Download Integrated Science - Caverna Independent Schools

Caverna School
Curriculum Plan Integrated Science
Timel
ine
Aug
ust
Topic
Standard
Target(s)
Structure of
Matter
HS-PS11: Use the
periodic
table as a
model to
predict
the
relative
properties
of
elements
based on
the
patterns
of
electrons
in the
outermost
energy
level of
atoms.
• I can
identify the
locations,
charges,
relative
masses and
names of
the three
basic
subatomic
particles.
• I can
represent
simple
atoms (up to
atomic
number 18)
using ring
models and
shorthand
isotope
notation.
Critical
Vocabulary
Matter
Substance
Physical
property
Chemical
property
Physical
change.
Chemical
change
Element
Atom
Molecule
Compou
nd
Heteroge
neous
mixture
Curriculum
Resources
Interve
ntion
Resourc
es
Assessments
NGSS
Struggling:
Edmodo
ESS
Personal Youtube Channel
Guided
Notes
●
Universal
Screener
●
●
Practice
Worksheets for
each section
Standards Based
Assessments
WKU Dr Larry Bird
Website
Advanced:
http://www.chemistrylect
urenotes.com
Self Paced
Online via
Edmodo
Exit Slips
Lab Reports (Technical
Writing)
HS-PS13: Plan
and
conduct
an
investigati
on to
gather
evidence
to
compare
the
structure
of
substance
s at the
bulk scale
to infer
the
strength
of
electrical
forces
between
particles.
• I can
Homoge
explain the
neous
impact of
mixture
the four
Solution
fundamental
Solid
forces on
atomic
Liquid
structure.
Gas
• I can
Plasma
differentiate
between
Viscosity
isotopes of
Crystallin
an element.
e solid
• I can
Amorpho
explain the
us solid
developmen
t of atomic Melting point
models.
Freezing point
• I can
differentiate Boiling point
between
different
types of
matter.
• I can
describe the
creation of
the periodic
table and
the systems
of
organization
used.
• I can
identify
metals,
nonmetals
and
metalloids
based on
characteristi
c
properties.
• I can
differentiate
between
physical and
chemical
properties of
substances.
Sept
Periodicity
PS1.A:
Structure
and
Properties
of Matter
• The
periodic
table
• I can
explain
trends on
the periodic
table.
• I can use
orbitals to
explain
Electron
configuration, valence
electron, atomic
emission spectrum,
Aufbau Principle,
Pauli Exclusion
Principle, Hund’s
Rule, electromagnetic
spectrum (to explain
atomic emission
spectrum), photons,
excited
NGSS
Struggling:
ESS
Edmodo
Guided
Notes
Personal Youtube Channel
WKU Dr Larry Bird
Website
●
Universal
Screener
●
●
Practice
Worksheets for
each section
Standards Based
Assessments
Advanced:
Exit Slips
orders
elements
horizontal
ly by the
number of
protons in
the
atom’s
nucleus
and
places
those with
similar
chemical
properties
in
columns.
The
repeating
patterns
of this
table
reflect
patterns
of outer
electron
states.
differences
in atomic
structure
and electron
location.
• I can use
orbital
notation and
electron
configuratio
ns to
represent
electron
placements.
• I can
describe the
impact of
valence
electrons
and
represent
them using
Lewis dot
structures.
• I can
describe
how and
why
properties of
state, ground state,
atomic orbital,
principal quantum
number, quantum
mechanical model,
electron dot
structure, alkali metal,
alkaline earth metals,
transition metals,
inner transition
metals, halogens,
noble
gases, group, metal,
period, metalloids,
nonmetals, periodic
law, representative
elements,
electronegativity,
ionization energy,
ions, octet rule
http://www.chemistrylect
urenotes.com
Self Paced
Online via
Edmodo
Lab Reports (Technical
Writing)
elements
vary within
periods and
groups of
the periodic
table.
Oct.
Physical and
Chemical
Interactions
of Matter
PS1.A:
Structure
and
Properties
of Matter
• The
structure
and
interactio
ns of
matter at
the bulk
scale are
determine
d by
electrical
forces
within
and
between
• I can
predict the
shape and
polarity of
molecular
compounds
with water
as
a specific
example.
