical and mathematical); Describe motion based on various frames of reference. Reference frame *College Readiness Standard 12

13 Big Idea Motion and Forces (Physical Science) defend conclusions/ explanations about the motion of objects and real-life phenomena from evidence/data. Objects change motion only when a net force is applied. Newton s Laws of motion are used to describe the effects of forces on the motion of objects. Conservation of mechanical energy and conservation of momentum may also be used to predict motion. SC-H-MF-U-4 that the strength of the gravitational force between objects is proportional to the masses and weakens rapidly with increasing distance between them. SC-H-MF-S-1 Students will design and conduct investigations involving the motion of objects and report the results in a variety of ways. SC-HS select or construct accurate and appropriate representations for motion (visual, graphical and mathematical); defend conclusions/ explanations about the motion of objects and real-life phenomena from evidence/data. Objects change motion only when a net force is applied. Newton s Laws of motion are used to describe the effects of forces on the *College Readiness Standard 13

14 Big Idea Motion and Forces (Physical Science) SC-H-MF-U-5 that electricity and magnetism are two inseparable aspects of the same force (electromagnetism). Moving electrical charges produce magnetic forces and moving magnetic fields produce electrical forces. Electrical current is due to the motion of charge and has a specific direction. SC-H-MF-S-2 Students will investigate Newton s Laws of Motion and Gravitation. Experimentally test inertia and gravitational acceleration. SC-H-MF-S-9 Students predict which forces would be predominant in a given system and explain. SC-H-MF-S-5 Students will develop investigable questions that guide explorations of the interrelationship between electricity and magnetism. motions of objects. Conservation of mechanical energy and conservation of momentum may also be used to predict motion. SC-HS explain the relationship between electricity and magnetism; propose solutions to real life problems involving electromagnetism. Electricity and magnetism are two aspects of a single electromagnetic force. Moving electric charges produce magnetic forces or fields and moving magnets produce electric forces or fields. This idea underlies the operation of electric motors and generators. Analyze gravitational strength as variables change such as Mass Distance Use Free Body diagrams to predict predominant forces in a system. Predict an objects motion based on forces applied. Describe the attraction and repulsion of electrical charges to predict the behavior of charged objects. Propose solution to real-life problems involving electromagnetism. Explain the operation of electric motors and generators using the concept of electromagnetism. Charge Law of Charge Conservation of Charge *College Readiness Standard 14

15 Big Idea Motion and Forces (Physical Science) SC-H-MF-U-6 that electromagnetic forces acting within and between atoms are vastly Stronger than the gravitational forces acting between oppositely charged electrons and protons hold atoms and molecules together and thus are involved in all chemical reactions. On a larger scale, these forces hold solid and liquid materials together and act between objects when they are in contact as in sticking or sliding friction. SC-H-MF-U-7 that the forces that hold the nucleus of an atom together are much stronger than the electromagnetic force. That is why such great amounts of energy are released from the nuclear reactions in the sun and other stars. SC-H-MF-S-6 Students will investigate the attraction and repulsion of electrical charges to predict the behavior of charged objects. SC-H-MF-S-8 Students will explain why the strength of the nuclear force is responsible for the great energy release involved in nuclear reactions. SC-H-MF-S-9 Students predict which forces would be predominant in a given system and explain. SC-HS that the electric force is a universal force that exists between any two charged objects. Opposite charges attract while like charges repel. Describe the relationship between electricity and magnetism. Compare the strength of the electromagnetic force to the gravitational force. Coulomb s Law Atom Nucleus Proton Electron Neutron Attract Repel Magnetic Field Electric Field Current *College Readiness Standard 15

