C OF STUDY U P G F C CP · CHEMISTRY CP 5 CREDITS GRADE LEVEL: 10 12 1 F ... to gather evidence to...

COURSE OF STUDY UNIT PLANNING GUIDE FOR:

CHEMISTRY CP

5 CREDITS GRADE LEVEL: 10 12 1 FULL YEAR

PREPARED BY: CARI BALDERAMA BARBARA BENCH CRAIG POST ANDREW WELLS

SHANNON WARNOCK SUPERVISOR OF MATHEMATICS AND SCIENCE

JULY 2018

DUMONT HIGH SCHOOL DUMONT, NEW JERSEY

BORN DATE: AUGUST 25, 2016 ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 23, 2018

Chemistry CP – Grades 1012 – Full Year – 5 Credits Chemistry CP is designed as a preparation course for college or technical school. Students will be able to understand the composition of materials

in our world and the changes they undergo. This course covers the basics of chemistry, including matter, the atom, the periodic table, chemical

compounds, reactions, stoichiometry, gas laws, and acids and bases. Emphasis is placed on the methods of scientific research with coordinated

student laboratory work.

COURSE REQUIREMENTS AND EXPECTATIONS A student will receive 5 credits for successfully completing course work. A grade of "D" or higher must be achieved in order to pass the course.

The following criteria are used to determine the grade for the course:

A. Tests 50% of the grade Tests will be given periodically. These may include alternative assessments that will count as tests.

B. Labs 20% of grade Students will be completing different labs and are expected to follow basic lab safety precautions. They will complete a worksheet or lab

report demonstrating inquiry skills. C. Quizzes 20% of the grade

Quizzes (announced and unannounced) based on class lessons or homework assignments will be given frequently to test understanding of

individual concepts. These may include alternative assessments that will count as quizzes.

D. Homework 5% of the grade Homework will be evaluated for completeness, neatness, and/or accuracy.

E. Class Participation/Class Work 5% of the grade Class Participation/Class Work will be evaluated a minimum of twice per marking period according to the departmental rubric (see page 3).

The grade is based on the student's participation/work during class. Thus, consistent attendance is imperative.

F. Final Examination Final examinations will count as follows:

FullYear Courses Weighting Semester Courses Weighting

Quarter 1 22.5% of final grade Quarter 1 45% of final grade

Quarter 2 22.5% of final grade Quarter 2 45% of final grade

Quarter 3 22.5% of final grade Final Exam 10% of final grade

Quarter 4 22.5% of final grade

Final 10% of final grade

Any work missed when the student has been absent is expected to be made up in a reasonable time. Usually one or two days are allowed for each

day absent unless there are unusual circumstances, in which case the student is to request special arrangements with the teacher. Extra help is

available. Ask your teacher where he/she will be when you are planning to come in for extra help.

High School Science Participation Rubric

1(60) Inadequate

2(70) Limited

3(80) Partial

4(90) Adequate

5(100) Superior

Attendance

Almost never with attendance policies and/or punctuality Almost never makes up work in timely fashion

Rarely abides by attendance policies and/or punctuality Rarely makes up work in timely fashion

Sometimes struggles with attendance policies and/or punctuality Sometimes makes up work in timely fashion

Almost always punctual Almost always makes up work in timely fashion Not disruptive when tardy

Always punctual Always makes up work in a timely fashion

Preparedness

Almost never has pencil, books, calculators, and/or notebooks Almost never has assignments on time

Rarely has pencil, books, calculators, and/or notebooks Rarely has assignments on time

Sometimes has pencil, books, calculators, and/or notebooks Sometimes has assignments on time

Almost always has pencil, books, calculators, and/or notebooks Almost always has assignments on time

Always has pencil, books, calculators, and/or notebooks Always has assignments on time

Oral

Participation

Almost never asks & answers questions without prompting

Rarely asks & answers questions without prompting

Sometimes asks & answers questions without prompting

Almost always asks & answers questions without prompting

Always asks & answers questions without prompting (daily)

Written

Participation

Almost never takes notes Almost never makes corrections on homework/ class work and/or applies teacher recommendations to writing

Rarely takes notes Rarely makes corrections on homework/ class work and/or applies teacher recommendations to writing

Sometimes takes notes Sometimes makes corrections on homework/ class work and/or applies teacher recommendations to writing

Almost always takes notes Almost always makes corrections on homework/ class work and applies teacher recommendations to writing

Always takes notes Always makes corrections on homework/ class work and applies teacher recommendations to writing

Cooperative Learning/Lab Activities

Almost never provides meaningful input Almost never focused on the assignment Almost never assumes a leadership role

Rarely provides meaningful input Rarely focused on the assignment Rarely assumes a leadership role

Sometimes provides meaningful input Sometimes focused on the assignment Sometimes assumes a leadership role

Almost always provides meaningful input Almost always focused on the assignment Almost always assumes a leadership role

Always provides meaningful input Always focused on the assignment Usually assumes a leadership role

General Behavior

Almost never shows respect for peers and teacher Almost never remains focused on assignments Almost never abides by all class & school rules ALMOST NEVER HAS CELL PHONE

Rarely shows respect for peers and teacher Rarely remains focused on assignments Rarely abides by all class & school rules ALMOST NEVER HAS CELL PHONE

Sometimes shows respect for peers and teacher Sometimes remains focused on assignments Sometimes abides by all class & school rules NEVER HAS CELL PHONE

Almost always shows respect for peers and teacher Almost always remains focused on assignments Almost always abides by all class & school rules NEVER HAS CELL PHONE

Always shows respect for peers and teacher Always remains focused on assignments Always abides by all class & school rules NEVER HAS CELL PHONE

*Score of Zero Results from Limited or No Response to Class Participation/Class Work

Unit 1: Structure and Properties of Matter (74 Days)

Unit Summary

How can the substructures of atoms explain the observable proper�es of substances?

In this unit of study, students use inves�ga�ons, simula�ons, and models to makes sense of the substructure of atoms and to provide more mechanis�c explana�ons of the proper�es of substances. Chemical reac�ons, including rates of reac�ons and energy changes, can be understood by students at this level in terms of the collisions of molecules and the rearrangements of atoms. Students are able to use the periodic table as a tool to explain and predict the proper�es of elements. Students are expected to communicate scien�fic and technical informa�on about why the molecular‐level structure is important in the func�oning of designed materials. The crosscu�ng concepts of structure and func�on , pa�erns , energy and ma�er , and stability and change are called out as the framework for understanding the disciplinary core ideas. Students use developing and using models , planning and conduc�ng inves�ga�ons , using mathema�cal thinking , and construc�ng explana�ons and designing solu�ons . Students are also expected to use the science and engineering prac�ces to demonstrate proficiency with the core ideas.

Student Learning Objec�ves

Use the periodic table as a model to predict the rela�ve proper�es of elements based on the pa�erns of electrons in the outermost energy level of atoms. [Clarifica�on Statement: Examples of proper�es that could be predicted from pa�erns could include reac�vity of metals, types of bonds formed, numbers of bonds formed, and reac�ons with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quan�ta�ve understanding of ioniza�on energy beyond rela�ve trends.] ( HS‐PS1‐1 )

Construct and revise an explana�on for the outcome of a simple chemical reac�on based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the pa�erns of chemical proper�es. [Clarifica�on Statement: Examples of chemical reac�ons could include the reac�on of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [ Assessment Boundary: Assessment is limited to chemical reac�ons involving main group elements and combus�on reac�ons. ] ( HS‐PS1‐2 )

Plan and conduct an inves�ga�on to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between par�cles. [Clarifica�on Statement: Emphasis is on understanding the strengths of forces between par�cles, not on naming specific intermolecular forces (such as dipole‐dipole). Examples of par�cles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk proper�es of substances could include the mel�ng point and boiling point, vapor pressure, and surface tension.] [ Assessment Boundary: Assessment does not include Raoult’s law calcula�ons of vapor pressure. ] ( HS‐PS1‐3 )

Communicate scien�fic and technical informa�on about why the molecular‐level structure is important in the func�oning of designed materials.* [Clarifica�on Statement: Emphasis is on the a�rac�ve and repulsive forces that determine the func�oning of the material. Examples could include why electrically conduc�ve materials are o�en made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceu�cals are designed to interact with specific receptors.] [ Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials. ] ( HS‐PS2‐6 )

Evaluate a solu�on to a complex real‐world problem based on priori�zed criteria and trade‐offs that account for a range of constraints, including cost, safety, reliability, and aesthe�cs as well as possible social, cultural, and environmental impacts.( HS‐ETS1‐3 )

Use a computer simula�on to model the impact of proposed solu�ons to a complex real‐world problem with numerous criteria and constraints on interac�ons within and between systems relevant to the problem. ( HS‐ETS1‐4 )

Part A: How can a periodic table tell me about the subatomic structure of a substance?

Concepts Forma�ve Assessment

• Different pa�erns may be observed at each of the scales at which a system is studied, and these pa�erns can provide evidence for causality in explana�ons of phenomena.

• Each atom has a charged substructure.

• An atom’s nucleus is made of protons and neutrons and is surrounded by electrons.

• The periodic table orders elements horizontally by number of protons in the nucleus of each element’s atoms and places elements with similar chemical proper�es in columns.

• The repea�ng pa�erns of this table reflect pa�erns of outer electron states.

• Pa�erns of electrons in the outermost energy level of atoms can provide evidence for the rela�ve proper�es of elements at different scales.

• A�rac�on and repulsion between electric charges at the atomic scale explain the structure, proper�es, and transforma�ons of ma�er, as well as the contact forces between material objects.

Students who understand the concepts are able to:

• Use the periodic table as a model to provide evidence for rela�ve proper�es of elements at different scales based on the pa�erns of electrons in the outermost energy level of atoms in main group elements.

• Use the periodic table as a model to predict the rela�ve proper�es of elements based on the pa�erns of electrons in the outermost energy level of atoms in main group elements.

Part B: How can I use the periodic table to predict if I need to duck before mixing two elements?


• The periodic table orders elements horizontally by number of protons in the nucleus of each element’s atoms and places elements with similar chemical proper�es in columns.

• The repea�ng pa�erns of the periodic table reflect pa�erns of outer electron states.

• The fact that atoms are conserved, together with knowledge of the chemical proper�es of the elements involved, can be used to describe and predict


• Use valid and reliable evidence (obtained from students’ own inves�ga�ons, models, theories, simula�ons, and peer review) showing the outermost electron states of atoms, trends in the periodic table, and pa�erns of chemical proper�es to construct and revise an explana�on for the outcome of a simple chemical reac�on.

• Use the assump�on that theories and laws that describe the outcome of

chemical reac�ons.

• Different pa�erns may be observed at each of the scales at which a system is studied, and these pa�erns can provide evidence for causality in explana�ons of phenomena.

simple chemical reac�ons operate today as they did in the past and will con�nue to do so in the future.

• Observe pa�erns in the outermost electron states of atoms, trends in the periodic table, and chemical proper�es.

• Use the conserva�on of atoms and the chemical proper�es of the elements involved to describe and predict the outcome of a chemical reac�on.

Part C: How can I use the proper�es of something (in bulk quan��es) to predict what is happening with the subatomic par�cles?


• The structure and interac�ons of ma�er at the bulk scale are determined by electrical forces within and between atoms.


• Different pa�erns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explana�ons of phenomena.


• Plan and conduct an inves�ga�on individually and collabora�vely to produce data that can serve as the basis for evidence for comparing the structure of substances at the bulk scale to infer the strength of electrical forces between par�cles. In the inves�ga�on design, decide on types, how much, and accuracy of data needed to produce reliable measurements; consider limita�ons on the precision of the data (e.g., number of trials, cost, risk, �me); and refine the design accordingly.

• Use pa�erns in the structure of substances at the bulk scale to infer the strength of electrical forces between par�cles.

Part D: I want to do the right thing, what is the greener choice for grocery bags (paper or plas�c/reusable vs. disposable); cold drink containers (plas�c, glass, or aluminum); or hot drink containers (paper, Styrofoam, or ceramic)? [Clarifica�on: Students should have the opportunity to select the product and use the Life Cycle Analysis (LCA) to make an evidence‐based claim.]




• When evalua�ng solu�ons, it is important to take into account a range of constraints, including cost, safety, reliability, aesthe�cs, and to consider


• Communicate scien�fic and technical informa�on about why the molecular ‐ level structure is important in the func�oning of designed materials.

• Evaluate a solu�on to a complex real‐world problem based on scien�fic knowledge, student generated sources of evidence, priori�zed criteria, and tradeoffs considera�ons to determine why the molecular level structure is

social, cultural, and environmental impacts.

• Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simula�ons to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presenta�on to a client about how a given design will meet his or her needs.

• Models (e.g., physical, mathema�cal, computer models) can be used to simulate why the molecular‐level structure is important in the func�oning of designed materials.

important in the func�oning of designed materials.

• Use mathema�cal models and/or computer simula�ons to show why the molecular level structure is important in the func�oning of designed materials.

• Communicate scien�fic and technical informa�on about the a�rac�ve and repulsive forces that determine the func�oning of the material.

• Use mathema�cal models and/or computer simula�ons to show the a�rac�ve and repulsive forces that determine the func�oning of the material.

• Examine in detail the proper�es of designed materials, the structure of the components of designed materials, and the connec�ons of the components to reveal the func�on.

• Use models (e.g., physical, mathema�cal, computer models) to simulate systems of designed materials and interac�ons‐‐including energy, ma�er, and informa�on flows‐‐within and between designed materials at different scales.

What It Looks Like in the Classroom

In order to understand how the periodic table can be used as a model to predict the rela�ve proper�es of elements based on the pa�erns of electrons in the outermost energy level of atoms, students must first understand the idea that atoms have a charged substructure consis�ng of a nucleus that is composed of protons and neutrons surrounded by electrons. Students should use a variety of models to understand the structure of an atom. Examples may include computer simula�ons, drawings, and kits. Students can create models of atoms by calcula�ng protons, neutrons, and electrons in any given atom, isotope, or ion.

In order to understand the predic�ve power of the periodic table, students should write electron configura�ons for main group elements, paying a�en�on to pa�erns of electrons in the outermost energy level. Students should annotate the periodic table to determine its arrangement horizontally by number of protons in the atom’s nucleus and its ver�cal arrangement by the placement of elements with similar chemical proper�es in columns. Students should also be able to translate informa�on about pa�erns in the periodic table into words that describe the importance of the outermost electrons in atoms.

Students use the ideas of a�rac�on and repulsion (i.e., charges—ca�ons/anions) at the atomic scale to explain the structure of ma�er, such as in ion forma�on, and to explain the proper�es of ma�er such as density, luster, mel�ng point, boiling point, etc.

Students also use the ideas of a�rac�on and repulsion (charges—ca�ons/anions) at the atomic scale to explain transforma�ons of ma�er—for example, reac�on with oxygen, reac�vity of metals, types of bonds formed, and number of bonds formed. Students will explain bonding through the pa�erns in outermost electrons, periodic trends, and chemical proper�es.

To explain the outcomes of chemical reac�ons using the outermost electron states of atoms, trends in the periodic table, and knowledge of the pa�erns of chemical

proper�es, students should use inves�ga�ons, simula�ons, and models of chemical reac�ons to prove that atoms are conserved. For example, students might observe simple reac�ons in a closed system and measure the mass before and a�er the reac�on as well as count atoms in reactants and products in chemical formulas. Students should also construct chemical formulas involving main group elements in order to model that atoms are conserved in chemical reac�ons (the Law of Conserva�on of Mass). Students need to describe and predict simple chemical reac�ons, including combus�on, involving main group elements. Students should use units when modeling the outcome of chemical reac�ons. When repor�ng quan��es, students should choose a level of accuracy appropriate to limita�ons on measurement.

Students should also be able to write a rigorous explana�on of the outcome of simple chemical reac�ons, using data from their own inves�ga�ons, models, theories, and simula�ons. They should strengthen their explana�ons by drawing and ci�ng evidence from informa�onal text.

In order to address how the substructure of substances at the bulk scale infers the strength of electrical forces between par�cles, emphasis should be placed on the importance of outermost electrons in bulk physical proper�es, bonding, and stability. Students must realize that valence electrons are important.

Students should plan and conduct inves�ga�ons to show that structure and interac�ons of ma�er at the bulk amount, and accuracy of data required producing reliable informa�on and considering limita�ons on the precision of the data.

Students should also plan and conduct inves�ga�ons using a�rac�on and repulsion (charges—ca�ons/anions) at the atomic scale to explain the structure of ma�er at the bulk scale. For example, students could inves�gate how the strength of forces between par�cles is dependent on par�cle type (ions, atoms, molecules, networked materials [allotropes]). Students should examine crystal structures and amorphous structures.

Students should also plan and conduct inves�ga�ons using a�rac�on and repulsion (charges—ca�ons/anions) at the atomic scale to explain the proper�es of ma�er at the bulk scale—for example, inves�ga�ng mel�ng point, boiling point, vapor pressure, and surface tension. Students might also plan and conduct an inves�ga�on using a�rac�on and repulsion (charges—ca�ons/anions) at the atomic scale to explain transforma�ons of ma�er at the bulk scale—for example, collec�ng data to create cooling and hea�ng curves.

Students might also conduct research projects to compare the structure of substances at the bulk scale and use this research to infer the strength of electrical forces between par�cles. Informa�on should be gathered from mul�ple reliable sources and used to support claims. Any data reported should include appropriate units while considering limita�ons on measurements.