• I can
describe
types of
intermolecul
ar forces
and rate
their
compared
strengths.
• I can
Matter
Chemistry
Element
Compound
Mixture
Solution
Physical
change
Chemical
change
Precipitate
Molecule
Chemical
bond
Chemical
formula
Subscripts
Synthesis
Decompositi
NGSS
Struggling:
Edmodo
ESS
Personal Youtube Channel
Guided
Notes
●
Universal
Screener
●
●
Practice
Worksheets for
each section
Standards Based
Assessments
WKU Dr Larry Bird
Website
Advanced:
http://www.chemistrylect
urenotes.com
Self Paced
Online via
Edmodo
Exit Slips
Lab Reports (Technical
Writing)
atoms.
PS2.B:
Types of
Interactio
ns
•
Attraction
and
repulsion
between
electric
charges at
the
atomic
scale
explain
the
structure,
properties
, and
transform
ations of
matter, as
well as
the
contact
forces
between
connect
differences
in physical
properties
like boiling
and melting
point to
intermolecul
ar forces.
• I can
describe
factors that
affect
solubility on
a molecular
level.
• I can
represent
the
relationship
between the
pressure and
volume and
temperature
of an ideal
gas
conceptuall
y,
graphically
on
Replacement
Exothermic
reaction
Endothermic
reaction
Activation
Energy
Concentratio
n
Surface Area
Temperature
Catalysts
Inhibitors
Enzymes
Combustion
Fuel
Fire Triangle
material
objects.
●
Nov.
Forces, Motion,
and Momentum
HS-PS21.
Analyze
data to
support
the claim
that
Newton’
s second
law of
motion
describes
the
mathem
atical
relations
hip
among
the net
and
numerically.
• I can use
the
relationship
between
pressure,
volume,
temperature
and number
of moles of
an ideal gas
to predict
the effect of
changes to
the gas.
I can identify
the
fundamental
quantities of
mechanics –
distance, time,
and mass.
●
● I can
define
the
quantitie
s of
Model, System,
Hypothesis,
Controlled
Experiment,
Accuracy, Precision,
Significant
NGSS
Struggling:
ESS
Edmodo
Figures
Personal Youtube Channel
Forces,
Inertia,
tension,
weight,
friction,
WKU Dr Larry Bird
Website
Guided
Notes
●
Universal
Screener
●
●
Practice
Worksheets for
each section
Standards Based
Assessments
Advanced:
Exit Slips
Self Paced
Online via
Edmodo
Lab Reports (Technical
Writing)
force on
a
macrosc
opic
object,
its mass,
and its
accelerat
ion.
●
●
 ◾HSPS2-2.
Use
mathem
atical
represen
tations
to
support
the claim
that the
total
moment
um of a
system
of
objects is
conserve
d when
there is
no net
force on
the
system.
 ◾HSPS2-3.
Apply
scientific
and
engineeri
ng ideas
to
design,
evaluate,
and
refine a
device
that
minimize
s the
force on
a
macrosc
opic
object
position,
displace
ment,
speed,
velocity,
and
accelerat
ion.
●
● I can
identify
the three
specific
ways
that an
object
can
accelerat
e.
●
● I can
define
the state
of free
fall and
the value
of the
accelerat
ion due
to
gravity.
●
● I can
describe
motion
in terms
of frame
of
referenc
free-body
diagram,
coefficient
of friction,
normal
force, net
force, mass
●
Varied problem
solving
applications
●
 •Newton’s 1st
Law Lab
●
 •Newton’s 2nd
Law Lab
●
 •Friction Lab
●

•Informational/e
xplanatory
writing covering
common
misconceptions
●
 •Unit
Assessment
during a
collision.
*
●
●
 ◾HSPS2-4.
Use
mathem
atical
represen
tations
of
Newton’
s Law of
Gravitati
on and
Coulomb
’s Law to
describe
and
predict
the
gravitati
onal and
electrost
atic
forces
between
objects:
 ◾HSPS2-6.