16 Big Idea The Earth and the Universe (Earth/Space Science) SC-H-EU-U-1 SC-H-EU-S-3 Students will analyze that gravity played an the supporting essential role in the evidence for the formation of the universe nebular theory of and is one of the formation of the solar fundamental forces that system. control the function of the universe and the systems within it. SC-H-EU-S-4 Students will analyze the supporting evidence for the Big Bang theory of formation of the universe. SC-H-EU-S-5 Students will explain the role of gravity in the formation and function of the universe. SC-H-EU-S-6 Students will investigate, describe and document patterns of interaction of matter and gravity. Warren County Schools SC-HS Describe the factors Gravity that affect gravitational explain phenomena force. Universe (falling objects, planetary motion, Investigate the Forces satellite motion) related interaction of matter to gravity; and gravity on falling Nebular describe the factors that objects. affect gravitational Theory Big Bang force. Explain the role of Gravity is a universal force gravity on planetary Theory that each mass exerts on motion. Gravitational every other mass. attraction SC-HS describe the current scientific theory of the formation of the universe (Big Bang) and its evidence; explain the role of gravity in the formation of the universe and its components. The current and most widely accepted scientific theory of the mechanism of formation of the universe (Big Bang) places the origin of the universe at the time between 10 and 20 billion years ago, when the universe began in a hot, dense state. According to this theory, the universe has been expanding since then. Explain the role of gravity on satellite motion. Explain the role that gravity played in the formation of the components of our solar system (galaxies, stars, planetary systems) Explain the role that gravity played in the Big Bang Theory Describe the events that occurred after the Big Bang Theory that led to formation of our universe. State the estimated age of the Earth. Element Solar system Expansion of Universe Doppler Red Shift Cosmic background radiation Waves Electromagnetic spectrum Wave length Frequency Telescope Light Year *College Readiness Standard 16

17 Big Idea The Earth and the Universe (Earth/Space Science) SC-H-EU-U-2 that current estimates of the ages of the Earth (4.6 billion years) and the universe (10+ billion years) are based on a variety of measurement techniques that have unique strengths and limitations. The same evidence that established the extreme age of the universe also indicates its vastness. SC-H-EU-S-1 Students will compare methods used to measure the ages of geologic features. SC-H-EU-S-3 Students will analyze the supporting evidence for the nebular theory of formation of the solar system. Warren County Schools Early in the history of the Describe the various Scientific theory universe, the first atoms to techniques used to Phenomena (origin form were mainly hydrogen measure geologic time* & Law of and helium. Over time, Superposition) these elements clump Describe the technique together by gravitational of Radioactive Dating* Radioactive dating attraction to form trillions (index fossils), of stars. Describe the technique geologic time, DOK 2 of observing rock absolute age, SC-HS sequence* relative age) describe the current scientific theory of the Describe the technique Principle of formation of the of comparing fossils* Uniformitarianism universe (Big Bang) and (half-life, Isotope, its evidence; Compare the limits and Radioactive decay, explain the role of benefits of radioactive Neutron, Electron, gravity in the formation dating. Observing rock Proton, Crosscutting) of the universe and its sequencing, and components. comparing fossils for The current and most measuring geologic widely accepted scientific time.* theory of formation of the universe (Big Bang) places State the estimated age the origin of the universe at of the universe* the time between 10 and 20 billion years ago, when the Explain how universe began in a hot, technology has dense state. According to contributed to our this theory, the universe has understanding of the since been expanding then. age of the universe and Early in the history of the its components universe, the first atoms to (telescopes, radioactive form were mainly hydrogen dating)* and helium. Over time, these elements clump together by gravitational attraction to form trillions of stars. DOK 2 *College Readiness Standard 17

18 Big Idea The Earth and the Universe (Earth/Space Science) SC-H-EU-S-4 Students will analyze the supporting evidence for the Big Bang theory of formation of the universe. SC-H-EU-S-8 Students will explain how technological solutions permit the study of phenomena too faint, small, distant or slow to be directly measured. Warren County Schools SC-HS compare the limitations/benefits of various techniques (radioactive dating, observing rock sequences and comparing fossils) to estimate geological time; justify deductions about age of geologic features. Techniques used to estimate geological time include using radioactive dating, observing rock sequences and comparing fossils to correlate the rock sequences at various locations. SC-HS that the Sun, Earth and the rest of the solar system formed approximately 4.6 billion years ago from a nebular cloud of dust and gas. *College Readiness Standard 18