As students consider communica�ng scien�fic and technical informa�on about why the molecular‐level structure is important in the func�oning of designed materials, the focus should be on a�rac�ve and repulsive forces. Students might research informa�on about Life Cycle Analysis (LCA), which examines every part of the produc�on, use, and final disposal of a product. LCA requires that students examine the inputs (raw materials and energy) required to manufacture products, as well as the outputs (atmospheric emissions, waterborne wastes, solid wastes, coproducts, and other resources). This allows them to make connec�ons between molecular‐level structure and product func�onality. Students should evaluate the LCA process and communicate a solu�on to a real‐world problem, such as the environmental impact of different types of grocery bags (paper or plas�c/reusable vs. disposable), cold drink containers (plas�c, glass, or aluminum), or hot drink containers (paper, Styrofoam, or ceramic). They should base their solu�on to their chosen real‐world problem on priori�zed criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, and aesthe�cs, as well as possible social, cultural, and environmental impacts.

Students should then use technology to present a life‐cycle‐stage model that considers the LCA and typical inputs and outputs measured for their real‐world problem. Students need to consider the proper�es of various materials (e.g. Molar mass, solubility, and bonding) to decide what materials to use for what purposes, inputs and outputs measured for their real‐world problem. Students must consider the proper�es of various materials (e.g. Molar mass, solubility, bonding) to decide which

materials to use for which purposes. When students have proper�es appropriate for the final use, they will be able to consider material uses in LCAs to determine if they are environmentally appropriate. For further reference, see ChemMa�ers, February 2014, “It’s Not Easy Being Green, Or Is It?” at www.acs.org/content/acs/en/educa�on/resources/highschool/chemma�ers.html .

Integra�on of Engineering

In this unit, students consider communica�ng scien�fic and technical informa�on about why the molecular level structure is important in the func�oning of designed materials. Students evaluate a solu�on to a complex real‐world problem, such as electrically conduc�ve materials made of metal, plas�cs made of organic polymers, or pharmaceu�cals designed for specific biological targets, and then use a computer simula�on to model the impact of that solu�on.

Connec�ng with English Language Arts/Literacy and Mathema�cs

English Language Arts/Literacy

• Translate informa�on from the periodic table about the pa�erns of electrons in the outermost energy level of atoms into words that describe the rela�ve proper�es of elements.

• Write an explana�on for the outcome of a simple chemical reac�on based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the pa�erns of chemical proper�es of elements using well‐chosen, relevant, and sufficient facts; extended defini�ons; and concrete details from students’ own inves�ga�ons, models, theories, simula�ons, and peer review.

• Develop and strengthen explana�ons for the outcome of a simple chemical reac�on by planning, revising, edi�ng, rewri�ng, or trying a new approach, focusing on addressing the outermost electron states of atoms, trends in the periodic table, and knowledge of the pa�erns of chemical proper�es of elements.

• Draw evidence from informa�onal texts about the outermost electron states of atoms, trends in the periodic table, and pa�erns of chemical proper�es of elements to construct a rigorous explana�on of the outcome of a simple chemical reac�on.

• Cite specific textual evidence comparing the structure of substances at the bulk scale to infer the strength of electrical forces between par�cles.

• Conduct short as well as more sustained research projects to compare the structure of substances at the bulk scale and use this research to infer the strength of electrical forces between par�cles.

• Gather applicable informa�on from mul�ple reliable sources to support the claim that electrical forces between par�cles can be used to explain the structure of substances at the bulk scale.

• Develop evidence comparing the structure of substances at the bulk scale and the strength of electrical forces between par�cles.

Mathema�cs

• Determine a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es represen�ng periodic trends for main group elements based on pa�erns of electrons in the outermost energy level of atoms.

• Considering the outermost energy level of atoms, define appropriate quan��es for descrip�ve modeling of periodic trends for main group elements based on pa�erns of electrons in outermost energy levels.

• Use units as a way to understand the outcome of a simple chemical reac�on involving main group elements based on the outermost electron states of atoms,

trends in the periodic table, and knowledge of the pa�erns of chemical proper�es. Choose and interpret units consistently in chemical reac�ons.

• Determine and interpret the scale and origin in graphs and data displays represen�ng pa�erns of chemical proper�es, outer electron states of atoms, trends in the periodic table, and pa�erns of chemical proper�es.

• Determine a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es of simple chemical reac�ons.

• Use units as a simple way to compare the structure of substances at the bulk scale to infer the strength of electrical forces between par�cles. Choose and interpret units comparing the structure of substances at the bulk scale to infer the strength of electrical forces between par�cles. Choose and interpret the scale and origin in graphs and data displays comparing the structure of substances and the bulk scale and electrical forces between par�cles.

• Determine a level of accuracy appropriate to limita�ons on measurements of the strength of electrical forces between par�cles.

Modifica�ons

Teacher Note: Teachers iden�fy the modifica�ons that they will use in the unit.

● Restructure lessons using Universal Design for Learning (UDL) principles ( h�p://www.cast.org/our‐work/about‐udl.html#.VXmoXcfD_UA )

● Structure lessons around ques�ons that are authen�c, relate to students’ interests, social/family background and knowledge of their community.

● Provide students with mul�ple choices for how they can represent their understandings (e.g. mul�sensory techniques‐auditory/visual aids; pictures, illustra�ons, graphs, charts, data tables, mul�media, modeling).

● Provide opportuni�es for students to connect with people of similar backgrounds (e.g. conversa�ons via digital tool such as SKYPE, experts from the community helping with a project, journal ar�cles, and biographies).

● Provide mul�ple grouping opportuni�es for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. mul�ple representa�on and mul�modal experiences).

● Engage students with a variety of Science and Engineering prac�ces to provide students with mul�ple entry points and mul�ple ways to demonstrate their understandings.

● Use project‐based science learning to connect science with observable phenomena.

● Structure the learning around explaining or solving a social or community‐based issue.

● Provide English Language Learners students with mul�ple literacy strategies.

● Collaborate with a�er‐school programs or clubs to extend learning opportuni�es.

Research on Student Learning

Students of all ages show a wide range of beliefs about the nature and behavior or par�cles. They lack an apprecia�on of the very small size of par�cles; believe there must be something in the space between par�cles; have difficulty in apprecia�ng the intrinsic mo�on of par�cles in solids, liquids and gases; and have problems in

conceptualizing forces between par�cles ( NSDL, 2015 ).

Prior Learning

By the end of grade 8, students understand:

Physical science

• Substances are made from different types of atoms, which combine with one another in various ways.

• Atoms form molecules that range in size from two atoms to thousands of atoms.

• Each pure substance has characteris�c physical and chemical proper�es (for any bulk quan�ty under given condi�ons) that can be used to iden�fy it.

• Gases and liquids are made of molecules or inert atoms that are moving about rela�ve to each other.

• In a liquid, the molecules are constantly in contact with others.

• In a gas, the molecules are widely spaced except when they happen to collide.

• In a solid, atoms are closely spaced and may vibrate in posi�on but do not change rela�ve loca�ons.

• Solids may be formed from molecules or they may be extended structures with repea�ng subunits (e.g., crystals).

• The changes of state that occur with varia�ons in temperature or pressure can be described and predicted using these models of ma�er.

• Substances react chemically in characteris�c ways.

• In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different proper�es from those of the reactants.

• The total number of each type of atom is conserved, and thus the mass does not change.

• Some chemical reac�ons release energy, whereas others store energy.

• The abundance of liquid water on Earth’s surface and its unique combina�on of physical and chemical proper�es are central to the planet’s dynamics.

• These physical and chemical proper�es include water’s excep�onal capacity to absorb, store, and release large amounts of energy; transmit sunlight; expand upon freezing; dissolve and transport materials; and lower the viscosi�es and mel�ng point of rocks.

Connec�ons to Other Courses

Biology

• The process of photosynthesis converts light energy to stored chemical energy by conver�ng carbon dioxide plus water into sugars plus released oxygen.

• The sugar molecules thus formed contain carbon, hydrogen, and oxygen: Their hydrocarbon backbones are used to make amino acids and other carbon‐based

molecules that can be assembled into larger molecules (such as proteins or DNA), used, for example, to form new cells.

• As ma�er and energy flow through different organiza�onal levels of living systems, chemical elements are recombined in different ways to form different products.

• As a result of these chemical reac�ons, energy is transferred from one system of interac�ng molecules to another.

• Cellular respira�on is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles.

• Cellular respira�on also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.

Earth and space science

• The abundance of liquid water on Earth’s surface and its unique combina�on of physical and chemical proper�es are central to the planet’s dynamics. These proper�es include water’s excep�onal capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosi�es and mel�ng points of rocks.

Sample of Open Educa�on Resources

Build an Atom : This simula�on allows students to create different illustra�ons of atoms and provides evidence that protons determine the iden�ty of the element.

Periodic Table Trends : This is a virtual inves�ga�on of the periodic trends.

Path to Periodic Table : This inves�ga�on provides students with the opportunity to make sense of how and why the periodic table is organized the way that it is. Students will re‐create the thought process that Dmitri Mendeleev and Julius Lothar Meyer went through to devise their early periodic tables.

Castle of Mendeleev : Students engage in a fantasy world that requires them to make claims, based on evidence, regarding the iden�ty of unknown materials.

Shall We Dance? – Classifying Types of Chemical Reac�ons : Students iden�fy and differen�ate between four types of chemical reac�ons: synthesis, decomposi�on, single replacement and double replacement. Students also develop models for chemical reac�ons and iden�fy the limita�ons of the models using evidence.

Appendix A: NJSLS‐S and Founda�ons for the Unit

Use the periodic table as a model to predict the rela�ve proper�es of elements based on the pa�erns of electrons in the outermost energy level of atoms. [Clarifica�on Statement: Examples of proper�es that could be predicted from pa�erns could include reac�vity of metals, types of bonds formed, numbers of bonds formed, and reac�ons with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quan�ta�ve understanding of ioniza�on energy beyond rela�ve trends.] ( HS‐PS1‐1 )

Construct and revise an explana�on for the outcome of a simple chemical reac�on based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the pa�erns of chemical proper�es. [Clarifica�on Statement: Examples of chemical reac�ons could include the reac�on of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [ Assessment Boundary: Assessment is limited to chemical reac�ons involving main group elements and combus�on

reac�ons. ] ( HS‐PS1‐2 )

Plan and conduct an inves�ga�on to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between par�cles. [Clarifica�on Statement: Emphasis is on understanding the strengths of forces between par�cles, not on naming specific intermolecular forces (such as dipole‐dipole). Examples of par�cles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk proper�es of substances could include the mel�ng point and boiling point, vapor pressure, and surface tension.] [ Assessment Boundary: Assessment does not include Raoult’s law calcula�ons of vapor pressure. ] ( HS‐PS1‐3 )

Communicate scien�fic and technical informa�on about why the molecular‐level structure is important in the func�oning of designed materials.* [Clarifica�on Statement: Emphasis is on the a�rac�ve and repulsive forces that determine the func�oning of the material. Examples could include why electrically conduc�ve materials are o�en made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceu�cals are designed to interact with specific receptors.] [ Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials. ] ( HS‐PS2‐6 )

Evaluate a solu�on to a complex real‐world problem based on priori�zed criteria and trade‐offs that account for a range of constraints, including cost, safety, reliability, and aesthe�cs as well as possible social, cultural, and environmental impacts.( HS‐ETS1‐3 )

Use a computer simula�on to model the impact of proposed solu�ons to a complex real‐world problem with numerous criteria and constraints on interac�ons within and between systems relevant to the problem. ( HS‐ETS1‐4 )

The Student Learning Objec�ves above were developed using the following elements from the NRC document A Framework for K‐12 Science Educa�on :

Science and Engineering Prac�ces Disciplinary Core Ideas Crosscu�ng Concepts

Developing and Using Models

• Use a model to predict the rela�onships between systems or between components of a system. (HS‐PS1‐1)

Planning and Carrying Out Inves�ga�ons

• Plan and conduct an inves�ga�on individually and collabora�vely to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limita�ons on the precision of the data (e.g., number of trials, cost, risk, �me), and refine the design accordingly. (HS‐PS1‐3)

PS1.A: Structure and Proper�es of Ma�er

• Each atom has a charged substructure consis�ng of a nucleus, which is made of protons and neutrons, surrounded by electrons. (HS‐PS1‐1)

• The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical proper�es in columns. The repea�ng pa�erns of this table reflect pa�erns of outer electron states. (HS‐PS1‐1),(HS‐PS1‐2)

• The structure and interac�ons of ma�er at the bulk scale are determined by electrical forces within and between atoms. ( secondary to

Pa�erns

• Different pa�erns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explana�ons of phenomena. (HS‐PS1‐1),(HS‐PS1‐2),(HS‐PS1‐3)

Structure and Func�on

• Inves�ga�ng or designing new systems or structures requires a detailed examina�on of the proper�es of different materials, the structures of different components, and connec�ons of components to reveal its func�on and/or solve a problem. (HS‐PS2‐6)

Construc�ng Explana�ons and Designing Solu�ons

• Construct and revise an explana�on based on valid and reliable evidence obtained from a variety of sources (including students’ own inves�ga�ons, models, theories, simula�ons, peer review) and the assump�on that theories and laws that describe the natural world operate today as they did in the past and will con�nue to do so in the future. (HS‐PS1‐2)

• Evaluate a solu�on to a complex real‐world problem, based on scien�fic knowledge, student‐generated sources of evidence, priori�zed criteria, and tradeoff considera�ons. (HS‐ETS1‐3)

Obtaining, Evalua�ng, and Communica�ng Informa�on

• Communicate scien�fic and technical informa�on (e.g. about the process of development and the design and performance of a proposed process or system) in mul�ple formats (including orally, graphically, textually, and mathema�cally). (HS‐PS2‐6)

Using Mathema�cs and Computa�onal Thinking

• Use mathema�cal models and/or computer simula�ons to predict the effects of a design solu�on on systems and/or the interac�ons between systems. (HS‐ETS1‐4)

HS‐PS2‐6 )

PS1.B: Chemical Reac�ons

• The fact that atoms are conserved, together with knowledge of the chemical proper�es of the elements involved, can be used to describe and predict chemical reac�ons. (HS‐PS1‐2)

PS2.B: Types of Interac�ons

• A�rac�on and repulsion between electric charges at the atomic scale explain the structure, proper�es, and transforma�ons of ma�er, as well as the contact forces between material objects. (secondary to HS‐PS1‐1),(secondary to HS‐PS1‐3)

ESS2.D: Weather and Climate

• Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. (HS‐ESS2‐6)

ETS1.B: Developing Possible Solu�ons

• When evalua�ng solu�ons, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthe�cs, and to consider social, cultural, and environmental impacts. (HS‐ETS1‐3)

• Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simula�ons to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presenta�on to a client about how a given design will meet his or her needs. (HS‐ETS1‐4)

Systems and System Models

• Models (e.g., physical, mathema�cal, computer models) can be used to simulate systems and interac�ons—including energy, ma�er, and informa�on flows— within and between systems at different scales. (HS‐ETS1‐4)

‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐

Connec�ons to Engineering, Technology, and Applica�ons of Science Influence of Science,

Engineering, and Technology on Society and the Natural World

New technologies can have deep impacts on society and the environment, including some that were not an�cipated. Analysis of costs and benefits is a cri�cal aspect of decisions about technology. (HS‐ETS1‐1) (HS‐ETS1‐3)

Embedded English Language Arts/Literacy and Mathema�cs Standards


RST.11‐12.1 Cite specific textual evidence to support analysis of science and technical texts, a�ending to important dis�nc�ons the author makes and to any

gaps or inconsistencies in the account. (HS‐PS1‐3)

WHST.9‐12.2 Write informa�ve/explanatory texts, including the narra�on of historical events, scien�fic procedures/ experiments, or technical processes. (HS‐PS1‐2)

WHST.9‐12.5 Develop and strengthen wri�ng as needed by planning, revising, edi�ng, rewri�ng, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (HS‐PS1‐2),(HS‐ETS1‐3)

WHST.9‐12.7 Conduct short as well as more sustained research projects to answer a ques�on (including a self‐generated ques�on) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize mul�ple sources on the subject, demonstra�ng understanding of the subject under inves�ga�on. (HS‐PS1‐3)

WHST.11‐12.8 Gather relevant informa�on from mul�ple authorita�ve print and digital sources, using advanced searches effec�vely; assess the strengths and limita�ons of each source in terms of the specific task, purpose, and audience; integrate informa�on into the text selec�vely to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for cita�on. (HS‐PS1‐3),(HS‐ETS1‐3)

WHST.9‐12.9 Draw evidence from informa�onal texts to support analysis, reflec�on, and research. (HS‐PS1‐3),(HS‐ETS1‐3)

SL.11‐12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interac�ve elements) in presenta�ons to enhance understanding of findings, reasoning, and evidence and to add interest. (HS‐PS1‐4)

Mathema�cs

MP.2 Reason abstractly and quan�ta�vely. (HS‐ETS1‐3),(HS‐ETS1‐4)

MP.4 Model with mathema�cs. (HS‐ETS1‐3),(HS‐ETS1‐4)

HSN‐Q.A.1 Use units as a way to understand problems and to guide the solu�on of mul�‐step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS‐PS1‐2),(HS‐PS1‐3)

Career Ready Prac�ces (CRPs)

● CRP1. Act as a responsible and contribu�ng ci�zen and employee. ● CRP2. Apply appropriate academic and technical skills. ● CRP4. Communicate clearly and effec�vely and with reason. ● CRP5. Consider the environmental, social and economic impacts of decisions. ● CRP6. Demonstrate crea�vity and innova�on.