Commun
icate
scientific
and
technical
informati
on about
why the
molecula
r-level
structure
is
importan
t in the
functioni
ng of
designed
materials
.*
e,
displace
ment,
time and
velocity.
●
● I can
calculate
the
displace
ment of
an object
traveling
at a
known
velocity
for a
specific
time
interval.
●
● I can
construc
t graphs
of
position
vs. time
for the
motion
of
objects.
●
● I can
construc
t graphs
of
velocity
vs. time
for the
motion
of
objects.
●
● I can
describe
motion
in terms
of
accelerat
ions.
●
● I can
solve
kinemati
cs
equation
s for
displace
ment,
time, or
velocity
under
conditio
ns of
constant
accelerat
ion.
●
● I can
relate
the
motion
of a
freely
falling
body to
motion
with
constant
accelerat
ion.
●
● I can
solve
kinemati
cs
equation
s for
displace
ment,
velocity,
and time
at
various
points in
the motion of a
freely falling
object.
●
● I can
recogniz
e that
the
differenc
e
between
average
and
instanta
neous
velocity
and
accelerat
ion
occurs
when Δt
approac
hes zero.
●
● I can
apply
knowled
ge of
displace
ment,
velocity,
and
accelerat
ion to
real life
situation
s
such as
walking,
traveling
in a car,
and on
high
speed
trains.
●
● I can
recogniz
e that
the slope
of a
displace
ment vs.
time
graph is
velocity.
●
● I can
recogniz
e that
the slope
of a
velocity
vs. time
graph is
accelerat
ion.
●
● I can
recogniz
e that
the area
under a
velocity
vs. time
graph is
displace
ment.
●
● I can
create
velocity
vs. time
graphs
from
given
displace
ment vs.
time
graphs.
●
● I can
create
accelerat
ion vs.
time
graphs
from
given
velocity
vs. time
graphs.
●
● I can
create
displace
ment vs.
time
graphs
from
given
velocity
vs. time
graphs.
●
● I can
compare
and
contrast
graphical
represen
tations
of
accelerat
ed and
nonaccelerat
ed
motions.
●
● I can
compare
and
contrast
the
motion
of
different
objects
in
freefall.
●
Nov
\Dec
Electricity and
Magnetism
●
HS-PS25. Plan
and
conduct
an
investiga
tion to
provide
evidence
that an
electric
current
can
produce
a
magnetic
field and
that a
changing
magnetic
field can
produce
an
electric
current.
 ◾HS PS3-5.
Develop
and use
a model
of two
objects
interacti
ng
through
electric
or
magnetic
fields to
illustrate
the
forces
I can use
mathematical
representations
of Newton’s Law
of Gravitation
and Coulomb’s
Law to describe
and predict the
gravitational
and electrostatic
forces between
objects.
I can
distinguish
between an
electron,
neutron, and a
proton
o I can compare
and contrast the
gravitational
force with the
electrostatic
force. o I can
evaluate which
force is stronger
- gravitational or
electrostatic.
o
Charge, Resultant,
Equilibrium,
Conservation
Domain Specific
Vocabulary:
Conductor,
Insulator,
Induction, Electric
Charge, Electric
Force, Electric Field,
Coulomb
Electric Potential
Energy, Electric
Potential, Potential
Difference,
Capacitance,
Electric Current,
Drift Velocity,
Resistance, Series
Circuit, Parallel
Circuit.
NGSS
Struggling:
Edmodo
ESS
Personal Youtube Channel
Guided
Notes
●
Universal
Screener
●
●
Practice
Worksheets for
each section
Standards Based
Assessments
WKU Dr Larry Bird
Website
Advanced:
http://www.chemistrylect
urenotes.com
Self Paced
Online via
Edmodo
Exit Slips
Lab Reports (Technical
Writing)
between
objects
and the
changes
in energy
of the
objects
due to
the
interacti
on.
 I can develop
and use a model
of two objects
interacting
through electric
or magnetic
fields to
illustrate the
forces between
objects and the
changes in
energy of the
objects due to
the interaction.