19 Big Idea The Earth and the Universe (Earth/Space Science) SC-H-EU-U-3 that stars have cycles of birth and death, and the lives of large stars end in explosions that provide the elements to create new stars and planets. All living things on Earth are also formed from this recycled matter. SC-H-EU-U-4 that the speed of light is dwarfed by the vastness of the universe, resulting in the human view of the sky being essentially a look back in time as we view light that was emitted long in the past SC-H-EU-S-5 Students will explain the role of gravity in the formation and function of the universe. SC-H-EU-S-7 Students will describe the life cycle of stars and the products/consequences of its death. SC-H-EU-S-4 Students will analyze the supporting evidence for the Big Bang theory of formation of the universe. Warren County Schools SC-HS Students will explain the origin of the heavy elements in planetary objects (planets, stars). Some stars explode at the end of its life, and the heavy elements they have formed created are blasted out into space to form the next generation of stars and planets. SC-HS that stars have life cycles of birth through death that are analogous to those living organisms. During its lifetime, stars generate energy from nuclear fusion reactions that create successively heavier chemical elements. SC-HS describe the current scientific theory of the formation of the universe (Big Bang) and its evidence; explain the role of gravity in the formation of the universe and its Describe the life cycle of a sun-sized star. Compare the life cycle of various sized stars. Explain the role of gravity in the life cycle of a star. Explain the role of nuclear fusion in the life cycle of a star. Explain element production in stars. Describe how the death of a star provides the necessary elements for creating new stars. Describe how the death of a star provides the necessary elements for life on earth. State the speed of light. Provide rationale for using light-year as a measurement of distance based on the vastness of outer space. Stellar life cycle Nebula Nuclear Fusion Main sequence star Dwarf Nova Supernova Elements Red Giant Super Giant Black Hole Protostar H-R Diagram Matter Gravity Energy Planetary nebula Galaxies *College Readiness Standard 19

20 Big Idea The Earth and the Universe (Earth/Space Science) and has been traveling across the cosmos to reach earth. SC-H-EU-S-8 Students will explain how technological solutions permit the study of phenomena too faint, small, distant or slow to be directly measured. SC-H-EU-S-9 Students will employ scientific notation to communicate and compare astronomical phenomena. Warren County Schools components. The current and most widely accepted scientific theory of the mechanism of formation of the universe (Big Bang) places the origin of the universe at the time between 10 and 20 billion years ago, when the universe began in a hot, dense state. According to this theory, the universe has been expanding since then. Early in the history of the universe, the first atoms to form were mainly hydrogen and helium. Over time, these elements clump together by gravitational attraction to form trillions of stars. DOK 2 Explain why when looking at a star you see that star as it looked in the past* Explain the benefits of using scientific notation when communicating and comparing astronomical data. Describe the internal structure of the earth. Describe how convection currents in the mantle drive the movement of crustal plates. Origin Space Neutron Star Gravitational contraction Cosmos Big Bang Theory Universe Scientific Notation Light year Astronomical units Mantle SC-H-EU-U-5 that the shape and location of the continents have been gradually changing for millions of years because density differences inside the mantle result in convection currents. These changes, as well as more rapid ones (earthquakes, volcanoes, SC-H-EU-S-2 Students will research the historical rise in acceptance of the theory of Plate Tectonics and the geological/biological consequences of plate movement. SC-HS explain real-life phenomena caused by the convection of the earth s mantle; predict the consequences of this motion on humans and other living things on the planet. The outward transfer of earth s internal heat drives convection circulation in Predict and justify the geological consequences of the motion of crustal plates. Predict and justify the biological consequences of the motion of crustal plates. Inner core Outer core Curst Plate tectonics Pangaea Convection Continental drift *College Readiness Standard 20

21 Big Idea The Earth and the Universe (Earth/Space Science) tsunamis) can impact living organisms. Warren County Schools the mantle. This causes the crustal plates to move on the face of the earth. SC-HS Students will predict consequences of both rapid (volcanoes, earthquakes) and slow (mountain building, plate movement) earth processes from evidence/data and justify reasoning. The earth s surface is dynamic; earthquakes and volcanic eruptions can be observed on a human time scale, buy many processes, such as mountain building and plate movements, take place over hundreds of millions of years. Describe the contributions of various scientists over time that led to the acceptable of plate tectonics. Analyze the evidence that supports the theory of plate tectonics. Describe how the continents have been gradually changing over millions of years. Predict and justify the biological/geological consequences of earthquakes. Predict and justify the biological/geological consequences of volcanoes. Crustal plates Earthquakes Tsunamis Volcano Convergent boundaries Divergent boundaries Transform boundaries Subduction Fault Sea floor spreading Epicenter Predict and justify the biological/geological consequences of tsunamis Compare rapid changes to the earth s surface Focus Magnitude Mercalli Richter scale P- waves S-waves *College Readiness Standard 21