● CRP7. Employ valid and reliable research strategies. ● CRP8. U�lize cri�cal thinking to make sense of problems and persevere in solving them. ● CRP9. Model integrity, ethical leadership and effec�ve management. ● CRP11. Use technology to enhance produc�vity. ● CRP12. Work produc�vely in teams while using cultural global competence.

Personal Financial Literacy (9.1)

● 9.1.12.A.3 Analyze the rela�onship between various careers and personal learning goals. ● 9.1.12.A.4 Iden�fy a career goal and develop a plan and �metable for achieving it, including educa�onal/training requirements, costs, and possible debt. ● 9.1.12.E.4 Evaluate how media, bias, purpose, and validity affect the priori�za�on of consumer decisions and spending.

Career Awareness, Explora�on, and Prepara�on (9.2)

● 9.2.12.C.1 Review career goals and determine steps necessary for a�ainment. ● 9.2.12.C.3 Iden�fy transferable career skills and design alternate career plans. ● 9.2.12.C.4 Analyze how economic condi�ons and societal changes influence employment trends and future educa�on. ● 9.2.12.C.7 Examine the professional, legal, and ethical responsibili�es for both employers and employees in the global workplace.

Educa�onal Technology (8.1)

● 8.1.12.B.2 Apply previous content knowledge by crea�ng and pilo�ng a digital learning game or tutorial. ● 8.1.12.C.1 Develop an innova�ve solu�on to a real world problem or issue in collabora�on with peers and experts, and present ideas for feedback through

social media or in an online community. ● 8.1.12.D.1 Demonstrate appropriate applica�on of copyright, fair use and/or Crea�ve Commons to an original work. ● 8.1.12.D.5 Analyze the capabili�es and limita�ons of current and emerging technology resources and assess their poten�al to address personal, social,

lifelong learning, and career needs. ● 8.1.12.E.1 Produce a posi�on statement about a real world problem by developing a systema�c plan of inves�ga�on with peers and experts synthesizing

informa�on from mul�ple sources. ● 8.1.12.F.1 Evaluate the strengths and limita�ons of emerging technologies and their impact on educa�onal, career, personal and or social needs.

Technology Educa�on, Engineering, Design, and Computa�onal Thinking ‐ Programming (8.2)

● 8.2.12.A.1 Propose an innova�on to meet future demands supported by an analysis of the poten�al full costs, benefits, trade‐offs and risks, related to the use of the innova�on.

● 8.2.12.A.2 Analyze a current technology and the resources used, to iden�fy the trade‐offs in terms of availability, cost, desirability and waste. ● 8.2.12.A.3 Research and present informa�on on an exis�ng technological product that has been repurposed for a different func�on.

● 8.2.12.B.2 Evaluate ethical considera�ons regarding the sustainability of environmental resources that are used for the design, crea�on and maintenance of a chosen product.

● 8.2.2.C.2 Create a drawing of a product or device that communicates its func�on to peers and discuss. ● 8.2.2.C.4 Iden�fy designed products and brainstorm how to improve one used in the classroom. ● 8.2.2.C.6 Inves�gate a product that has stopped working and brainstorm ideas to correct the problem. ● 8.2.5.D.1 Iden�fy and collect informa�on about a problem that can be solved by technology, generate ideas to solve the problem, and iden�fy constraints

and trade‐offs to be considered. ● 8.2.5.D.5 Describe how resources such as material, energy, informa�on, �me, tools, people and capital are used in products or systems. Assess the impact of

products and systems. ● 8.2.5.D.6 Explain the posi�ve and nega�ve effect of products and systems on humans, other species and the environment, and when the product or system

should be used. ● 8.2.12.E.1 Demonstrate an understanding of the problem‐solving capacity of computers in our world.

Labs/Ac�vi�es/Strategies

● Measurement‐ Sig Figs/Accuracy, Precision/Scien�fic Nota�on/Dimensional Analysis/Density/Percent Error ○ Al foil thickness ○ Density of Solids Lab Set ○ Density of Water ○ Penny lab ○ Varied rulers

● Atomic Structure‐ Protons, Neutrons, Electrons/Ions/Isotopes/Electron Configura�on/Mole Intro ○ Build an Atom (PhET) ○ Mole ID

● Periodic Table /Trends ○ Trends 3D & sca�erplot graph ○ Path to Periodic Table ○ Mendeleev’s Castle ○ Alien Periodic Table ○ Periodic Table puzzle

● KMT/Classifica�on of Ma�er/States of Ma�er/Gas Laws (theore�cally) ○ Candle lab ○ Separa�on lab ○ Toilet Paper Strength Lab ○ Virtual States of Ma�er Lab Glencoe Science Virtual States of Ma�er Lab ○ Virtual Changes Lab Glencoe Science Virtual Physical and Chemical Changes Lab ○ Potato Cannons Lab ○ Can Crush, Egg (or Balloon) in Flask, Rising Floa�ng Candle Lab ○ Dry Ice Lab

Technology/GAFE

● Virtual Labs ○ Density (PhET) ○ Build an Atom (PhET) ○ Isotopes and Atomic Mass (PhET) ○ Making molecules (PhET) ○ Gas Proper�es (PhET) ○ States of Ma�er (PhET) ○ Virtual States of Ma�er Lab Glencoe Science Virtual States of Ma�er Lab ○ Virtual Changes Lab Glencoe Science Virtual Physical and Chemical Changes Lab

● Students write their formal laboratory reports on Google Documents and share through Google Classroom. ● All Power Points, Study Guides and Homework Assignments are posted on Google Classroom.

Special Educa�on/504

● Providing Notes/Modified Notes ○ PowerPoints – supply copies of the structure of ma�er

● Guided Reading ○ Highligh�ng – notes on the periodic table ○ Providing Defini�ons – of subatomic par�cles and the forces on them

● Chunking – the way that a chemical equa�on is wri�en with word, formula, and balance sequence ● Manipula�ves/Visuals – periodic table and element type ● Graphic Organizers – on subatomic par�cles ● Study Guides – on atomic structure and the interac�on of these par�cles ● Conferencing with each student at the conclusion of the Chapter Tests corresponding to the PowerPoints (see above) which may include the following

par�cipants: ○ Parent – mee�ng with parent at end of unit assessment ○ Guidance – periodically update on student understanding of atomic structure ○ Administra�on – no�fy on student progress on ma�er

● Tutoring/Extra Help – on any topic regarding the proper�es of ma�er

ELL (SEI)

● Use Bilingual Dic�onaries to define scien�fic terms and applicable vocabulary. ● Providing Notes/Modified Notes

○ PowerPoints on Ma�er and Change, Measurements and Calcula�ons, Atoms: The Building Blocks of Ma�er, Arrangement of Electrons in Atoms, Periodic Table, States of Ma�er.

● Guided Reading on Ma�er and Change, Measurements and Calcula�ons, Atoms: The Building Blocks of Ma�er, Arrangement of Electrons in Atoms, Periodic

Table, States of Ma�er. ○ Highligh�ng ○ Underlining ○ Providing Defini�ons ○ Outlining

● Visuals of atoms, molecules and the Periodic Table. ● Study Guides are provided on all Tests and Quizzes on Ma�er and Change, Measurements and Calcula�ons, Atoms: The Building Blocks of Ma�er,

Arrangement of Electrons in Atoms, Periodic Table, States of Ma�er. ● Conferencing with each student at the conclusion of the Chapter Tests corresponding to the PowerPoints (see above) which may include the following

par�cipants: o Student o Parent o Guidance o Administra�on o Child Study Team

● Tutoring/Extra Help when applicable.

At Risk of School Failure

● Providing Notes/Modified Notes ○ PowerPoints – copies of atomic structure

● Guided Reading ○ Highligh�ng‐ Subatomic par�cles ○ Providing Defini�ons‐ types of ma�er

● Manipula�ves/Visuals‐ Atomic model ● Study Guides – Structure and proper�es ● Priority Sea�ng – front sea�ng ● Checking Assignments Pads – weekly checks on structure ● Conferencing

○ Student – in class level assess on ma�er ○ Parent – unit comple�on assessment on atomic structure

● Tutoring/Extra Help – periodic assistance on elemental proper�es

Gi�ed & Talented

● Self‐Directed Learning: Students can complete the appropriate PhET labs (Density, Build an Atom, Isotopes and Atomic Mass, Making molecules, Gas Proper�es, States of Ma�er) on their own.

Forma�ve, Summa�ve, Benchmark, and Alterna�ve Assessments

● Forma�ve ‐ Do Nows on the following topics: ○ Ma�er and Change ○ Measurements and Calcula�ons ○ Atoms: The Building Blocks of Ma�er ○ Arrangement of Electrons in Atoms ○ Periodic Table ○ States of Ma�er

● Benchmark ‐ Quizzes on the following topics:

○ Ma�er and Change ○ Measurements and Calcula�ons ○ Atoms: The Building Blocks of Ma�er ○ Arrangement of Electrons in Atoms ○ Periodic Table ○ States of Ma�er

● Summa�ve ‐ Tests on the following topics:

○ Ma�er and Change ○ Measurements and Calcula�ons ○ Atoms: The Building Blocks of Ma�er ○ Arrangement of Electrons in Atoms ○ Periodic Table ○ States of Ma�er

● Alterna�ve Assessments ‐ Students will complete the following Process Oriented Guided‐Inquiry Learning Ac�vi�es:

○ Significant Digits and Measurements ○ Significant Zeros ○ Classifica�on of Ma�er ○ Isotopes ○ Ions ○ Average Atomic Mass ○ Coulombic A�rac�on ○ Electron Energy and Light ○ Electron Configura�on ○ Cracking the Periodic Table Code ○ Periodic Trends ○ Gas Variables

Unit 2: Bonding and Chemical Reaction & Living Connections (30 Days)

Unit Summary

How can one explain the structure, proper�es, and interac�ons of ma�er?

In this unit of study, students develop and using models , plan and conduct inves�ga�ons , use mathema�cal thinking , and construct explana�ons and design solu�ons as they develop an understanding of the substructure of atoms and to provide more mechanis�c explana�ons of the proper�es of substances. Chemical reac�ons, including rates of reac�ons and energy changes, can be understood by students at this level in terms of the collisions of molecules and the rearrangements of atoms. Students also apply an understanding of the process of op�miza�on and engineering design to chemical reac�on systems. The crosscu�ng concepts of pa�erns, energy and ma�er , and stability and change are the organizing concepts for these disciplinary core ideas. Students are expected to demonstrate proficiency in developing and using models , planning and conduc�ng inves�ga�ons , using mathema�cal thinking , and construc�ng explana�ons and designing solu�ons .


Use mathema�cal representa�ons to support the claim that atoms, and therefore mass, are conserved during a chemical reac�on. [Clarifica�on Statement: Emphasis is on using mathema�cal ideas to communicate the propor�onal rela�onships between masses of atoms in the reactants and the products, and the transla�on of these rela�onships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students’ use of mathema�cal thinking and not on memoriza�on and rote applica�on of problem‐solving techniques.] [Assessment Boundary: Assessment does not include complex chemical reac�ons.] ( HS‐PS1‐7 )

Develop a model to illustrate that the release or absorp�on of energy from a chemical reac�on system depends upon the changes in total bond energy. [Clarifica�on Statement: Emphasis is on the idea that a chemical reac�on is a system that affects the energy change. Examples of models could include molecular‐level drawings and diagrams of reac�ons, graphs showing the rela�ve energies of reactants and products, and representa�ons showing energy is conserved.] [Assessment Boundary: Assessment does not include calcula�ng the total bond energy changes during a chemical reac�on from the bond energies of reactants and products.] ( HS‐PS1‐4 )

Apply scien�fic principles and evidence to provide an explana�on about the effects of changing the temperature or concentra�on of the reac�ng par�cles on the rate at which a reac�on occurs. [Clarifica�on Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.] [Assessment Boundary: Assessment is limited to simple reac�ons in which there are only two reactants; evidence from temperature, concentra�on, and rate data; and qualita�ve rela�onships between rate and temperature.] ( HS‐PS1‐5 )

Refine the design of a chemical system by specifying a change in condi�ons that would produce increased amounts of products at equilibrium.* [ Clarifica�on Statement: Emphasis is on the applica�on of Le Chatlier’s Principle and on refining designs of chemical reac�on systems, including descrip�ons of the connec�on between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product forma�on including adding reactants or removing products.] [Assessment Boundary: Assessment is limited to specifying the change in only one variable at a �me. Assessment does not include calcula�ng equilibrium constants and concentra�ons.] ( HS‐PS1‐6 )

Design a solu�on to a complex real‐world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. ( HS‐ETS1‐2 )

Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [Clarifica�on Statement: Emphasis is on illustra�ng inputs and outputs of ma�er and the transfer and transforma�on of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equa�ons, and conceptual models.] [Assessment Boundary: Assessment does not include specific biochemical steps.] ( HS‐LS1‐5 )

Use a model to illustrate that cellular respira�on is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resul�ng in a net transfer of energy. [Clarifica�on Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respira�on.] [Assessment Boundary: Assessment should not include iden�fica�on of the steps or specific processes involved in cellular respira�on.] ( HS‐LS1‐7 )

Part A: Where do the atoms go during a chemical reac�on?


• The fact that atoms are conserved, together with the knowledge of the chemical proper�es of the elements involved, can be used to describe and predict chemical reac�ons.

• The total amount of energy and ma�er in closed systems is conserved.

• The total amount of energy and ma�er in a chemical reac�on system is conserved.

• Changes of energy and ma�er in a system can be described in terms of energy and ma�er flows into, out of, and within that system.

• Changes of energy and ma�er in a chemical reac�on system can be described in terms of energy and ma�er flows into, out of, and within that system.


● Use mathema�cal representa�ons of chemical reac�on systems to support the claim that atoms, and therefore mass, are conserved during a chemical reac�on.

● Use mathema�cal ideas to communicate the propor�onal rela�onships between masses of atoms in the reactants and products and the transla�on of these rela�onships to the macroscopic scale, using the mole as the conversion from the atomic to the macroscopic scale.

● Use the fact that atoms are conserved, together with knowledge of the chemical proper�es of the elements involved, to describe and predict chemical reac�ons.

● Describe changes of energy and ma�er in a chemical reac�on system in terms of energy and ma�er flows into, out of, and within that system.

Part B: What is different inside a heat pack and a cold pack?


● A stable molecule has less energy than the same set of atoms separated; at least this much energy must be provided in order to take the molecule


● Explain the idea that a stable molecule has less energy than the same set of

apart.

● Changes of energy and ma�er in a system can be described in terms of energy and ma�er flows into, out of, and within that system.

● Changes of energy and ma�er in a chemical reac�on system can be described in terms of collisions of molecules and the rearrangements of atoms into new molecules, with subsequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kine�c energy.

● Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kine�c energy.

atoms separated.

● Describe changes of energy and ma�er in a chemical reac�on system in terms of energy and ma�er flows into, out of, and within that system.

● Describe chemical processes, their rates, and whether or not they store or release energy in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kine�c energy.

● Develop a model based on evidence to illustrate the rela�onship between the release or absorp�on of energy from a chemical reac�on system and the changes in total bond energy.

Part C: Is it possible to change the rate of a reac�on or cause two elements to react that do not normally want to?


• Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kine�c energy.

• Different pa�erns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explana�ons of phenomena.

• Pa�erns in the effects of changing the temperature or concentra�on of the reac�ng par�cles can be used to provide evidence for causality in the rate at which a reac�on occurs.


• Use the number and energy of collisions between molecules (par�cles) to explain the effects of changing the temperature or concentra�on of the reac�ng ar�cles on the rate at which a reac�on occurs.

• Use pa�erns in the effects of changing the temperature or concentra�on of the reactant par�cles to provide evidence for causality in the rate at which a reac�on occurs.

• Apply scien�fic principles and mul�ple and independent student‐generated sources of evidence to provide an explana�on of the effects of changing the temperature or concentra�on of the reac�ng par�cles on the rate at which a reac�on occurs.

Part D: What can we do to make the products of a reac�on stable?


• Much of science deals with construc�ng explana�ons of how things change and how they remain stable.

• In many situa�ons, a dynamic and condi�on‐dependent balance between a reac�on and the reverse reac�on determines the numbers of all types of molecules present.

• Criteria may need to be broken down into simpler ones that can be approached systema�cally, and decisions about the priority of certain criteria over others may be needed.

• Explana�ons can be constructed explaining how chemical reac�on systems can change and remain stable.


• Construct explana�ons for how chemical reac�on systems change and how they remain stable.

• Design a solu�on to specify a change in condi�ons that would produce increased amounts of products at equilibrium in a chemical system based on scien�fic knowledge, student‐generated sources of evidence, priori�zed criteria, and tradeoff considera�ons.

• Break down and priori�ze criteria for increasing amounts of products in a chemical system at equilibrium.

• Refine the design of a solu�on to specify a change in condi�ons that would produce increased amounts of products at equilibrium in a chemical system based on scien�fic knowledge, student‐generated sources of evidence, priori�zed criteria, and tradeoff considera�ons.

Part E: How does photosynthesis transform light energy into stored chemical energy?