I can explain
the concept of
electric field
o I can sketch
the electric field
pattern in the
region between
charged objects
o I can
determine the
magnitude and
direction of the
electric force on
a charged
o
particle in an
electric field
o I can
determine the
resultant
electric field at a
point some
distance from
two or
more point
charges or from
symmetrical
objects.
o I can compare
and contrast
gravitational
fields and
electric fields.
I can define
electric
potential
o I can state
and apply
correctly the
units used to
measure electric
potential
o
difference.
o I can solve
problems
involving
electric
potential
difference.
o I can
understand the
relationship
between
electrical
potential and
electrical
energy.
o I can develop
an
understanding
of the purpose
of capacitors in
an electrical
circuit.
o I can apply
knowledge of
electrical energy
to understand
the factors that
affect
its rate of use.
 I can
communicate
scientific and
technical
information
about why the
molecular-level
structure is
important in the
functioning of
designed
materials.
o I can
distinguish
between an
insulator,
conductor and a
semi-conductor
 I can define
the law of
conservation of
charge
●
Dec
Energy
HS-PS3-1
Create a
computa
tional
model to
calculate
the
change
in the
energy
of one
compone
nt in a
system
when
the
change
in energy
of the
other
compone
nt(s) and
energy
flows in
and out
of the
I can identify
the
fundamental
quantities of
mechanics –
distance, time,
and mass.
●
● I can
define
the
quantitie
s of
position,
displace
ment,
speed,
velocity,
Forces,
Inertia,
tension,
weight,
friction,
free-body
diagram,
coefficient
of friction,
normal
force, net
force, mass
Conservation,
System, Energy,
Power, Potential,
Kinetic, Mass,
Work, Mechanical,
NGSS
Struggling:
Edmodo
ESS
Personal Youtube Channel
Guided
Notes
●
Universal
Screener
●
●
Practice
Worksheets for
each section
Standards Based
Assessments
WKU Dr Larry Bird
Website
Advanced:
http://www.chemistrylect
urenotes.com
Self Paced
Online via
Edmodo
Exit Slips
Lab Reports (Technical
Writing)
system
are
known.
●
●
 ◾HSPS3-2.
Develop
and use
models
to
illustrate
that
energy at
the
macrosc
opic
scale can
be
accounte
d for as a
combina
tion of
energy
associate
d with
the
motions
of
particles
(objects)
and
energy
associate
d with
the
relative
positions
of
particles
(objects)
 ◾HSPS3-3
Design,
build,
and
refine a
device
that
works
within
given
constrain
ts to
convert
one form
and
accelerat
ion.
●
● I can
identify
the three
specific
ways
that an
object
can
accelerat
e.
●
● I can
define
the state
of free
fall and
the value
of the
accelerat
ion due
to
gravity.
●
● I can
describe
motion
in terms
of frame
of
referenc
e,
displace
ment,
time and
velocity.
Non- Mechanical,
Elastic,
Graviational, WorkEnergy Theorem,
Spring Constant
of
energy
into
another
form of
energy.*
●
● I can
calculate
the
displace
ment of
an object
traveling
at a
known
velocity
for a
specific
time
interval.
●
● I can
construc
t graphs
of
position
vs. time
for the
motion
of
objects.
●
● I can
construc
t graphs
of
velocity
vs. time
for the
motion
of
objects.
●
● I can
describe
motion
in terms
of
accelerat
ions.
●
● I can
solve
kinemati
cs
equation
s for
displace
ment,
time, or
velocity
under
conditio
ns of
constant
accelerat
ion.
●
● I can
relate
the
motion
of a
freely
falling
body to
motion
with
constant
accelerat
ion.
●
● I can
solve
kinemati
cs
equation
s for
displace
ment,
velocity,
and time
at
various
points in
BPS August 2014
the motion of a
freely falling
object.
●
● I can
recogniz
e that
the
differenc
e
between
average
and
instanta
neous
velocity
and
accelerat
ion
occurs
when Δt
approac
hes zero.