22 Big Idea The Earth and the Universe (Earth/Space Science) SC-H-EU-U-6 that mathematical models and computer simulations are used in studying are used in studying evidence from many sources to form a scientific account of the universe. SC-H-EU-S-3 Students will analyze the supporting evidence for the nebular theory of formation of the solar system. SC-H-EU-S-4 Students will analyze the supporting evidence for the Big Bang theory of formation of the universe. SC-H-EU-S-8 Students will explain how technological solutions permit the study of phenomena too faint, small, distant or slow to be directly measured. SC-H-EU-S-9 Students will employ scientific notation to communicate and compare astronomical phenomena. Warren County Schools (earthquakes/volcanic eruptions) to slow processes that changes the Earth s surface (mountain building) Describe how mathematical models are used to analyze supporting evidence of the nebular theory of the formation of the Solar System* Describe how computer simulations are used to analyze supporting evidence of the nebular theory of the formation of the solar system* Describe how mathematical models are used to analyze supporting evidence of the Big Bang Theory of the formation of the universe* Describe how computer simulations are used to analyze supporting evidence of the Big Bang Theory of the formation of the universe* Surface waves Mathematical models Computer simulations Nebular theory Solar System Big Bang Theory *College Readiness Standard 22

23 Big Ideas The Earth and the Universe (Earth/Space Science) SC-H-EU-U-7 that scientists rely on increasingly sophisticated methods of measurement in order to investigate a variety of phenomena that were previously immeasurable. SC-H-EU-U-8 that curiosity, honesty, openness and skepticism are highly regarded in science, and are incorporated into the way science is carried out. SC-H-EU-S-8 Students will explain how technological solutions permit the study of phenomena too faint, small, distant or slow to be directly measured. SC-H-EU-S-9 Students will employ scientific notation to communicate and compare astronomical phenomena. SC-H-EU-S-10 Students will explore real-life implications of current findings in earth/space research and communicate findings in an authentic form, exemplifying the traits of curiosity, honesty, openness and skepticism. Warren County Schools SC-HS compare the limitations/benefits of various techniques (radioactive dating, observing rock sequences and comparing fossils) for estimating geological time; justify deductions about age of geologic features. Techniques used to estimate geological time include using radioactive dating, observing rock sequences and comparing fossils to correlate the rock sequences at various locations. Describe how advances in technology have lead to more sophisticated methods of measurements* Explain how advances in technology Allowed scientists to investigate previously immeasurable phenomena* Measurement Scientific notation Radioactive Dating Superposition Index fossil Scientific theory Scientific method Hypothesis *College Readiness Standard 23

24 Big Idea: y and Diversity (Biological Science) High School SC-H-UD-U-1 that the many body cells in an individual can be very different from one another even though they are all descended from a single cell and thus have essentially identical genetic instructions. Different parts of the instructions are used in different types of cells. SC-H-UD-S-1 Students will analyze the parts within a cell responsible for particular processes and create analogous models for those processes. S-H-UD-S-2 Students will identify a variety of specialized cell types and describe how these differentiated cells contribute to the function of an individual organism as a whole. SC-HS the most cell functions involve chemical reactions. Food molecules taken into cells react to provide the chemical constituents needed to synthesize other molecules. Both breakdown and synthesis are made possible by a large set of protein catalysts, called enzymes. The breakdown of some of the food molecules enables the cell to store energy in specific chemicals that are used to carry out the many functions of the cells. SC-HS the plant cells contain chloroplasts, the site of photosynthesis. Plants and many microorganisms (Euglena) us solar energy to combine molecules of carbon dioxide and water into complex, energy-rich organic compounds and release oxygen to the environment. This process of photosynthesis provides a vital link between the Sun and energy needs of living systems. Analyze current research in earth/space science. Draw my own conclusions by using scientific reasoning. Explain why curiosity, honesty, openness, and skepticism are important in science. Analyze the parts of a cell according to function. Create models that represent each cell functions. I can describe the anatomy of a cell. Analyze the physiology of a cell. Compare/contrast different types of cells. Compare/contrast different types of cells. Describe the role of enzymes in cell functions. Eukaryote Prokaryote *College Readiness Standard 24