• The process of photosynthesis converts light energy to stored energy by conver�ng carbon dioxide plus water into sugars plus released oxygen.

• Changes of energy and ma�er in a system can be described in terms of energy and ma�er flows into, out of, and within a system.


• Provide a mechanis�c explana�on for how photosynthesis transforms light energy into stored chemical energy.

• Use their understanding of energy flow and conserva�on of energy to illustrate the inputs and outputs of ma�er and the transforma�on of energy in photosynthesis.

Part F: How does cellular respira�on result in a net transfer of energy?



• As a result of these chemical reac�ons, energy is transferred from one system of interac�ng molecules to another.


• Construct an evidence‐based model, to illustrate that cellular respira�on is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed,

• Cellular respira�on is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles .

• Cellular respira�on also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.

• Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems.

resul�ng in a net transfer of energy.

• Use their understanding of energy flow and conserva�on of energy to illustrate the inputs and outputs of the process of cellular respira�on.

Part G: How do elements of a sugar molecule combine with other elements and what molecules are formed?


• Sugar molecules contain carbon, hydrogen, and oxygen: Their hydrocarbon backbones are used to make amino acids and other carbon‐based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells.


• Changes of energy and ma�er in a system can be described in terms of energy and ma�er flows into, out of, and within that system.


• Construct and revise an explana�on based on valid and reliable evidence obtained from a variety of sources (including students’ own inves�ga�ons, models, theories, simula�ons, peer review) for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large, carbon‐based molecules.

• Construct and revise an explana�on, based on valid and reliable evidence from a variety of sources (including models, theories, simula�ons, peer review) and on the assump�on that theories and laws that describe the natural world operate today as they did in the past and will con�nue to do so in the future, for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large, carbon based molecules.

• Use evidence from models and simula�ons to support explana�ons for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large, carbon‐based molecules.


The Bonding and Chemical Reac�on unit �es together the concepts developed in Structure and Proper�es of Ma�er and Energy and its Applica�ons in Abio�c Systems units (how to describe and predict chemical reac�ons, and energy flow and conserva�on within a system). In this unit, students will develop an understanding that the total amount of energy and ma�er in a closed system (including chemical reac�on systems) is conserved and that changes of energy and ma�er in a system can be

described in terms of energy and ma�er flows into, out of, and within that system. Using this knowledge, and knowledge of the chemical proper�es of elements, students should be able to describe and predict simple chemical reac�ons in terms of mass and energy.

The mole concept and stoichiometry are used to show propor�onal rela�onships between masses of reactants and products. Students should be able to use balanced equa�ons to show mass rela�onships between reactants and products. Students should also gain an understanding of the use of dimensional analysis to perform mass to mole conversions that demonstrate how mass is conserved during chemical reac�ons. Focus should be on students’ use of mathema�cs to demonstrate their thinking about propor�onal rela�onships among masses of reactants and products and to make connec�ons between the atomic and macroscopic world. Students should use units appropriately and consistently, considering limita�ons on measurement, for the purpose of descrip�ve modeling of the propor�onal rela�onships between masses of atoms in the reactants and products and the transla�on of these rela�onships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale.

This unit also expands student understanding of the conserva�on of energy within a system by emphasizing the key idea that a stable molecule has less energy than the same set of atoms when separated. To support this concept, students might look at the change in energy when bonds are made and broken in a reac�on system. Students might also analyze molecular‐level drawings and tables showing energies in compounds with mul�ple bonds to show that energy is conserved in a chemical reac�on.

In addi�on to conserva�on of energy, students should explore energy flow into, out of, and within systems (including chemical reac�on systems). Students might be given data and asked to graph the rela�ve energies of reactants and products to determine whether energy is released or absorbed. They should also conduct simple chemical reac�ons that allow them to apply the law of conserva�on of energy by collec�ng data from their own inves�ga�ons. Students should be able to determine whether reac�ons are endothermic and exothermic, construc�ng explana�ons in terms of energy changes. These experiences will allow them to develop a model that relates energy flow to changes in total bond energy. Examples of models might include molecular‐level drawings, energy diagrams, and graphs.

Students should expand their study of bond energies by rela�ng this concept to kine�c energy. This can be understood in terms of the collisions of molecules and the rearrangement of atoms into new molecules as a func�on of their kine�c energy content. Students should also study the effect on reac�on rates of changing the temperature and/or concentra�on of a reactant (Le Chatelier’s principle). Students might explore the concept of equilibrium through inves�ga�ons, which may include manipula�ons of variables such as temperature and concentra�on. Examples of these inves�ga�ons may include the iodine clock reac�on and the ferrous cyanide complex. Using results from these inves�ga�ons, students should develop an explana�on about the effects of changing the temperature or concentra�on of the reac�ng par�cles on the rate at which a reac�on occurs and on equilibrium. Students should be able cite evidence from text to support their explana�ons a�er conduc�ng research.

Finally, in order to meet the engineering requirement for Unit 3, students should design a solu�on to specify a change in condi�ons that would produce increased amounts of products at equilibrium. As they consider their design, students should keep in mind that much of science deals with construc�ng explana�ons for how things change and how they remain stable. Through inves�ga�ons and prac�ce in changing reac�on condi�ons (as men�oned above), as well as through teacher demonstra�ons such as MOM to the Rescue/Acid–Base Reac�on (Flinn Scien�fic), students should come to understand that in many situa�ons, a dynamic and condi�on dependent balance between a reac�on and the reverse reac�on determines the number of all types of molecules present. Examples of designs that students could refine might include different ways to increase product forma�on. Designs should include methods such as adding reactants or removing products as a means to change equilibrium. Students will base these design solu�ons on scien�fic knowledge, student‐generated sources of evidence from prior inves�ga�ons, priori�zed criteria, and tradeoff considera�ons. They will do this in order to produce the greatest amount of product from a reac�on system.

Integra�on of engineering ‐

The engineering performance expecta�on HS‐PS1‐1 calls specifically for a connec�on to HS‐ETS1.C. To meet this requirement, HS‐ETS1‐2 has been iden�fied as appropriate for this unit, since it directs students to design a solu�on to a complex real‐world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Students will design a solu�on to specify a change in condi�ons that would produce increased amounts of products at equilibrium.

This unit of study con�nues to build on the concept of energy flow and ma�er discussed in previous units; however it approaches the content from a life science standpoint. Students use their understanding of energy flow and conserva�on of energy to support their learning as they model photosynthesis and cellular respira�on. Previous work with chemical reac�ons will help students develop explana�ons for the forma�on of amino acids and other large, carbon‐based molecules. Also, students con�nue developing and using models, construc�ng explana�ons and designing solu�ons, and obtaining, evalua�ng, and communica�ng informa�on.

This unit of study con�nues looking at energy flow and ma�er but with emphasis on photosynthesis, cellular respira�on, and polymeriza�on. Students should use models such as diagrams, chemical equa�ons, and conceptual models to illustrate how ma�er and energy flow through different organiza�onal levels of living systems, from microscale to macroscale.

In par�cular, both photosynthesis and cellular respira�on will be the reac�ons used to emphasize that the reactants (inputs) and products (outputs) show the transfer of ma�er and energy from one system of interac�ng molecules to another. In developing models to represent how photosynthesis transforms light energy into stored chemical energy and the inputs and outputs of cellular respira�on, students might use digital media in presenta�ons to enhance understanding. [Clarifica�on, The focus of this unit is on the basic inputs and outputs of these processes. The specific biological steps of the Calvin cycle, Glycolysis, and Kreb cycle are not the focus this unit]. Developing an understanding of photosynthesis and respira�on will allow students to model radiant energy transferred from a macrosystem, such as the ocean, to a microsystem, such as an individual organism like plankton. In photosynthesis, light energy is converted to stored energy when carbon dioxide and water are converted into sugars. Oxygen is released in this process. The organism then converts the chemical energy into a usable form (A.T.P) on the cellular level through the process of cellular respira�on. This process gives organisms the energy needed to maintain life func�ons. An example is how some organisms need energy to maintain body temperature despite ongoing energy transfer to the surrounding environment.

Models should use evidence to illustrate how photosynthesis transforms light energy into stored chemical energy; how cellular respira�on is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resul�ng in a net transfer of energy; and to illustrate the inputs and outputs of ma�er and the transforma�ons of energy in both processes. Models could include chemical equa�ons, flow diagrams, manipula�ves, and conceptual models. Models should also illustrate that energy cannot be created or destroyed, and that it moves only between one place and another, between objects, or between systems.

At the same �me, students take an in‐depth look at the polymeriza�on of sugar; they should research and inves�gate how simple sugars (made from carbon, hydrogen, and oxygen) are combined and recombined in different structures with specific func�ons. Students will construct and revise explana�ons for how simple sugars help form hydrocarbon backbones (amino acids) or carbon‐based backbones (protein, DNA, new organism). Explana�ons should be supported and revised using evidence from mul�ple sources of text, models, theories, simula�ons, students’ own inves�ga�ons, and peer review. Students’ explana�ons should describe the forma�on of amino acids and other carbon‐based molecules that can be assembled into larger molecules (such as proteins or DNA) that can be used, for example, to form new cells. It is important to remember that students are only required to conceptually understand the process, not the specific chemical reac�ons or the

iden�fica�on of macromolecules such as amino acids and DNA.

Connec�ng with English Language Arts/Literacy


• Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interac�ve elements) in presenta�ons showing that the release or absorp�on of energy from a chemical reac�on system depends upon the changes in total bond energy to enhance understanding of findings, reasoning, and evidence and to add interest.

• Cite specific textual evidence to support the concept that changing the temperature or concentra�on of the reac�ng par�cles affects the rate at which a reac�on occurs.

• Develop an explana�on about the effects of changing the temperature or concentra�on of the reac�ng par�cles on the rate at which a reac�on occurs by selec�ng the most significant and relevant facts, extended defini�ons, concrete details, quota�ons, or other informa�on and examples.

• Construct short as well as more sustained research projects to answer how to increase amounts of products at equilibrium in a chemical system. Synthesize mul�ple sources on the subject, demonstra�ng understanding of the subject under inves�ga�on.

Mathema�cs

• Represent an explana�on that atoms, and therefore mass, are conserved during a chemical reac�on symbolically and manipulate the represen�ng symbols. Make sense of quan��es and rela�onships about the conserva�on of atoms and mass during chemical reac�ons symbolically and manipulate the represen�ng symbols.

• Use units as a way to understand the conserva�on of atoms and mass during chemical reac�ons; choose and interpret units consistently in formulas represen�ng propor�onal rela�onships between masses of atoms in the reactants and products and the transla�on of these rela�onships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale; choose and interpret the scale and origin in graphs and data displays represen�ng the conserva�on of atoms and mass in chemical reac�ons.

• Define appropriate quan��es for the purpose of descrip�ve modeling of the propor�onal rela�onships between masses of atoms in the reactants and products and the transla�on of these rela�onships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale.

• Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es represen�ng propor�onal rela�onships between masses of atoms in the reactants and products and the transla�on of these rela�onships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale.

• Use a mathema�cal model to explain how the release or absorp�on of energy from a chemical reac�on system depends upon the changes in total bond energy, and map their rela�onships using tools. Analyze those rela�onships mathema�cally to draw conclusions, reflec�ng on the results and improving the model if it has not served its purpose.

• Represent an explana�on about the effects of changing the temperature or concentra�on of the reac�ng par�cles on the rate at which a reac�on occurs symbolically and manipulate the represen�ng symbols. Make sense of quan��es and rela�onships about the effects of changing the temperature or concentra�on of the reac�ng par�cles on the rate at which a reac�on occurs symbolically and manipulate the represen�ng symbols.

• Use units as a way to understand an explana�on about the effects of changing the temperature or concentra�on of the reac�ng par�cles on the rate at which a

reac�on occurs. Choose and interpret units consistently in formulas represen�ng the effects of changing the temperature or concentra�on of the reac�ng par�cles on the rate at which a reac�on occurs. Choose and interpret the scale and the origin in graphs and data displays represen�ng the effects of changing the temperature or concentra�on of the reac�ng par�cles on the rate at which a reac�on occurs.

• Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es represen�ng the effects of changing the temperature or concentra�on of the reac�ng par�cles on the rate at which a reac�on occurs.

• Use a mathema�cal model to explain how to increase amounts of products at equilibrium in a chemical system. Iden�fy important quan��es in the cycling of ma�er and flow of energy among organisms in an ecosystem, and map their rela�onships using tools. Analyze those rela�onships mathema�cally to draw conclusions, reflec�ng on the results and improving the model if it has not served its purpose.

Modifica�ons

Teacher Note: Teachers iden�fy the modifica�ons that they will use in the unit. The unneeded modifica�ons can then be deleted from the list.

● Restructure lesson using UDL principles ( h�p://www.cast.org/our‐work/about‐udl.html#.VXmoXcfD_UA )








● Provide ELL students with mul�ple literacy strategies.



Middle‐ and high‐school student thinking about chemical change tends to be dominated by the obvious features of the change. For example, some students think that when something is burned in a closed container, it will weigh more because they see the smoke that was produced. Further, many students do not view chemical changes as interac�ons. They do not understand that substances can be formed by the recombina�on of atoms in the original substances. Rather, they see chemical

change as the result of a separate change in the original substance, or changes, each one separate, in several original substances. For example, some students see the smoke formed when wood burns as having been driven out of the wood by the flame ( NSDL, 2015 ).

Prior Learning

Physical science

• Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms.

• Each pure substance has characteris�c physical and chemical proper�es (for any bulk quan�ty under given condi�ons) that can be used to iden�fy it. Gases and liquids are made of molecules or inert atoms that are moving about rela�ve to each other.

• In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in posi�on but do not change rela�ve loca�ons. Solids may be formed from molecules, or they may be extended structures with repea�ng subunits (e.g., crystals).

• The changes of state that occur with varia�ons in temperature or pressure can be described and predicted using models of ma�er. Substances react chemically in characteris�c ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different proper�es from those of the reactants. The total number of each type of atom is conserved, and thus the mass does not change. Some chemical reac�ons release energy; others store energy.

• Electric and magne�c (electromagne�c) forces can be a�rac�ve or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magne�c strengths involved and on the distances between the interac�ng objects. Gravita�onal forces are always a�rac�ve. There is a gravita�onal force between any two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun.

• Forces that act at a distance (electric, magne�c, and gravita�onal) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object or a ball, respec�vely).

• Mo�on energy is properly called kine�c energy; it is propor�onal to the mass of the moving object and grows with the square of its speed.

• A system of objects may also contain stored (poten�al) energy, depending on their rela�ve posi�ons.

• Temperature is a measure of the average kine�c energy of par�cles of ma�er. The rela�onship between the temperature and the total energy of a system depends on the types, states, and amounts of ma�er present.

• When the mo�on energy of an object changes, there is inevitably some other change in energy at the same �me.

• The amount of energy transfer needed to change the temperature of a ma�er sample by a given amount depends on the nature of the ma�er, the size of the sample, and the environment.

• Energy is spontaneously transferred out of ho�er regions or objects and into colder ones.

• Forces that act at a distance (electric, magne�c, and gravita�onal) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object or a ball, respec�vely).

• Mo�on energy is properly called kine�c energy; it is propor�onal to the mass of the moving object and grows with the square of its speed.

• A system of objects may also contain stored (poten�al) energy, depending on their rela�ve posi�ons. Temperature is a measure of the average kine�c energy of par�cles of ma�er. The rela�onship between the temperature and the total energy of a system depends on the types, states, and amounts of ma�er present.

• When the mo�on energy of an object changes, there is inevitably some other change in energy at the same �me.

• The amount of energy transfer needed to change the temperature of a ma�er sample by a given amount depends on the nature of the ma�er, the size of the sample, and the environment.

• Energy is spontaneously transferred out of ho�er regions or objects and into colder ones.

Life science

• Plants, algae (including phytoplankton), and many microorganisms use energy from light to make sugars (food) from carbon dioxide from the atmosphere and water, through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.

• Within individual organisms, food moves through a series of chemical reac�ons in which it is broken down and rearranged to form new molecules to support growth or to release energy.

• Food webs are models that demonstrate how ma�er and energy are transferred among producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of ma�er into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal ma�er back to the soil in terrestrial environments or to the water in aqua�c environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.

Earth and space sciences

• All Earth processes are the result of energy flowing and ma�er cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and ma�er that cycles produce chemical and physical changes in Earth’s materials and living organisms.

• The planet’s systems interact over scales that range from microscopic to global in size, and they operate over frac�ons of a second to billions of years. These interac�ons have shaped Earth’s history and will determine its future.


Physical science

• Energy is a quan�ta�ve property of a system that depends on the mo�on and interac�ons of ma�er and radia�on within that system. That there is a single quan�ty called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is con�nually transferred from one object to another and between its various possible forms.

• At the macroscopic scale, energy manifests itself in mul�ple ways, such as in mo�on, sound, light, and thermal energy.

• These rela�onships are be�er understood at the microscopic scale, at which all of the different manifesta�ons of energy can be modeled as a combina�on of energy associated with the mo�on of par�cles and energy associated with the configura�on (rela�ve posi�on) of the par�cles. In some cases, the rela�ve posi�on of energy can be thought of as stored in fields (which mediate interac�ons between par�cles). This last concept includes radia�on, a phenomenon in

which energy stored in fields moves across space.

• Conserva�on of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system.

• Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.