●
● I can
apply
knowled
ge of
displace
ment,
velocity,
and
accelerat
ion to
real life
situation
s
such as
walking,
traveling
in a car,
and on
high
speed
trains.
●
● I can
recogniz
e that
the slope
of a
displace
ment vs.
time
graph is
velocity.
●
● I can
recogniz
e that
the slope
of a
velocity
vs. time
graph is
accelerat
ion.
●
● I can
recogniz
e that
the area
under a
velocity
vs. time
graph is
displace
ment.
●
● I can
create
velocity
vs. time
graphs
from
given
displace
ment vs.
time
graphs.
●
● I can
create
accelerat
ion vs.
time
graphs
from
given
velocity
vs. time
graphs.
●
● I can
create
displace
ment vs.
time
graphs
from
given
velocity
vs. time
graphs.
●
● I can
compare
and
contrast
graphical
represen
tations
of
accelerat
ed and
nonaccelerat
ed
motions.
●
● I can
compare
and
contrast
the
motion
of
different
objects
in
freefall.
●
Jan.
Mechanical and
Electromagnetic
Waves
●
HS-PS41. Use
mathem
atical
represen
tations
to
support
a claim
regardin
g
relations
hips
among
the
frequenc
y,
wavelen
gth, and
speed of
waves
traveling
in
various
media
 ◾HSPS4-2.
Evaluate
question
s about
the
advantag
es of
using a
digital
transmis
sion and
storage
of
informati
on.
●
I can use
mathem
atical
represen
tations
to
support
a claim
regardin
g
relations
hips
among
frequenc
y,
wavelen
gth, and
speed of
waves
traveling
in
various
media.
o I can
describe
the
measura
ble
properti
Systems,
Oscillations,
Propagation
, Physical
Medium,
Periodic,
Interference
,
Superpositio
n,
Mechanical
Wave,
Simple
Harmonic
Motion.
NGSS
Struggling:
Edmodo
ESS
Personal Youtube Channel
Guided
Notes
●
Universal
Screener
●
●
Practice
Worksheets for
each section
Standards Based
Assessments
WKU Dr Larry Bird
Website
Advanced:
http://www.chemistrylect
urenotes.com
Self Paced
Online via
Edmodo
Exit Slips
Lab Reports (Technical
Writing)
●
 ◾HSPS4-3.
Evaluate
the
claims,
evidence
, and
reasonin
g behind
the idea
that
electrom
agnetic
radiation
can be
describe
d either
by a
wave
model or
a particle
model,
and that
for some
situation
s one
model is
more
useful
than
the
other.
●
 ◾HSPS4-5.
Commun
icate
technical
informati
on about
how
some
technolo
gical
devices
use the
principle
s of wave
behavior
and
wave
interacti
ons with
matter
es of
waves
(velocity,
frequenc
y,
wavelen
gth,
amplitud
e, and
period)
and
explain
relations
hips
among
them.
o I can
distingui
sh
between
mechani
cal and
electrom
agnetic
waves
o I can
describe
the
apparent
change
in
frequenc
y of
waves
due to
the
to
transmit
and
capture
informati
on and
energy.*
●
 ◾HSPS4-4.
Evaluate
the
validity
and
reliability
of claims
in
publishe
d
materials
of the
effects
that
different
frequenc
ies of
electrom
agnetic
radiation
have
when
absorbed
by
matter.
motion
of a
source
or
receiver
(Doppler
Effect).
o I can
recogniz
e the
mechani
cal
waves
generally
move
faster in
solids
than
through
a liquid,
and
faster
through
a liquid
than
through
a gas.
o I can
explain
the
producti
on of
sound
through
the use
of
resonanc
e and
the need
for a
medium.
o I can
analyze
the
producti
on of
waves
through
standing
waves
on
strings,
open,
or closed
pipes by
using
interfere
nce.
o I can
describe
the
phenom
enon of
beats
and
calculate
the
number
of beats
that
results
from
interfere
nce.
●
 •I can
evaluate
question
s about
the
advantag
es of
using a
digital
transmis
sion and
storage
of
informati
on.
