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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.