• Mathema�cal expressions, which quan�fy how the stored energy in a system depends on its configura�on (e.g., rela�ve posi�ons of charged par�cles, compression of a spring) and how kine�c energy depends on mass and speed, allow the concept of conserva�on of energy to be used to predict and describe system behavior. The availability of energy limits what can occur in any system.

• Uncontrolled systems always evolve toward more stable states—that is, toward more uniform energy distribu�on (e.g., water flows downhill, objects ho�er than their surrounding environment cool down).

• Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment.

Life science

• The process of photosynthesis converts light energy to stored chemical energy by conver�ng carbon dioxide plus water into sugars plus released oxygen.

• The sugar molecules thus formed contain carbon, hydrogen, and oxygen: Their hydrocarbon backbones are used to make amino acids and other carbon‐based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells.

• As ma�er and energy flow through different organiza�onal levels of living systems, chemical elements are recombined in different ways to form different products. As a result of these chemical reac�ons, energy is transferred from one system of interac�ng molecules to another. Cellular respira�on is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respira�on also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.

• Photosynthesis and cellular respira�on (including anaerobic processes) provide most of the energy for life processes.

• Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small frac�on of the ma�er consumed at the lower level is transferred upward to produce growth and release energy in cellular respira�on at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some ma�er reacts to release energy for life func�ons, some ma�er is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, ma�er and energy are conserved.

• Photosynthesis and cellular respira�on are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes.

Links to Free and Low Cost Instruc�onal Resources

Note‐ The majority of the student sense‐making experiences found at these links predate the NJSLS‐S. Most will need to be modified to include science and engineering prac�ces, disciplinary core ideas, and cross cu�ng concepts. The EQuIP Rubrics for Science can be used as a blueprint for evalua�ng and modifying instruc�onal materials.

● American Associa�on for the Advancement of Science: h�p://www.aaas.org/programs

● American Chemical Society: h�p://www.acs.org/content/acs/en/educa�on.html

● Concord Consor�um: Virtual Simula�ons: h�p://concord.org/

● Interna�onal Technology and Engineering Educators Associa�on: h�p://www.iteaconnect.org/

● Na�onal Earth Science Teachers Associa�on: h�p://www.nestanet.org/php/index.php

● Na�onal Science Digital Library: h�ps://nsdl.oercommons.org/

● Na�onal Science Teachers Associa�on: h�p://NJSLS‐S.nsta.org/Classroom‐Resources.aspx

● North American Associa�on for Environmental Educa�on: h�p://www.naaee.net/

● PhET: Interac�ve Simula�ons h�ps://PhET.colorado.edu/

● Science NetLinks: h�p://www.aaas.org/program/science‐netlinks


Use mathema�cal representa�ons to support the claim that atoms, and therefore mass, are conserved during a chemical reac�on. [Clarifica�on Statement: Emphasis is on using mathema�cal ideas to communicate the propor�onal rela�onships between masses of atoms in the reactants and the products, and the transla�on of these rela�onships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students’ use of mathema�cal thinking and not on memoriza�on and rote applica�on of problem‐solving techniques.] [Assessment Boundary: Assessment does not include complex chemical reac�ons.] ( HS‐PS1‐7 )

Develop a model to illustrate that the release or absorp�on of energy from a chemical reac�on system depends upon the changes in total bond energy. [Clarifica�on Statement: Emphasis is on the idea that a chemical reac�on is a system that affects the energy change. Examples of models could include molecular‐level drawings and diagrams of reac�ons, graphs showing the rela�ve energies of reactants and products, and representa�ons showing energy is conserved.] [Assessment Boundary: Assessment does not include calcula�ng the total bond energy changes during a chemical reac�on from the bond energies of reactants and products.] ( HS‐PS1‐4 )

Apply scien�fic principles and evidence to provide an explana�on about the effects of changing the temperature or concentra�on of the reac�ng par�cles on the rate at which a reac�on occurs. [Clarifica�on Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.] [Assessment Boundary: Assessment is limited to simple reac�ons in which there are only two reactants; evidence from temperature, concentra�on, and rate data; and qualita�ve rela�onships between rate and temperature.] ( HS‐PS1‐5 )

Refine the design of a chemical system by specifying a change in condi�ons that would produce increased amounts of products at equilibrium.* [ Clarifica�on Statement: Emphasis is on the applica�on of Le Chatlier’s Principle and on refining designs of chemical reac�on systems, including descrip�ons of the connec�on between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product forma�on including adding reactants or removing products.] [Assessment Boundary: Assessment is limited to specifying the change in only one variable at a �me.

Assessment does not include calcula�ng equilibrium constants and concentra�ons.] ( HS‐PS1‐6 )

Design a solu�on to a complex real‐world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. ( HS‐ETS1‐2 )




● Develop a model based on evidence to illustrate the rela�onships between systems or between components of a system. (HS‐PS1‐4),(HS‐PS1‐8)

● Use a model to predict the rela�onships between systems or between components of a system. (HS‐PS1‐1)


● Plan and conduct an inves�ga�on individually and collabora�vely to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limita�ons on the precision of the data (e.g., number of trials, cost, risk, �me), and refine the design accordingly. (HS‐PS1‐3)


● Use mathema�cal representa�ons of phenomena to support claims. (HS‐PS1‐7)


● Apply scien�fic principles and evidence to provide an explana�on of phenomena and solve design problems, taking into account possible unan�cipated effects. (HS‐PS1‐5)

● Construct and revise an explana�on based on valid

PS1.A: Structure and Proper�es of Ma�er

● Each atom has a charged substructure consis�ng of a nucleus, which is made of protons and neutrons, surrounded by electrons. (HS‐PS1‐1)

● The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical proper�es in columns. The repea�ng pa�erns of this table reflect pa�erns of outer electron states. (HS‐PS1‐1),(HS‐PS1‐2)

● The structure and interac�ons of ma�er at the bulk scale are determined by electrical forces within and between atoms. (HS‐PS1‐3), (secondary to HS‐PS2‐6)

● A stable molecule has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart. (HS‐PS1‐4)

PS1.B: Chemical Reac�ons

● Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of

Pa�erns

● Different pa�erns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explana�ons of phenomena. (HS‐PS1‐1),(HS‐PS1‐2),(HS‐PS1‐3),(HS‐PS1‐5)

Energy and Ma�er

● In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. (HS‐PS1‐8)

● The total amount of energy and ma�er in closed systems is conserved. (HS‐PS1‐7)

● Changes of energy and ma�er in a system can be described in terms of energy and ma�er flows into, out of, and within that system. (HS‐PS1‐4)

Stability and Change

● Much of science deals with construc�ng explana�ons of how things change and how they remain stable. (HS‐PS1‐6)

‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ Connec�ons to Nature of Science Scien�fic Knowledge Assumes an Order and Consistency in Natural Systems

● Science assumes the universe is a vast single

and reliable evidence obtained from a variety of sources (including students’ own inves�ga�ons, models, theories, simula�ons, peer review) and the assump�on that theories and laws that describe the natural world operate today as they did in the past and will con�nue to do so in the future. (HS‐PS1‐2)

● Refine a solu�on to a complex real‐world problem, based on scien�fic knowledge, student‐generated sources of evidence, priori�zed criteria, and tradeoff considera�ons. (HS‐PS1‐6)

Asking Ques�ons and Defining Problems

● Analyze complex real‐world problems by specifying criteria and constraints for successful solu�ons. (HS‐ETS1‐1)


● Use mathema�cal models and/or computer simula�ons to predict the effects of a design solu�on on systems and/or the interac�ons between systems. (HS‐ETS1‐4)


● Design a solu�on to a complex real‐world problem, based on scien�fic knowledge, student‐generated sources of evidence, priori�zed criteria, and tradeoff considera�ons. (HS‐ETS1‐2)

● Evaluate a solu�on to a complex real‐world problem, based on scien�fic knowledge, student‐generated sources of evidence, priori�zed criteria, and tradeoff considera�ons. (HS‐ETS1‐3)

molecules that are matched by changes in kine�c energy. (HS‐PS1‐4),(HS‐PS1‐5)

● In many situa�ons, a dynamic and condi�on‐dependent balance between a reac�on and the reverse reac�on determines the numbers of all types of molecules present. (HS‐PS1‐6)

● The fact that atoms are conserved, together with knowledge of the chemical proper�es of the elements involved, can be used to describe and predict chemical reac�ons. (HS‐PS1‐2),(HS‐PS1‐7)

PS1.C: Nuclear Processes

● Nuclear processes, including fusion, fission, and radioac�ve decays of unstable nuclei, involve release or absorp�on of energy. The total number of neutrons plus protons does not change in any nuclear process. (HS‐PS1‐8)

PS2.B: Types of Interac�ons

● A�rac�on and repulsion between electric charges at the atomic scale explain the structure, proper�es, and transforma�ons of ma�er, as well as the contact forces between material objects. (secondary to HS‐PS1‐1),(secondary to HS‐PS1‐3)

ETS1.C: Op�mizing the Design Solu�on

● Criteria may need to be broken down into simpler ones that can be approached systema�cally, and decisions about the priority of certain criteria over others (trade‐offs) may be needed. (secondary to HS‐PS1‐6)

ETS1.A: Defining and Delimi�ng Engineering Problems

● Criteria and constraints also include sa�sfying

system in which basic laws are consistent. (HS‐PS1‐7)

any requirements set by society, such as taking issues of risk mi�ga�on into account, and they should be quan�fied to the extent possible and stated in such a way that one can tell if a given design meets them. (HS‐ETS1‐1)

● Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollu�on, which can be addressed through engineering. These global challenges also may have manifesta�ons in local communi�es. (HS‐ETS1‐1)


● When evalua�ng solu�ons, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthe�cs, and to consider social, cultural, and environmental impacts. (HS‐ETS1‐3)

● Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simula�ons to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presenta�on to a client about how a given design will meet his or her needs. (HS‐ETS1‐4)


● Criteria may need to be broken down into simpler ones that can be approached systema�cally, and decisions about the priority of certain criteria over others (trade‐offs) may be needed. (HS‐ETS1‐2)


Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [Clarifica�on Statement: Emphasis is on illustra�ng inputs and outputs of ma�er and the transfer and transforma�on of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equa�ons, and conceptual models.] [Assessment Boundary: Assessment does not include specific biochemical steps.] ( HS‐LS1‐5 )

Use a model to illustrate that cellular respira�on is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resul�ng in a net transfer of energy. [Clarifica�on Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respira�on.] [Assessment Boundary: Assessment should not include iden�fica�on of the steps or specific processes involved in cellular respira�on.] ( HS‐LS1‐7 )

Construct and revise an explana�on based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon‐based molecules. [Clarifica�on Statement: Emphasis is on using evidence from models and simula�ons to support explana�ons.] [Assessment Boundary: Assessment does not include the details of the specific chemical reac�ons or iden�fica�on of macromolecules.] ( HS‐LS1‐6 )




● Use a model based on evidence to illustrate the rela�onships between systems or between components of a system. (HS‐LS1‐5),(HS‐LS1‐7)


● Construct and revise an explana�on based on valid and reliable evidence obtained from a variety of sources (including students’ own inves�ga�ons, models, theories, simula�ons, peer review) and the assump�on that theories and laws that describe the natural world operate today as they did in the past and will con�nue to do so in the future. (HS‐LS1‐6)

LS1.A: Structure and Func�on

● Systems of specialized cells within organisms help them perform the essen�al func�ons of life. (secondary to HS‐LS1‐4, HS‐LS1‐5, HS‐LS1‐6)

● All cells contain gene�c informa�on in the form of DNA molecules. Genes are regions in the DNA that contain the instruc�ons that code for the forma�on of proteins, which carry out most of the work of cells. (secondary to HS‐LS1‐4, HS‐LS1‐5, HS‐LS1‐6)

● Mul�cellular organisms have a hierarchical structural organiza�on, in which any one system is made up of numerous parts and is itself a component of the next level. (secondary to HS‐LS1‐4, HS‐LS1‐5, HS‐LS1‐6)

● Feedback mechanisms maintain a living system’s internal condi�ons within certain limits and mediate behaviors, allowing it to remain alive and func�onal even as external condi�ons change within some range. Feedback

Energy and Ma�er

● Changes of energy and ma�er in a system can be described in terms of energy and ma�er flows into, out of, and within that system. (HS‐LS1‐5), (HS‐LS1‐6)

● Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems. (HS‐LS1‐7)

mechanisms can encourage (through posi�ve feedback) or discourage (nega�ve feedback) what is going on inside the living system. (secondary to HS‐LS1‐4, HS‐LS1‐5, HS‐LS1‐6)

LS1.B: Growth and Development of Organisms

● In mul�cellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fer�lized egg) that divides successively to produce many cells, with each parent cell passing iden�cal gene�c material (two variants of each chromosome pair) to both daughter cells. Cellular division and differen�a�on produce and maintain a complex organism, composed of systems of �ssues and organs that work together to meet the needs of the whole organism. (HS‐LS1‐4)

LS1.C: Organiza�on for Ma�er and Energy Flow in Organisms

● The process of photosynthesis converts light energy to stored chemical energy by conver�ng carbon dioxide plus water into sugars plus released oxygen. (HS‐LS1‐5)

● The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon‐based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS‐LS1‐6)

● As ma�er and energy flow through different organiza�onal levels of living systems, chemical elements are recombined in different ways to form different products. (HS‐LS1‐6),(HS‐LS1‐7)

● As a result of these chemical reac�ons, energy is transferred from one system of interac�ng molecules to another. Cellular respira�on is a chemical process in which the bonds of food

molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respira�on also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. (HS‐LS1‐7)

Embedded English Language Arts/Literacy and Mathema�cs


RST.9‐10.7 Translate quan�ta�ve or technical informa�on expressed in words in a text into visual form (e.g., a table or chart) and translate informa�on expressed visually or mathema�cally (e.g., in an equa�on) into words. (HS‐PS1‐1)

RST.11‐12.1 Cite specific textual evidence to support analysis of science and technical texts, a�ending to important dis�nc�ons the author makes and to any gaps or inconsistencies in the account. (HS‐PS1‐5)

RST.11‐12.7 Integrate and evaluate mul�ple sources of informa�on presented in diverse formats and media (e.g., quan�ta�ve data, video, mul�media) in order to address a ques�on or solve a problem. (HS‐ETS1‐1),(HS‐ETS1‐3)

RST.11‐12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corrobora�ng or challenging conclusions with other sources of informa�on. (HS‐ETS1‐1),(HS‐ETS1‐3)

RST.11‐12.9 Synthesize informa�on from a range of sources (e.g., texts, experiments, simula�ons) into a coherent understanding of a process, phenomenon, or concept, resolving conflic�ng informa�on when possible. (HS‐ETS1‐1),(HS‐ETS1‐3)

WHST.9‐12.2 Write informa�ve/explanatory texts, including the narra�on of historical events, scien�fic procedures/ experiments, or technical processes. (HS‐PS1‐5)

WHST.9‐12.7 Conduct short as well as more sustained research projects to answer a ques�on (including a self‐generated ques�on) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize mul�ple sources on the subject, demonstra�ng understanding of the subject under inves�ga�on. (HS‐PS1‐6)

SL.11‐12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interac�ve elements) in presenta�ons to enhance understanding of findings, reasoning, and evidence and to add interest. (HS‐PS1‐4)

Mathema�cs ‐

MP.2 Reason abstractly and quan�ta�vely. (HS‐PS1‐5),(HS‐PS1‐7),(HS‐ETS1‐1),(HS‐ETS1‐3),(HS‐ETS1‐4)

MP.4 Model with mathema�cs. (HS‐PS1‐4), (HS‐ETS1‐1),(HS‐ETS1‐2),(HS‐ETS1‐3),(HS‐ETS1‐4)

HSN‐Q.A.1 Use units as a way to understand problems and to guide the solu�on of mul�‐step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS‐PS1‐4),(HS‐PS1‐5),(HS‐PS1‐7),(HS‐PS1‐8)

HSN‐Q.A.2 Define appropriate quan��es for the purpose of descrip�ve modeling. (HS‐PS1‐4),(HS‐PS1‐7)

HSN‐Q.A.3 Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es. (HS‐PS1‐4),(HS‐PS1‐5),(HS‐PS1‐7)


● CRP1. Act as a responsible and contribu�ng ci�zen and employee. ● CRP2. Apply appropriate academic and technical skills. ● CRP4. Communicate clearly and effec�vely and with reason. ● CRP5. Consider the environmental, social and economic impacts of decisions. ● CRP6. Demonstrate crea�vity and innova�on. ● CRP7. Employ valid and reliable research strategies. ● CRP8. U�lize cri�cal thinking to make sense of problems and persevere in solving them. ● CRP9. Model integrity, ethical leadership and effec�ve management. ● CRP11. Use technology to enhance produc�vity. ● CRP12. Work produc�vely in teams while using cultural global competence.


● 9.1.12.A.3 Analyze the rela�onship between various careers and personal earning goals. ● 9.1.12.A.4 Iden�fy a career goal and develop a plan and �metable for achieving it, including educa�onal/training requirements, costs, and possible debt. ● 9.1.12.E.4 Evaluate how media, bias, purpose, and validity affect the priori�za�on of consumer decisions and spending.




● 8.1.12.B.2 Apply previous content knowledge by crea�ng and pilo�ng a digital learning game or tutorial.