25 Big Idea: y and Diversity (Biological Science) High School SC-H-UD-U-2 that within every cell are specialized parts for the transport of materials, energy transfer, protein building, waster disposal, information feedback and even movement. In addition, most cells in multi-cellular organisms perform specialized functions that others do not. SC-H-UD-S-2 Students will identify a variety of specialized cell types and describe how these differentiated cells contribute to the function of an individual organism as a whole. SC-H-UD-S-7 Students will describe and classify a variety of chemical reactions required for cell functions. SC-HS that multicellular animals have nervous systems that generate behavior. Nerve cells communicate with each other by secreting specific molecules. Specialized cells in sense organs detect light, sound and specific chemicals enabling animals to monitor what is going on in the world around them. SC-HS describe cell regulation (enzyme function, diffusion, osmosis, homeostasis); predict consequences of internal/external environmental change on cell function/regulation. Cell functions are regulated, Regulation occurs both through changes in the activity of the functions performed by proteins and through selective expression of individual genes. This regulation allows cells to respond to their internal Discuss how cells: Capture energy (photosynthesis Use energy (respiration) Describe different cell types. Discuss how animals react to environmental stimuli. Describe cell regulation: Enzyme function Diffusion Osmosis Diagram cell division* Predict consequences of environmental change on cells. Describe the structure of DNA Explain the functions of DNA: Protein Synthesis Mitosis Meiosis Classical Conditioning Operant Conditioning Innate behavior Learned behavior Instinct Reflex Imprinting Diffusion Osmosis Active transport Passive transport Cell cycle Mitosis Meiosis Binary fission PH Mutation Temperature Pressure Transcription Translation Replication Nucleotide: Adenine Guanine Cytosine Thymine Uracil RNA Chromosome Gene *College Readiness Standard 25

26 Big Idea: y and Diversity (Biological Science) High School SC-H-UD-S-8 Students will describe the processes by which cells maintain their internal environments within acceptable limits. and external environments and to control and coordinate cell growth and division. DOK 2 Predict genetic results using: Punnett squares Pedigrees Homozygous Heterozygous Dominant Recessive Allele Monohybrid SC-H-UD-U-3 that DNA, composed of 4 nucleic acids, serves as the blueprint for the production of a variety of proteins. These dynamic and complicated proteins facilitate practically every function/process that occurs within the cell SC-H-UD-U-4 that the information passed from parents to offspring is coded in DNA molecules. The sorting and recombination of genes through sexual reproduction results in a great variety of gene combinations that can be used to make predictions about the potential traits of offspring. SC-H-UD-S-6 Students will describe the Structure of DNA and explain its role in protein synthesis, cell replication and reproduction. SC-H-UD-S-3 Students will investigate the role of genes/chromosomes in the passing of information from one generation to another (heredity). SC-HS Students will explain the role of DNA in protein synthesis. Cells store and use information to guide their functions. The genetic information stored in DNA directs the synthesis of the thousands of proteins that each cell requires. SC-HS explain the relationship between sexual reproduction (meiosis) and the transmission of genetic information; draw conclusions/make predictions based on hereditary evidence/data, Relate new gene combinations to environmental adaptations. Dihybrid Incomplete dominance Codominance *College Readiness Standard 26

27 Big Idea: y and Diversity (Biological Science) High School SC-H-UD-S-4 Students will graphically represent (pedigrees, punnet? squares) and predict the outcomes of a variety of genetic combinations. pedigrees, punnet squares) Multi-cellular organisms, including humans, form from cells that contain two copies of each chromosome. This explains many features of heredity. Transmission of genetic information through sexual reproduction to offspring occurs when male and female gametes, that contain only one representative from each chromosome pair, unite. Identify the roles of genetic mutation in adaptation. Identify areas of biological research and innovation. Make predictions about the effects of biological research. Defend my prediction with current scientific data. SC-H-UD-U-5 that some new gene combinations make little difference, some can produce offspring with new and perhaps enhanced capabilities, while some may reduce the ability of the offspring to survive. SC-H-UD-S-3 Students will investigate the role of genes/chromosomes in the passing of information from one generation to another (heredity) SC-HS Students will explain the role of DNA in protein synthesis. Cells store and use information to guide their functions. The genetic information stored in DNA directs the synthesis of the thousands of proteins that each cell requires. Errors that may occur during this process may result in mutations that may be harmful to the organisms. *College Readiness Standard 27