●
 •I can
evaluate
the
claims,
evidence
, and
reasonin
g behind
the idea
that
electrom
agnetic
radiation
can be
describe
d either
by a
wave
model or
particle
model,
and that
for some
situation
s one
model is
more
useful
than the
other.
I can describe
the
electromagnetic
spectrum in
terms of
frequency and
wavelength and
identify the
location of radio
waves,
microwaves,
infrared
radiation, visible
light, ultraviolet
rays, x-rays, and
gamma ray on
the spectrum.
o
I can give
examples of
uses of
electromagnetic
radiation in
everyday life.
o I can identify
situations where
o
the wave
treatment is
appropriate and
situations
where the
particle model is
appropriate.
o I can calculate
the energy of an
electromagnetic
wave/particle
given the
frequency of
that
wave/particle.
●
 •I can
evaluate
the
validity
and
reliability
of claims
in
publishe
d
materials
of the
effects
that
different
frequenc
ies of
electrom
agnetic
radiation
have
when
absorbe
d by
matter.
●
 •I can
commun
icate
technical
informati
on about
how
some
technolo
gical
devices
use the
principle
s of
wave
behavior
and
wave
interacti
ons with
matter
to
transmit
and
capture
informati
on and
energy.
●
Feb\
Mar
Fro
m
Mol
ecul
es to
Orga
nism
s
NGSS(
HS) LS
1-5
NGSS(
HS)
LS1-6
NGSS(
HS) LS
1-7
NGSS(
HS) LS
1-8
●
I can
construc
t an
explanati
on based
on
evidence
for how
the
structure
of DNA
determin
es the
structure
of
proteins
which
carry out
the
essential
functions
of life
through
systems
of
specializ
ed cells.
 •I can
develop
and use
a model
to
illustrate
the
hierarchi
cal
A. Structure and
Function:
●
Specialization, Cell
membrane, cell
wall, cytoplasm,
nucleus, nucleolus,
nuclear envelope,
mitochondria,
chloroplast,
endoplasmic
reticulum, Golgi
apparatus,
lysosome, vesicle,
vacuole, ribosome,
cytoskeleton, DNA,
deoxyribose,
ribose, bases,
double helix, genes,
RNA, mRNA, tRNA,
rRNA, amino acid,
protein synthesis,
transcription,
codon, anticodon,
translation, DNA
replication,
mutation,
equilibrium,
passive/active
transport, diffusion,
osmosis,
plasmolysis,
endocytosis,
exocytosis,
membrane-pump,
solute, solvent,
hypertonic,
●
●
Universal
Screener
Practice
Worksheets for
each section
Standards Based
Assessments
Exit Slips
NGSS
Lab Reports
(Technical
Writing)
Struggling:
Edmodo
ESS
Personal Youtube Channel
Guided
Notes
●
Unit assessments
●
 •Amylase Lab
●
 •Cell size agar
lab
WKU Dr Larry Bird
Website
Advanced:
http://www.chemistrylect
urenotes.com
Self Paced
Online via
Edmodo
●
 •Carbohydrate
lab
●
 •onion root tip
●
 •cell inquiry lab
(plant cell vs
bacterial cell vs
animal cell vs
protozoan cell))
●
 •DNA
extraction
●

•electrophoresis
●
 •Big Picture
project - food to
energy
organizat
ion of
interacti
ng
systems
that
provide
specific
functions
within
multicell
ular
organism
s.
●
 •I can
plan and
conduct
an
investiga
tion to
provide
evidence
that
feedback
mechani
sms
maintain
homeost
asis.
●
 •I can
use a
model to
illustrate
the role
of
cellular
hypotonic, isotonic,
concentration
gradient, solution,
positive feedback
system, negative
feedback system,
feedback loop
B. Growth and
Development of
Organisms:
Mitosis, chromatin,
chromosomes,
centromere,
centriole, spindle
fiber, cell cycle,
interphase, cell
division, prophase,
metaphase,
anaphase,
telophase,
cytokinesis, cell
differentiation,
stem cell, tissue,
organ, organ
system, replication,
apoptosis, cancer,
cell cycle
regulation, p53
gene, cyclins,
chemotherapy,
radiation, tumor
C. Organization for
Matter and Energy
Flow in Organisms
Saccharide, sugar,
starch,
●
 •photosynthesis
lab
●
 •stem cell
webquest.
division
(mitosis)
and
differenti
ation in
producin
g and
maintain
ing
complex
organism
s.