● 8.1.12.C.1 Develop an innova�ve solu�on to a real world problem or issue in collabora�on with peers and experts, and present ideas for feedback through social media or in an online community.

● 8.1.12.D.1 Demonstrate appropriate applica�on of copyright, fair use and/or Crea�ve Commons to an original work. ● 8.1.12.D.5 Analyze the capabili�es and limita�ons of current and emerging technology resources and assess their poten�al to address personal, social,





● 8.2.12.A.2 Analyze a current technology and the resources used, to iden�fy the trade‐offs in terms of availability, cost, desirability and waste. ● 8.2.12.A.3 Research and present informa�on on an exis�ng technological product that has been repurposed for a different func�on. ● 8.2.12.B.2 Evaluate ethical considera�ons regarding the sustainability of environmental resources that are used for the design, crea�on and maintenance of a

chosen product. ● 8.2.2.C.2 Create a drawing of a product or device that communicates its func�on to peers and discuss. ● 8.2.2.C.4 Iden�fy designed products and brainstorm how to improve one used in the classroom. ● 8.2.2.C.6 Inves�gate a product that has stopped working and brainstorm ideas to correct the problem. ● 8.2.5.D.1 Iden�fy and collect informa�on about a problem that can be solved by technology, generate ideas to solve the problem, and iden�fy constraints





Bonding Types/Lewis Structures/Intermolecular Forces/Nomenclature / Molecular models ● Online interac�ve molecular forces ● Making molecules (PhET) ● MgO Lab ● Hydrate Lab ● HCl & Manganese Lab Chemical Reac�ons: ● Double Replacement Lab ● Single Replacement Lab

● Chemical Reac�ons Lab ● Electrolysis Lab Reac�on Stoichiometry ● Limi�ng Reactant Lab ● Percent Composi�on Lab Reac�on Kine�cs/Equilibrium: ● LeChatelier’s Principle Lab ● Catalyst Demo (zinc and ammonium nitrate)

Technology/GAFE

● Virtual Labs ○ Atomic Interac�ons (PhET) ○ Molecular Polarity (PhET) ○ Molecular Shapes (PhET) ○ Reversible Reac�ons (PhET) ○ Balancing Chemical Equa�ons (PhET) ○ Limi�ng Reactant Lab ○ Percent Composi�on Lab



● Providing Notes/Modified Notes ○ PowerPoints – copies of chemical bonding and energy transfer

● Guided Reading ○ Highligh�ng – types of chemical reac�ons and why certain atoms bond in certain ways ○ Providing Defini�ons – energy types and how atoms are rearranged

● Manipula�ves/Visuals – reac�on rates ● Graphic Organizers – types of reac�ons ● Study Guides – types of chemical bonds and Reac�ons ● Conferencing

○ Student – periodically meet and review level of understanding of chemical bonds ○ Parent – updates on progress of learning level on chemical reac�ons ○ Administra�on

● Tutoring/Extra Help – frequent help on bonding and energy transfer in chemical bonding

ELL (SEI)


o PowerPoints on Chemical Formulas and Chemical Compounds, Chemical Equa�ons and Chemical Reac�ons, Stoichiometry. o Guided Reading on Chemical Formulas and Chemical Compounds, Chemical Equa�ons and Chemical Reac�ons, Stoichiometry.

o Highligh�ng o Underlining o Providing Defini�ons o Outlining

● Visuals of Molecular Bonding, Ionic Bonding, balancing chemical equa�ons. ● Study Guides are provided on all Tests and Quizzes on Chemical Formulas and Chemical Compounds, Chemical Equa�ons and Chemical Reac�ons,

Stoichiometry. ● Conferencing with each student at the conclusion of the Chapter Tests corresponding to the PowerPoints (see above) which may include the following




● Providing Notes/Modified Notes ○ PowerPoints – chemical reac�ons ○ Highligh�ng‐ Chemical bond types

● Repeat/Rephrase‐ chemical bond interac�ons ● Manipula�ves/Visuals – Atomic model ● Study Guides – Bonding and Chemical Reac�ons ● Priority Sea�ng‐ front ● Checking Assignments Pads – weekly update on chemical reac�ons ● Conferencing

○ Student – in class assess on level of ma�er understanding ○ Parent‐ Bonding unit comple�on update

● Tutoring/Extra Help – frequent assistance on bonding and proper�es

Gi�ed & Talented

● Individualized Pacing: Students can complete the appropriate PhET labs (Atomic Interac�ons, Molecular Polarity, Molecular Shapes, Reversible Reac�ons, Balancing Chemical Equa�ons) at their own pace.


● Forma�ve ‐ Do Nows on the following topics: ○ Chemical Formulas and Chemical Compounds ○ Chemical Equa�ons and Chemical Reac�ons ○ Stoichiometry


○ Chemical Formulas and Chemical Compounds ○ Chemical Equa�ons and Chemical Reac�ons ○ Stoichiometry


○ Chemical Formulas and Chemical Compounds ○ Chemical Equa�ons and Chemical Reac�ons ○ Stoichiometry


○ Naming Ionic Compounds ○ Polyatomic Ions ○ Naming Molecular Compounds ○ Naming Acids ○ Molecular Geometry ○ Types of Chemical Reac�ons ○ Rela�ve Mass and the Mole ○ Mole Ra�os ○ Limi�ng and Excess Reactants

Unit 3: The Chemistry of Abiotic Systems (9 Days)

Unit Summary

Why are we so lucky that water has the physical proper�es that it does?

How do ancient carbon atoms drive economic decisions in the modern world?

In this unit of study, students develop and use models , plan and carry out inves�ga�ons , analyze and interpret data, and engage in argument from evidence to make sense of energy as a quan�ta�ve property of a system—a property that depends on the mo�on and interac�ons of ma�er and radia�on within that system. They will also use the findings of inves�ga�ons to provide a mechanis�c explana�on for the core idea that total change of energy in any system is always equal to the total energy transferred into or out of the system. Addi�onally, students develop an understanding that energy, at both the macroscopic and the atomic scales, can be accounted for as mo�ons of par�cles or as energy associated with the configura�ons (rela�ve posi�ons) of par�cles. Students apply their understanding of energy to explain the role that water plays in affec�ng weather. Students examine the ways that human ac�vi�es cause feedback that create changes to other systems. Students are expected to demonstrate proficiency in developing and using models , planning and carrying out inves�ga�ons , analyzing and interpre�ng data, engaging in argument from evidence , and using these prac�ces to demonstrate understanding of core ideas. Students also develop possible solu�ons for major global problems. They begin by breaking these problems into smaller problems that can be tackled with engineering methods. To evaluate poten�al solu�ons, students are expected not only to consider a wide range of criteria, but also to recognize that criteria need to be priori�zed. This unit is based on HS‐PS3‐4, HS‐ESS2‐5, HS‐ESS3‐2, and HS‐ETS1‐3.


Plan and conduct an inves�ga�on to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribu�on among the components in the system (second law of thermodynamics). [Clarifica�on Statement: Emphasis is on analyzing data from student inves�ga�ons and using mathema�cal thinking to describe the energy changes both quan�ta�vely and conceptually. Examples of inves�ga�ons could include mixing liquids at different ini�al temperatures or adding objects at different temperatures to water.] [Assessment Boundary: Assessment is limited to inves�ga�ons based on materials and tools provided to students.] ( HS‐PS3‐4 )

Plan and conduct an inves�ga�on of the proper�es of water and its effects on Earth materials and surface processes. [Clarifica�on Statement: Emphasis is on mechanical and chemical inves�ga�ons with water and a variety of solid materials to provide the evidence for connec�ons between the hydrologic cycle and system interac�ons commonly known as the rock cycle. Examples of mechanical inves�ga�ons include stream transporta�on and deposi�on using a stream table, erosion using varia�ons in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples of chemical inves�ga�ons include chemical weathering and recrystalliza�on (by tes�ng the solubility of different materials) or melt genera�on (by examining how water lowers the mel�ng temperature of most solids).] ( HS‐ESS2‐5 )

Evaluate compe�ng design solu�ons for developing, managing, and u�lizing energy and mineral resources based on cost‐benefit ra�os.* [Clarifica�on Statement: Emphasis is on the conserva�on, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best prac�ces for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.] ( HS‐ESS3‐2 )

Evaluate a solu�on to a complex real‐world problem based on priori�zed criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, and aesthe�cs, as well as possible social, cultural, and environmental impacts. [Clarifica�on Statement: See Three‐Dimensional Teaching and Learning Sec�on for examples]. ( HS‐ETS1‐3 )

Part A: Does thermal energy always transfer or transform in predictable ways?


● When inves�ga�ng or describing a system, the boundaries and ini�al condi�ons of the system need to be defined and their inputs and outputs analyzed and described using models.

● Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.

● Uncontrolled systems always move toward more stable states—that is, toward a more uniform energy distribu�on.

● Although energy cannot be destroyed, it can be converted into less useful forms—for example, to thermal energy in the surrounding environment.


● Plan and conduct an inves�ga�on individually or collabora�vely to produce data on transfer of thermal energy in a closed system that can serve as a basis for evidence of uniform energy distribu�on among components of a system when two components of different temperatures are combined.

● Use models to describe a system and define its boundaries, ini�al condi�ons, inputs, and outputs.

● Design an inves�ga�on to produce data on transfer of thermal energy in a closed system that can serve as a basis for evidence of uniform energy distribu�on among components of a system when two components of different temperatures are combined, considering types, how much, and the accuracy of data needed to produce reliable measurements.

● Consider the limita�ons of the precision of the data collected and refine the design accordingly

Part B: What makes water’s proper�es essen�al to life on our planet? or Why do we look for water on other planets? or What makes water so special?



• The func�ons and proper�es of water and water systems can be inferred from the overall structure, the way the components are shaped and used, and the molecular substructure.

• These proper�es include water’s excep�onal capacity to absorb, store, and release large amounts of energy; transmit sunlight; expand upon freezing; dissolve and transport materials; and lower the viscosi�es and mel�ng points


• Plan and conduct an inves�ga�on individually and collabora�vely of the proper�es of water and its effects on Earth materials and surface processes.

• Use models to describe a hydrological system and define its boundaries, ini�al condi�ons, inputs, and outputs.

• Design an inves�ga�on considering the types, how much, and accuracy of

of rocks. data needed to produce reliable measurements.

• Consider the limita�ons on the precision of the data collected and refine the design accordingly.

Part C: What is the best energy source for a home?

How would I meet the energy needs of the house of the future?


• All forms of energy produc�on and other resource extrac�on have associated economic, social, environmental, and geopoli�cal costs and risks as well as benefits. New technologies and social regula�ons can change the balance of these factors.

• Models can be used to simulate systems and interac�ons, including energy, ma�er, and informa�on flows, within and between systems at different scales.

• Engineers con�nuously modify design solu�ons to increase benefits while decreasing costs and risks.

• Analysis of costs and benefits is a cri�cal aspect of decisions about technology.

• Scien�fic knowledge indicates what can happen in natural systems, not what should happen. The la�er involves ethics, values, and human decisions about the use of knowledge.

• New technologies can have deep impacts on society and the environment, including some that were not an�cipated.

• Science and technology may raise ethical issues for which science, by itself, does not provide answers and solu�ons.

• Many decisions are made not using science alone, but instead relying on social and cultural contexts to resolve issues.


• Evaluate compe�ng design solu�ons for developing, managing, and u�lizing energy and mineral resources based on cost benefit ra�os, scien�fic ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g., economic, societal, environmental, and ethical considera�ons).

• Use models to evaluate compe�ng design solu�ons for developing, managing, and u�lizing energy and mineral resources based on cost–benefit ra�os, scien�fic ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g., economic, societal, environmental, and ethical considera�ons).


In this unit of study, students begin by building their understanding of the law of conserva�on of energy by planning and conduc�ng inves�ga�ons of thermal energy transfer. Students should inves�gate and describe a system focusing specifically on thermal energy transfer in a closed system. These inves�ga�ons will provide opportuni�es for students to use models that can be made of a variety of materials, such as student‐generated drawings and/or digital simula�ons, such as those available from PhET. These models can be used to describe a system, and define its boundaries, ini�al condi�ons, inputs, and outputs.

Students should have the opportunity to ask and refine ques�ons, using specific textual evidence, about the energy distribu�on in a system. Students should collect relevant data from several sources, including their own inves�ga�ons, and synthesize their findings into a coherent understanding.

Using the knowledge that energy cannot be created or destroyed, students should create computa�onal or mathema�cal models to calculate the change in the energy in one component of a system when the change in energy of the other component(s) and energy flows in and out of the systems are known. In order to do this, students should manipulate variables in specific heat calcula�ons. For example, students can use data collected from simple Styrofoam calorimeters to inves�gate the mixing of water at different ini�al temperatures or the adding of objects at different temperatures to water to serve as a basis for evidence of uniform energy distribu�on among components of a system. Students might conduct an inves�ga�on using different materials such as various metals, glass, and rock samples. Using the specific heat values for these substances, students could create mathema�cal models to represent the energy distribu�on in a system, iden�fy important quan��es in energy distribu�on, map rela�onships, and analyze those rela�onships mathema�cally to draw conclusions.

These inves�ga�ons will allow students to collect data to show that energy is transported from one place to another or transferred between systems, and that uncontrolled systems always move toward more stable states with more uniform energy distribu�on. Students should also observe during inves�ga�ons that energy can be converted into less useful forms, such as thermal energy released to the surrounding environment. During the design and implementa�on of inves�ga�ons, students must consider the precision and accuracy appropriate to limita�ons on measurement of the data collected and refine their design accordingly.

This unit will also focus on the planning and conduc�ng of mechanical and chemical inves�ga�ons of water. Proper�es to be inves�gated should include water’s excep�onal capacity to absorb, store, and release large amounts of energy; transmit sunlight; expand upon freezing; dissolve and transport materials; and lower the viscosi�es and mel�ng points of rocks. This focus is par�cularly important since water’s abundance on Earth’s surface, and its unique combina�on of physical and chemical proper�es, are central to the planet’s dynamics.

The func�ons and proper�es of water and water systems can be inferred from the overall structure, the way components are shaped and used, and the molecular substructure. Inves�ga�ons will emphasize the mechanical and chemical processes involved in the interac�ons between the hydrological cycle and solid materials. Examples of mechanical inves�ga�ons include stream transporta�on and deposi�on, erosion, and frost wedging. Examples of chemical inves�ga�ons include chemical weathering, recrystalliza�on (by tes�ng the solubility of different materials) or melt genera�on (by examining how water lowers the mel�ng temperature of most solids). When inves�ga�ng the proper�es of water and their effects on Earth materials and surface processes, students should report quan��es using a level of accuracy appropriate to limita�ons on measurement.

To gain a more complete understanding, students might conduct short or more sustained research projects to determine how the proper�es of water affect Earth materials and surface processes. Once students have an understanding of the conserva�on of energy and the proper�es of water that allow it to absorb, store, and release large amounts of energy, the unit will transi�on to an engineering design problem.

Working from the premise that all forms of energy produc�on and other resource extrac�on have associated economic, social, environmental, and geopoli�cal costs, risks, and benefits, students will use cost–benefit ra�os to evaluate compe�ng design solu�ons for developing, managing, and u�lizing energy and mineral

resources.

For example, students might inves�gate the real‐world technique of using hydraulic fracturing to extract natural gas from shale deposits versus other tradi�onal means of acquiring energy from natural resources. Students will synthesize informa�on from a range of sources into a coherent understanding of compe�ng design solu�ons for extrac�ng and u�lizing energy and mineral resources. As students evaluate compe�ng design solu�ons, they should consider that new technologies could have deep impacts on society and the environment, including some that were not an�cipated. Some of these impacts could raise ethical issues for which science does not provide answers or solu�ons. In their evalua�ons, students should make sense of quan��es and rela�onships associated with developing, managing, and u�lizing energy and mineral resources. Mathema�cal models can be used to explain their evalua�ons. Students might represent their understanding by conduc�ng a Socra�c seminar as a way to present opposing views. Students should consider and discuss decisions about designs in scien�fic, social, and cultural contexts.



● Ask and refine ques�ons to support uniform energy distribu�on among the components in a system when two components of different temperature are combined, using specific textual evidence.

● Conduct short as well as more sustained research projects to determine energy distribu�on in a system when two components of different temperature are combined.

● Collect relevant data across a broad spectrum of sources about the distribu�on of energy in a system and assess the strengths and limita�ons of each source.

● Synthesize findings from experimental data into a coherent understanding of energy distribu�on in a system.

● Conduct short as well as more sustained research projects to determine how the proper�es of water affect Earth materials and surface processes.

● Cite specific textual evidence to evaluate compe�ng design solu�ons for developing, managing, and u�lizing energy and mineral resources based on cost–benefit ra�os.

● Evaluate the hypotheses, data, analysis, and conclusions of compe�ng design solu�ons for developing, managing, and u�lizing energy and mineral resources based on cost–benefit ra�os, verifying the data when possible and corrobora�ng or challenging conclusions with other design solu�ons.

● Integrate and evaluate mul�ple design solu�ons for developing, managing, and u�lizing energy and mineral resources based on cost–benefit ra�os in order to reveal meaningful pa�erns and trends.

● Evaluate the hypotheses, data, analysis, and conclusions of compe�ng design solu�ons for developing, managing, and u�lizing energy and mineral resources based on cost–benefit ra�os, verifying the data when possible and corrobora�ng or challenging conclusions with other design solu�ons.