28 Big Idea: y and Diversity (Biological Science) High School SC-H-UD-S-5 Students will investigate the roles of genetic mutation and variability in contributing to the survival of offspring. SC-H-U-S-11 Students will identify and investigate areas of current research/innovation in biological science. Make inferences/predictions of the effects of this research on society and/or the environment and support or defend these predictions with scientific data. SC-H-UD-U-6 that the degree of kinship between organisms or species can be estimated from the similarity of its DNA sequences, which often closely match its classification based on anatomical similarities. SC-H-UD-S-9 Students will compare internal, external and metabolic characteristics of organisms in order to classify them into groups using taxonomic nomenclature to describe and justify these classifications. SC-HS classify organisms into groups based on similarities; Infer relationships based on internal and external structures and chemical processes. Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based Classify living things: By structure By chemical process *College Readiness Standard 28

29 Big Idea: Biological Change (Biological Science) SC-H-UD-U-7 that in all organisms and viruses, the instructions for specifying the characteristics are carried in nucleic acids. The chemical and structural properties of nucleic acids determine how the genetic information that underlies heredity is both encoded in genes and replicated. SC-H-UD-S-10 Students will compare the structures and functions of viruses to cells and describe the role of viruses in causing a variety of diseases or conditions (AIDS, common cold, smallpox, warts) on similarities that reflect their relationships. Species is the most fundamental unit of classification. Different species are classified by the comparison and analysis of internal and external structures and the similarity of the chemical processes. DOK 2 SC-HS that in all organisms and viruses, the instructions for specifying the characteristics are carried in nucleic acids. The chemical and structural properties of nucleic acids determine how the genetic information that underlies heredity is both encoded in genes and replicated. Distinguish between cellular and acellular disease-causing agents (pathogens). I can define natural selection. Explain the role of natural selection plays: In speciation In adaptation In diversity In the relationships among living organisms. Explain a variety of factors that determine species survival (success). *College Readiness Standard 29

30 Big Idea: Biological Change (Biological Science) High School SC-H-BC-U-1 SC-H-BC-S-2 Students will explain that the survival of any the role of natural given species is not selection in speciation, assured. There are a adaptation, diversity variety of factors and phylogeny. (reproductive success, mutation, availability of resources, competition) that may determine if a species flourishes, declines, or eventually becomes extinct. SC-H-BC-S-3 Students will compare variations, tolerances and adaptations (behavioral and physiological) of plants and animals in different biomes. SC-HS predict the impact on species of changes to (1) potential for a species to increase its numbers (2) the genetic variability of offspring due to mutation and recombination of genes (3) a finite supply of the resources required for life (4) natural Predict the impact on selection; species survival of propose solutions to changes; real-world problems of Genetic variability endangered and extinct Limited resources species. Species change over time. Biological change over time is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes (3) a finite supply of the resources required for life and (4) natural selection. The consequences of change over time provide a scientific explanation for the fossil record of ancient life forms and for the striking molecular similarities observed among the diverse species of living *College Readiness Standard 30

31 Big Idea: Biological Change (Biological Science) SC-H-BC-U-2 that the earth s presentday species developed from earlier, distinctly different species through a process of natural selection. All living SC-H-BC-S-5 Students will predict the likelihood of survival for a variety of existing species based upon predicted changes in environmental conditions (global warming, continental drift) and propose methods to prevent the extinction of species with insufficient ability to adapt. SC-H-BC-S-1 Students will identify evidence of change in species using fossils. DNA sequences, anatomical similarities, physiological organisms. Changes in DNA (mutations) occur spontaneously at low rates. Some of these changes make no difference to the organism, whereas others can change cells and organisms. Only mutations in germ cells have the potential to create the variation that changes an organism s future offspring. SC-HS predict the impact on species of changes to (1) potential for a species to increase its numbers (2) the genetic variability of offspring Compare environmental conditions within different biomes that affect native plants and animals. Propose methods to prevent species extinction due to human environmental impact. Explain why living things share a common genetic heritage. *College Readiness Standard 31