●
 •I can
use a
model,
diagrams
, and
chemical
equation
s to
illustrate
how
photosy
nthesis
transfor
ms light
energy
into
stored
chemical
energy.
●
 •I can
explain
that
photosy
nthesis
carbohydrate,
protein, nucleic
acids, amino acid,
nucleotide, lipid,
cellular respiration,
photosynthesis,
chlorophyll,
thylakoid, grana,
stroma,
dehydration
synthesis,
hydrolysis,
metabolism,
catabolism,
glycolysis, Kreb's
cycle, acetyl co A
formation, electron
transport chain,
lactic acid
fermentation,
alcoholic
fermentation, ATP,
aerobic, anaerobic,
enzymes
converts
light
energy
to stored
chemical
energy
by
converti
ng CO2
plus
water
into
sugars
plus
released
oxygen.
●
 •I can
use a
model,
diagrams
, and
chemical
equation
s to
illustrate
how
photosy
nthesis
transfor
ms light
energy
into
stored
chemical
energy.
●
 •I can
explain
that
photosy
nthesis
converts
light
energy
to stored
chemical
energy
by
converti
ng CO2
plus
water
into
sugars
plus
released
oxygen.
●
 •I can
construc
t and
revise an
explanati
on based
on
evidence
for how
carbon,
hydroge
n, and
oxygen
from
sugar
molecule
s may
combine
with
other
elements
to form
amino
acids
and/or
other
large
carbonbased
molecule
s.
●
 •I can
use a
model to
illustrate
that
cellular
respirati
on is a
chemical
process
whereby
the
bonds of
food
molecule
s and
oxygen
molecule
s are
broken
and the
bonds in
new
compou
nds are
formed
resulting
in a net
transfer
of
energy.
Apr
Macrmolecules
Can
Statements
for Chapter
8:
-Describe the
role of ATP in
Cellular
NGSS(
HS) LS 1-5 activities
-Explain
NGSS(
HS) LS1-6 where plants
get the
NGSS(
HS) LS 1-7 energy they
need to
NGSS(
HS) LS 1-8 produce food
-Explain the
role of light
and pigments
in
photosynthesi
s
-Explain the
role of
Organic
Macromolecule
Monomer
Polymer
Dehydration
synthesis
Hydrolysis
Endergonic
Exergonic
Anabolic reaction
Catabolic reaction
Carbohydrate
Monosaccharide
Polysaccharide
Glucose
Starch
Glycogen
Cellulose
Lipid
Fatty acid
Protein
Polypeptide
Amino acid
Peptide bond
Enzyme
●
Universal
Screener
●
NGSS
●
Struggling:
Edmodo
ESS
Personal Youtube Channel
Guided
Notes
WKU Dr Larry Bird
Website
Advanced:
http://www.chemistrylect
urenotes.com
Self Paced
Online via
Edmodo
Practice
Worksheets for
each section
Standards Based
Assessments
Exit Slips
Lab Reports
(Technical
Writing)
●
Unit assessments
●
 •Amylase Lab
●
 •Cell size agar
lab
●
 •Carbohydrate
lab
electron
carrier
molecules in
photosynthesi
s
-State the
overall
equation for
photosynthesi
s
-Describe
what happens
during the
light
dependent
reactions
-Describe
what happens
during the
Calvin Cycle
Identify
factors
that
affect
the rate
at
which
photosy
nthesis
occurs
Activation energy
ATP
Cellular respiration
Fermentation
●
 •onion root tip
●
 •cell inquiry lab
(plant cell vs
bacterial cell vs
animal cell vs
protozoan cell))
●
 •DNA
extraction
●

•electrophoresis
●
 •Big Picture
project - food to
energy
●
 •photosynthesis
lab
●
 •stem cell
webquest.