● Synthesize data from mul�ple sources of informa�on in order to create data sets that inform design decisions and create a coherent understanding of developing, managing, and u�lizing energy and mineral resources.

Mathema�cs

● Use symbols to represent energy distribu�on in a system when two components of different temperature are combined, and manipulate the represen�ng

symbols. Make sense of quan��es and rela�onships in the energy distribu�on in a system when two components of different temperature are combined.

● Use a mathema�cal model to describe energy distribu�on in a system when two components of different temperature are combined. Iden�fy important quan��es in energy distribu�on in a system when two components of different temperature are combined and map their rela�onships using tools. Analyze those rela�onships mathema�cally to draw conclusions, reflec�ng on the results and improving the model if it has not served its purpose.

● Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es of the proper�es of water and their effects on Earth materials and surface processes.

● Use symbols to represent an explana�on of the best of mul�ple design solu�ons for developing, managing, and u�lizing energy and mineral resources and manipulate the represen�ng symbols. Make sense of quan��es and rela�onships in cost–benefit ra�os for mul�ple design solu�ons for developing, managing, and u�lizing energy and mineral resources symbolically and manipulate the represen�ng symbols.

● Use a mathema�cal model to explain the evalua�on of mul�ple design solu�ons for developing, managing, and u�lizing energy and mineral resources. Iden�fy important quan��es in cost–benefit ra�os for mul�ple design solu�ons for developing, managing, and u�lizing energy and mineral resources and map their rela�onships using tools. Analyze those rela�onships mathema�cally to draw conclusions, reflec�ng on the results and improving the model if it has not served its purpose.

Modifica�ons

Teacher Note: Teachers iden�fy the modifica�ons that they will use in the unit.












Middle‐ and high‐school student thinking about chemical change tends to be dominated by the obvious features of the change. For example, some students think that when something is burned in a closed container, it will weigh more because they see the smoke that was produced. Further, many students do not view chemical changes as interac�ons. They do not understand that substances can be formed by the recombina�on of atoms in the original substances. Rather, they see chemical change as the result of a separate change in the original substance, or changes, each one separate, in several original substances. For example, some students see the smoke formed when wood burns as having been driven out of the wood by the flame ( NSDL, 2015 ).

Prior Learning

Physical science

• Substances are made from different types of atoms, which combine with one another in various ways.

• Atoms form molecules that range in size from two atoms to thousands of atoms.



• In a liquid, the molecules are constantly in contact with others.

• In a gas, they are widely spaced except when they happen to collide.

• In a solid, atoms are closely spaced and may vibrate in posi�on but do not change rela�ve loca�ons.

• Solids may be formed from molecules or they may be extended structures with repea�ng subunits (e.g., crystals).


• Substances react chemically in characteris�c ways.

• In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different proper�es from those of the reactants.


• Some chemical reac�ons release energy, others store energy.


• These physical and chemical proper�es include water’s excep�onal capacity to absorb, store, and release large amounts of energy; transmit sunlight; expand upon freezing; dissolve and transport materials; and lower the viscosi�es and mel�ng point of rocks.


Physical science

• Each atom has a charged substructure consis�ng of a nucleus made of protons and neutrons and surrounded by electrons.

• The periodic table orders elements horizontally by the number of protons in the nucleus of each element’s atoms and places elements with similar chemical proper�es in columns. The repea�ng pa�erns of this table reflect pa�erns of outer electron states.


• A stable molecule has less energy than does the same set of atoms separated; at least this much energy is required in order to take the molecule apart.

• Chemical processes, their rates, and whether or not they store or release energy can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kine�c energy.

• In many situa�ons, a dynamic and condi�on‐dependent balance between a reac�on and the reverse reac�on determines the numbers of all types of molecules present.

• The fact that atoms are conserved in chemical reac�ons, together with knowledge of the chemical proper�es of the elements involved, can be used to describe and predict chemical reac�ons.



• Mathema�cal expressions, which quan�fy how the energy stored in a system depends on its configura�on (e.g., rela�ve posi�ons of charged par�cles, compression of a spring) and how kine�c energy depends on mass and speed, allow the concept of conserva�on of energy to be used to predict and describe system behavior.

• The availability of energy limits what can occur in any system.



Life Science

• Ecosystems have carrying capaci�es, which are limits to the numbers of organisms and popula�ons they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as preda�on, compe��on, and disease. Organisms would have the capacity to produce popula�ons of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.


Note‐ The majority of the student sense‐making experiences found at these links predate the NJSLS‐S. Most will need to be modified to include science and engineering prac�ces, disciplinary core ideas, and cross cu�ng concepts. The EQuIP Rubrics for Science can be used as a blueprint for evalua�ng and modifying instruc�onal

materials.


● American Associa�on of Physics Teachers: h�p://www.aapt.org/resources/









● Physics Union Mathema�cs (PUM): h�p://pum.rutgers.edu/



Plan and conduct an inves�ga�on to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribu�on among the components in the system (second law of thermodynamics). [Clarifica�on Statement: Emphasis is on analyzing data from student inves�ga�ons and using mathema�cal thinking to describe the energy changes both quan�ta�vely and conceptually. Examples of inves�ga�ons could include mixing liquids at different ini�al temperatures or adding objects at different temperatures to water.] [Assessment Boundary: Assessment is limited to inves�ga�ons based on materials and tools provided to students.] ( HS‐PS3‐4 )

Plan and conduct an inves�ga�on of the proper�es of water and its effects on Earth materials and surface processes. [Clarifica�on Statement: Emphasis is on mechanical and chemical inves�ga�ons with water and a variety of solid materials to provide the evidence for connec�ons between the hydrologic cycle and system interac�ons commonly known as the rock cycle. Examples of mechanical inves�ga�ons include stream transporta�on and deposi�on using a stream table, erosion using varia�ons in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples of chemical inves�ga�ons include chemical weathering and recrystalliza�on (by tes�ng the solubility of different materials) or melt genera�on (by examining how water lowers the mel�ng temperature of most solids).] ( HS‐ESS2‐5 )

Evaluate compe�ng design solu�ons for developing, managing, and u�lizing energy and mineral resources based on cost‐benefit ra�os.* [Clarifica�on Statement: Emphasis is on the conserva�on, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best prac�ces for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge

indicates what can happen in natural systems—not what should happen.] ( HS‐ESS3‐2 )

Evaluate a solu�on to a complex real‐world problem based on priori�zed criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, and aesthe�cs, as well as possible social, cultural, and environmental impacts. [Clarifica�on Statement: See Three‐Dimensional Teaching and Learning Sec�on for examples]. ( HS‐ETS1‐3 )

The performance expecta�ons above were developed using the following elements from the NRC document A Framework for K‐12 Science Educa�on :



● Plan and conduct an inves�ga�on individually and collabora�vely to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limita�ons on the precision of the data (e.g., number of trials, cost, risk, �me), and refine the design accordingly. (HS‐PS3‐4)

Engaging in Argument from Evidence

● Evaluate compe�ng design solu�ons to a real‐world problem based on scien�fic ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considera�ons). (HS‐ESS3‐2)


● Plan and conduct an inves�ga�on individually and collabora�vely to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limita�ons on the precision of the data (e.g., number of trials, cost, risk, �me), and refine the design accordingly. (HS‐ESS2‐5)


PS3.B: Conserva�on of Energy and Energy Transfer

● Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. ( HS‐PS3‐4)

● Uncontrolled systems always evolve toward more stable states—that is, toward more uniform energy distribu�on (e.g., water flows downhill, objects ho�er than their surrounding environment cool down). ( HS‐PS3‐4)

PS3.D: Energy in Chemical Processes

● Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment. (HS‐PS3‐4)

ESS3.A: Natural Resources

● All forms of energy produc�on and other resource extrac�on have associated economic, social, environmental, and geopoli�cal costs and risks as well as benefits. New technologies and social regula�ons can change the balance of these factors. (HS‐ESS3‐2)


● When evalua�ng solu�ons, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthe�cs,


● When inves�ga�ng or describing a system, the boundaries and ini�al condi�ons of the system need to be defined and their inputs and outputs analyzed and described using models. ( HS‐PS3‐4)

Structure and Func�on

● The func�ons and proper�es of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials. (HS‐ESS2‐5)

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Connec�ons to Engineering, Technology, and Applica�ons of Science

Influence of Science, Engineering, and Technology on Society and the Natural World

● Analysis of costs and benefits is a cri�cal aspect of decisions about technology. (HS‐ESS3‐2)


● New technologies can have deep impacts on society and the environment, including some that were not an�cipated. Analysis of costs and


and to consider social, cultural, and environmental impacts. (secondary to HS‐ESS3‐2),(secondary HS‐ESS3‐4)

ESS2.C: The Roles of Water in Earth's Surface Processes

● The abundance of liquid water on Earth’s surface and its unique combina�on of physical and chemical proper�es are central to the planet’s dynamics. These proper�es include water’s excep�onal capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosi�es and mel�ng points of rocks. (HS‐ESS2‐5)


● Criteria and constraints also include sa�sfying any requirements set by society, such as taking issues of risk mi�ga�on into account, and they should be quan�fied to the extent possible and stated in such a way that one can tell if a given design meets them. (HS‐ETS1‐1)




● Both physical models and computers can be used in various ways to aid in the engineering design

benefits is a cri�cal aspect of decisions about technology. (HS‐ETS1‐1) (HS‐ETS1‐3)

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Connec�ons to Nature of Science

Science Addresses Ques�ons About the Natural and Material World

● Science and technology may raise ethical issues for which science, by itself, does not provide answers and solu�ons. (HS‐ESS3‐2)

● Science knowledge indicates what can happen in natural systems—not what should happen. The la�er involves ethics, values, and human decisions about the use of knowledge. (HS‐ESS3‐2)

● Many decisions are not made using science alone, but rely on social and cultural contexts to resolve issues. (HS‐ESS3‐2)

process. Computers are useful for a variety of purposes, such as running simula�ons to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presenta�on to a client about how a given design will meet his or her needs. (HS‐ETS1‐4)




English Language Arts/Literacy –

RST.11‐12.1 Cite specific textual evidence to support analysis of science and technical texts, a�ending to important dis�nc�ons the author makes and to any gaps or inconsistencies in the account. (HS‐PS3‐4),(HS‐ESS3‐2)

RST.11‐12.7 Integrate and evaluate mul�ple sources of informa�on presented in diverse formats and media (e.g., quan�ta�ve data, video, mul�media) in order to address a ques�on or solve a problem. (HS‐ETS1‐3)

RST.11‐12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corrobora�ng or challenging conclusions with other sources of informa�on. (HS‐ESS3‐2),(HS‐PS3‐4),(HS‐ETS1‐3)

RST.11‐12.9 Synthesize informa�on from a range of sources (e.g., texts, experiments, simula�ons) into a coherent understanding of a process, phenomenon, or concept, resolving conflic�ng informa�on when possible. (HS‐ETS1‐3)

WHST.9‐12.7 Conduct short as well as more sustained research projects to answer a ques�on (including a self‐generated ques�on) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize mul�ple sources on the subject, demonstra�ng understanding of the subject under inves�ga�on. (HS‐PS3‐4), (HSESS2‐5)

WHST.11‐12.8 Gather relevant informa�on from mul�ple authorita�ve print and digital sources, using advanced searches effec�vely; assess the strengths and limita�ons of each source in terms of the specific task, purpose, and audience; integrate informa�on into the text selec�vely to maintain the flow

of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for cita�on.

WHST.9‐12.9 Draw evidence from informa�onal texts to support analysis, reflec�on, and research. (HS‐PS3‐4)

Mathema�cs –

MP.2 Reason abstractly and quan�ta�vely. (HS‐PS3‐4),(HS‐ESS3‐2),(HS‐ETS1‐3)

MP.4 Model with mathema�cs. (HS‐PS3‐4), (HS‐ETS1‐3)






● 9.2.12.C.1 Review career goals and determine steps necessary for a�ainment. ● 9.2.12.C.3 Iden�fy transferable career skills and design alternate career plans.

● 9.2.12.C.4 Analyze how economic condi�ons and societal changes influence employment trends and future educa�on. ● 9.2.12.C.7 Examine the professional, legal, and ethical responsibili�es for both employers and employees in the global workplace.














● Thermodynamics/Specific Heat/Calorimetry ○ Specific Heat Demo/Ac�vity

○ Specific Heat of a Metal ● Water/Weathering

○ Water Lab

Technology/GAFE

● Virtual Lab ○ Energy Forms and Changes (PhET)



● Providing Notes/Modified Notes ○ PowerPoints – poten�al energy change as atoms bond

● Guided Reading ○ Highligh�ng –total energy of a system ○ Providing Defini�ons – types of energy and types of systems

● Modeling recycling of materials ● Manipula�ves/Visuals – total energy in a system and how it moves and changes type ● Study Guides – ma�er changes and energy in a system ● Conferencing

○ Student – review on level of understanding of energy systems ○ Parent – energy unit culmina�on update on progress ○ Guidance – update on student progress of energy transfer

● Tutoring/Extra Help – frequent assistance in system changes with energy

ELL (SEI)


o PowerPoints on Thermodynamics, Weather and Climate. ● Guided Reading on Thermodynamics, Weather and Climate.

o Highligh�ng o Underlining o Providing Defini�ons o Outlining

● Visuals of Reversible Reac�ons.

● Study Guides are provided on all Tests and Quizzes on Thermodynamics, Weather and Climate ● Conferencing with each student at the conclusion of the Chapter Tests corresponding to the PowerPoints (see above) which may include the following




● Providing Notes/Modified Notes ○ PowerPoints – copies of energy transfer and change

● Guided Reading ○ Highligh�ng‐ poten�al and kine�c energy changes

● Repeat/Rephrase – energy types and changes ● Manipula�ves/Visuals – Energy transfer models ● Study Guides ‐ ma�er changes and energy in a system ● Priority Sea�ng ‐ front ● Checking Assignments Pads – frequent check on energy systems ● Conferencing

○ Student – as needed level assessment on energy levels both micro and macro ○ Parent‐ systems end update on status of energy proficiency ○ Guidance – as needed report students energy transfer understanding

● Tutoring/Extra Help – periodic assist on par�cle mo�on rela�onships with energy

Gi�ed & Talented

● Independent Research – Students inves�gate unique proper�es and how it is displays on earth’s processes.


● Forma�ve ‐Do Nows on the following topics: ○ Thermodynamics ○ Weather and Climate

● Benchmark ‐ Quizzes on the following topics: ○ Thermodynamics ○ Weather and Climate


○ Thermodynamics ○ Weather and Climate


○ Calorimetry ○ Bond Energy ○ Equilibrium

Unit 4: Nuclear Chemistry (9 Days)

Unit Summary

What happens in stars?

In this unit of study, energy and ma�er are studied further by inves�ga�ng the processes of nuclear fusion and fission that govern the forma�on, evolu�on, and workings of the solar system in the universe. Some concepts studied are fundamental to science and demonstrate scale, propor�on, and quan�ty , such as understanding how the ma�er of the world formed during the Big Bang and within the cores of stars over the cycle of their lives.

In addi�on, an important aspect of Earth and space sciences involves understanding the concept of stability and change while making inferences about events in Earth’s history based on a data record that is increasingly incomplete the farther one goes back in �me. A mathema�cal analysis of radiometric da�ng is used to comprehend how absolute ages are obtained for the geologic record.

The crosscu�ng concepts of energy and ma�er ; scale, propor�on, and quan�ty ; and stability and change are called out as organizing concepts for this unit. Students are expected to demonstrate proficiency in developing and using models ; construc�ng explana�ons and designing solu�ons; using mathema�cal and computa�onal thinking; and obtaining, evalua�ng, and communica�ng informa�on ; and they are expected to use these prac�ces to demonstrate understanding of the core ideas.

Note: This unit can be taught in either Chemistry or as part of the Capstone Science Course.


Develop models to illustrate the changes in the composi�on of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioac�ve decay. [Clarifica�on Statement: Emphasis is on simple qualita�ve models, such as pictures or diagrams, and on the scale of energy released in nuclear processes rela�ve to other kinds of transforma�ons.] [Assessment Boundary: Assessment does not include quan�ta�ve calcula�on of energy released. Assessment is limited to alpha, beta, and gamma radioac�ve decays.] ( HS‐PS1‐8 )

Communicate scien�fic ideas about the way stars, over their life cycle, produce elements. [Clarifica�on Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a func�on of the mass of a star and the stage of its life�me.] [Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.] ( HS‐ESS1‐3 )

Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radia�on. [Clarifica�on Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observa�ons of the masses and life�mes of other stars, as well as the ways that the sun’s radia�on varies due to sudden solar flares (“space weather”), the 11‐year sunspot cycle, and non‐cyclic varia�ons over centuries.] [Assessment Boundary: Assessment does not include details of the atomic and subatomic processes involved with the sun’s nuclear fusion.] ( HS‐ESS1‐1 )

Construct an explana�on of the Big Bang theory based on astronomical evidence of light spectra, mo�on of distant galaxies, and composi�on of ma�er in the universe. [Clarifica�on Statement: Emphasis is on the astronomical evidence of the red shi� of light from galaxies as an indica�on that the universe is currently expanding, the cosmic microwave background as the remnant radia�on from the Big Bang, and the observed composi�on of ordinary ma�er of the universe, primarily found in stars and interstellar gases (from the spectra of electromagne�c radia�on from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).] ( HS‐ESS1‐2 )

Apply scien�fic reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s forma�on and early history. [Clarifica�on Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.] ( HSESS1‐6 )

Apply scien�fic reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s forma�on and

Part A: Why is fusion considered the Holy Grail for the produc�on of electricity?

Why aren’t all forms of radia�on harmful to living things?


• Nuclear processes, including fusion, fission, and radioac�ve decay of unstable nuclei, involve release or absorp�on of energy.

• The total number of neutrons plus protons does not change in any nuclear process.

• In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.


• Develop models based on evidence to illustrate the changes in the composi�on of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioac�ve decay.

• Use simple qualita�ve models based on evidence to illustrate the scale of energy released in nuclear processes rela�ve to other kinds of transforma�ons.

• Develop models based on evidence to illustrate the changes in the composi�on of the nucleus of the atom and the energy released during the processes of alpha, beta, and gamma radioac�ve decays.

Part B: How do stars produce elements?


• The study of stars’ light spectra and brightness is used to iden�fy composi�onal elements of stars, their movements, and their distances from Earth. Other than the hydrogen and helium formed at the �me of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagne�c energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.



• Communicate scien�fic ideas in mul�ple formats (including orally, graphically, textually, and mathema�cally) about the way stars, over their life cycles, produce elements.

• Communicate scien�fic ideas about the way nucleosynthesis, and therefore the different elements it creates, vary as a func�on of the mass of a star and the stage of its life�me.

• Communicate scien�fic ideas about how in nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.

Part C: Is the life span of a star predictable?


• The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years.

• Nuclear fusion processes in the center of the sun release the energy that ul�mately reaches Earth as radia�on.

• The significance of the energy transfer mechanisms that allow energy from nuclear fusion in the sun's core to reach Earth is dependent on the scale, propor�on, and quan�ty at which it occurs.


• Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core in releasing energy that eventually reaches Earth in the form of radia�on.

• Develop a model based on evidence to illustrate the rela�onships between nuclear fusion in the sun's core and radia�on that reaches Earth.

Part D: If there was nobody there to Tweet about it, how do we know that there was a Big Bang?


• The study of stars’ light spectra and brightness is used to iden�fy composi�onal elements of stars, their movements, and their distances from Earth.

• The Big Bang theory is supported by observa�ons of distant galaxies receding from our own, of the measured composi�on of stars and nonstellar gases, and of the maps of spectra of the primordial radia�on (cosmic microwave


• Construct an explana�on of the Big Bang theory based on astronomical evidence of light spectra, mo�on of distant galaxies, and composi�on of ma�er in the universe.

• Construct an explana�on of the Big Bang theory based on the astronomical evidence of the red shi� of light from galaxies as an indica�on that the

background) that s�ll fills the universe.

• Other than the hydrogen and helium formed at the �me of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagne�c energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.

• Atoms of each element emit and absorb characteris�c frequencies of light. These characteris�cs allow iden�fica�on of the presence of an element, even in microscopic quan��es.

• Energy cannot be created or destroyed, only moved between one place and another place, between objects and/or fields, or between systems.

• Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scien�sts, engineers, and others with wide ranges of exper�se.

• Scien�fic knowledge is based on the assump�on that natural laws operate today as they did in the past and will con�nue to do so in the future.

• Science assumes the universe is a vast single system in which basic laws are consistent.

• A scien�fic theory is a substan�ated explana�on of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observa�on and experiment, and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.

universe is currently expanding, the cosmic microwave background as the remnant radia�on from the Big Bang, and the observed composi�on of ordinary ma�er of the universe, primarily found in stars and interstellar gases (from the spectra of electromagne�c radia�on from stars).

• Construct an explana�on based on valid and reliable evidence that energy in the universe cannot be created or destroyed, only moved between one place and another place, between objects and/or fields, or between systems.

Part E: How can chemistry help us to figure out ancient events?


• Although ac�ve geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, meteorites, have changed li�le over billions of years. Studying these objects can provide informa�on about Earth’s forma�on and early history.

• Spontaneous radioac�ve decays follow a characteris�c exponen�al decay law. Nuclear life�mes allow radiometric da�ng to be used to determine the


• Apply scien�fic reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s forma�on and early history.

• Use available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6

ages of rocks and other materials.

• Much of science deals with construc�ng explana�ons of how things change and how they remain stable.

billion years ago.

• Apply scien�fic reasoning to link evidence from ancient Earth materials, meteorites, and other planetary surfaces to claims about Earth’s forma�on and early history, and assess the extent to which the reasoning and data support the explana�on or conclusion.

• Use available evidence within the solar system to construct explana�ons for how Earth has changed and how it remains stable.


This unit of study con�nues looking at energy flow and ma�er but with a new emphasis on Earth and space science in rela�on to the history of Earth star�ng with the Big Bang theory. Students will also explore the produc�on of elements in stars and radioac�ve decay. Students should develop and use models to illustrate the processes of fission, fusion, and radioac�ve decay and the scale of energy released in nuclear processes rela�ve to other kinds of transforma�ons, such as chemical reac�ons. Models should be qualita�ve, based on evidence, and might include depic�ons of radioac�ve decay series such as Uranium‐238, chain reac�ons such as the fission of Uranium‐235 in reactors, and fusion within the core of stars. Students could also explore the PhET nuclear fission inquiry lab and graphs to illustrate the changes in the composi�on of the nucleus of the atom and the energy released during the processes of alpha, beta, and gamma radioac�ve decays. When modeling nuclear processes, students should depict that atoms are not conserved, but the total number of protons plus neutrons is conserved. Models should include changes in the composi�on of the nucleus of atoms and the scale of energy released in nuclear processes.

The study of stars’ light spectra and brightness is used to iden�fy composi�onal elements of stars, their movements, and their distances from Earth. Other than hydrogen and helium formed at the �me of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagne�c energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. Because atoms of each element emit and absorb characteris�c frequencies of light, the presence of an element can be detected in stars and interstellar gases. Students should develop an understanding of how analysis of light spectra gives us informa�on about the composi�on of stars and interstellar gases. Communica�on of scien�fic ideas about how stars produce elements should be done in mul�ple formats, including orally, graphically, textually, and mathema�cally. The conserva�on of the total number of protons plus neutrons is important in their explana�ons, and students should cite suppor�ng evidence from text.

Students should also use the sun as a model for the lifecycle of a star. This model should also illustrate the rela�onship between nuclear fusion in the sun’s core and energy that reaches the Earth in the form of radia�on. Students could construct a mathema�cal model of nuclear fusion in the sun’s core, iden�fying important quan��es and factors that affect the life span of the sun. They should also be able to use units and consider limita�ons on measurement when describing energy from nuclear fusion in the sun’s core that reaches the Earth. For example, students should be able to quan�fy the amounts of energy in joules when comparing energy sources. In this way, students will develop an understanding of how our sun changes and how it will burn out over a lifespan of approximately 10 billion years.

This unit con�nues with a study of how astronomical evidence (“red shi�/blue shi�,” wavelength rela�onships to energy, and universe expansion) can be used to support the Big Bang theory. Students should construct an explana�on of the Big Bang theory based on evidence of light spectra, mo�on of distant galaxies, and composi�on of ma�er in the universe. Students should explore and cite evidence from text of distant galaxies receding from our own, of the measured composi�on of stars and nonstellar gases, and of the maps of spectra of primordial radia�on that s�ll fills the universe. The concept of conserva�on of energy should be evident in

student explana�ons. Students should also be aware that a scien�fic theory is a substan�ated explana�on of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observa�on and experiment, and the science community validates each theory before it is accepted. Students should also know that if new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of the new evidence.

Students should be able to cite specific evidence from text to support their explana�ons of the life cycle of stars, the role of nuclear fusion in the sun’s core, and the Big Bang theory. In their explana�ons, they should discuss the idea that science assumes the universe is a vast single system in which laws are consistent.

This unit concludes with the applica�on of scien�fic reasoning and the use of evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of the Earth’s forma�on and early history. For example, students will use examples of spontaneous radioac�ve decay as a tool to determine the ages of rocks or other materials (K‐39 to Ar‐40). Students should make claims about Earth’s forma�on and early history supported by data while considering appropriate units, quan��es and limita�ons on measurement. Students might construct graphs showing data on the absolute ages and composi�on of Earth’s rocks, lunar rocks, and meteorites. Using available evidence within the solar system, students should construct explana�ons for how the earth has changed and how it has remained stable in its 4.6 billion year history.



RST.11‐12.1 Cite specific textual evidence to support analysis of science and technical texts, a�ending to important dis�nc�ons the author makes and to any gaps or inconsistencies in the account. (HS‐ESS1‐1)

WHST.9‐12.2 Write informa�ve/explanatory texts, including the narra�on of historical events, scien�fic procedures/ experiments, or technical processes. (HS‐ESS1‐3),(HS‐ESS1‐2)

SL.11‐12.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well‐chosen details; use appropriate eye contact, adequate volume, and clear pronuncia�on. (HS‐ESS1‐3)

Mathema�cs

MP.2 Reason abstractly and quan�ta�vely. (HS‐ESS1‐1), (HS‐ESS1‐2) ,(HS‐ESS1‐3) ,(HS‐PS1‐8)

MP.4 Model with mathema�cs. (HS‐ESS1‐1)

HSN‐Q.A.1 Use units as a way to understand problems and to guide the solu�on of mul�‐step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS‐ESS1‐1),(HS‐ESS1‐2)

HSN‐Q.A.2 Define appropriate quan��es for the purpose of descrip�ve modeling. (HS‐ESS1‐1), (HS‐ESS1‐2)

HSN‐Q.A.3 Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es. (HS‐ESS1‐1), (HS‐ESS1‐2)

HSA‐SSE.A.1 Interpret expressions that represent a quan�ty in terms of its context. (HS‐ESS1‐1)

HSA‐CED.A.2 Create equa�ons in two or more variables to represent rela�onships between quan��es; graph equa�ons on coordinate axes with labels and scales. (HS‐ESS1‐1), (HS‐ESS1‐2)

HSA‐CED.A.4 Rearrange formulas to highlight a quan�ty of interest, using the same reasoning as in solving equa�ons. (HS‐ESS1‐1),(HS‐ESS1‐2)

Modifica�ons













N/A

Prior Learning

Physical science

• Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms.



• In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in posi�on but do not change rela�ve loca�ons.

• Solids may be formed from molecules, or they may be extended structures with repea�ng subunits (e.g., crystals).


• Substances react chemically in characteris�c ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different proper�es from those of the reactants.


• Some chemical reac�ons release energy, others store energy.

• When light shines on an object, it is reflected, absorbed, or transmi�ed through the object, depending on the object’s material and the frequency (color) of the light.

• The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends.

• A wave model of light is useful for explaining brightness, color, and the frequency‐dependent bending of light at a surface between media.

• However, because light can travel through space, it cannot be a ma�er wave, like sound or water waves.


• Pa�erns of the apparent mo�on of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models.

• Earth and its solar system are part of the Milky Way Galaxy, which is one of many galaxies in the universe.

• All Earth processes are the result of energy flowing and ma�er cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and ma�er that cycles produce chemical and physical changes in Earth’s materials and living organisms.

• The planet’s systems interact over scales that range from microscopic to global in size, and they operate over frac�ons of a second to billions of years. These interac�ons have shaped Earth’s history and will determine its future.

• Weather and climate are influenced by interac�ons involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interac�ons vary with la�tude, al�tude, and local and regional geography, all of which can affect oceanic and atmospheric flow pa�erns.

• Because these pa�erns are so complex, weather can only be predicted probabilis�cally.

• The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over �me, and globally redistribu�ng it through ocean

currents.


Physical science

• Each atom has a charged substructure consis�ng of a nucleus, which is made of protons and neutrons, surrounded by electrons.

• The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places elements with similar chemical proper�es in columns. The repea�ng pa�erns of this table reflect pa�erns of outer electron states.


• A stable molecule has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart.

• Nuclear processes, including fusion, fission, and radioac�ve decays of unstable nuclei, involve release or absorp�on of energy. The total number of neutrons plus protons does not change in any nuclear process.

• Energy is a quan�ta�ve property of a system that depends on the mo�on and interac�ons of ma�er and radia�on within that system. That there is a single quan�ty called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is con�nually transferred from one object to another and between its various possible forms.



• Mathema�cal expressions, which quan�fy how the stored energy in a system depends on its configura�on (e.g., rela�ve posi�ons of charged par�cles, compression of a spring) and how kine�c energy depends on mass and speed, allow the concept of conserva�on of energy to be used to predict and describe system behavior.

• The availability of energy limits what can occur in any system.


• When two objects interac�ng through a field change rela�ve posi�on, the energy stored in the field is changed.


• Electromagne�c radia�on (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magne�c fields or as par�cles called photons. The wave model is useful for explaining many features of electromagne�c radia�on, and the par�cle model explains other features.

• When light or longer wavelength electromagne�c radia�on is absorbed in ma�er, it is generally converted into thermal energy (heat). Shorter wavelength electromagne�c radia�on (ultraviolet, X‐rays, gamma rays) can ionize atoms and cause damage to living cells.

• Photoelectric materials emit electrons when they absorb light of a high‐enough frequency.


• The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years.

• The study of stars’ light spectra and brightness is used to iden�fy composi�onal elements of stars, their movements, and their distances from Earth.

• The Big Bang theory is supported by observa�ons of distant galaxies receding from our own, of the measured composi�on of stars and nonstellar gases, and of the maps of spectra of the primordial radia�on (cosmic microwave background) that s�ll fills the universe.

• Other than the hydrogen and helium formed at the �me of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagne�c energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.

• Con�nental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old.

• Although ac�ve geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed li�le over billions of years. Studying these objects can provide informa�on about Earth’s forma�on and early history.














Develop models to illustrate the changes in the composi�on of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioac�ve decay. [Clarifica�on Statement: Emphasis is on simple qualita�ve models, such as pictures or diagrams, and on the scale of energy released in nuclear processes rela�ve to other kinds of transforma�ons.] [Assessment Boundary: Assessment does not include quan�ta�ve calcula�on of energy released. Assessment is limited to alpha, beta, and gamma radioac�ve decays.] ( HS‐PS1‐8 )

Communicate scien�fic ideas about the way stars, over their life cycle, produce elements. [Clarifica�on Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a func�on of the mass of a star and the stage of its life�me.] [Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.] ( HS‐ESS1‐3 )

Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radia�on. [Clarifica�on Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observa�ons of the masses and life�mes of other stars, as well as the ways that the sun’s radia�on varies due to sudden solar flares (“space weather”), the 11‐year sunspot cycle, and non‐cyclic varia�ons over centuries.] [Assessment Boundary: Assessment does not include details of the atomic and subatomic processes involved with the sun’s nuclear fusion.] ( HS‐ESS1‐1 )

Construct an explana�on of the Big Bang theory based on astronomical evidence of light spectra, mo�on of distant galaxies, and composi�on of ma�er in the universe. [Clarifica�on Statement: Emphasis is on the astronomical evidence of the red shi� of light from galaxies as an indica�on that the universe is currently expanding, the cosmic microwave background as the remnant radia�on from the Big Bang, and the observed composi�on of ordinary ma�er of the universe, primarily found in stars and interstellar gases (from the spectra of electromagne�c radia�on from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).] ( HS‐ESS1‐2 )

Apply scien�fic reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s forma�on and early history. [Clarifica�on Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric da�ng of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and composi�ons of solar system objects, and the impact cratering record of planetary surfaces.] ( HS‐ESS1‐6 )




Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show rela�onships among variables between systems and their components in the natural and designed worlds.

PS1.C: Nuclear Processes

• Nuclear processes, including fusion, fission, and radioac�ve decays of unstable nuclei, involve release or absorp�on of energy. The total number of neutrons plus protons does not change in any nuclear process. (HS‐PS1‐8)

Energy and Ma�er

• In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. (HS‐ESS1‐3), (HS‐PS1‐8), (HS‐ESS1‐1)

• Energy cannot be created or destroyed–only moved between one place and another place,

• Develop a model based on evidence to illustrate the rela�onships between systems or between components of a system. (HS‐PS1‐8),(HS‐ESS1‐1)


Construc�ng explana�ons and designing solu�ons in 9–12 builds on K–8 experiences and progresses to explana�ons and designs that are supported by mul�ple and independent student‐generated sources of evidence consistent with scien�fic ideas, principles, and theories.

• Construct an explana�on based on valid and reliable evidence obtained from a variety of sources (including students’ own inves�ga�ons, theories, simula�ons, peer review) and the assump�on that theories and laws that describe the natural world operate today as they did in the past and will con�nue to do so in the future. (HS‐ESS1‐2)

• Apply scien�fic reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explana�on or conclusion. (HS‐ESS1‐6)

Using Mathema�cal and Computa�onal Thinking

Mathema�cal and computa�onal thinking in 9–12 builds on K–8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear func�ons including trigonometric func�ons, exponen�als and logarithms, and computa�onal tools for sta�s�cal analysis to analyze, represent, and model data. Simple computa�onal simula�ons are created and used based on mathema�cal models of basic assump�ons.

• Use mathema�cal or computa�onal representa�ons of phenomena to describe explana�ons. (HS‐ESS1‐4)

Obtaining, Evalua�ng, and Communica�ng

• Spontaneous radioac�ve decays follow a characteris�c exponen�al decay law. Nuclear life�mes allow radiometric da�ng to be used to determine the ages of rocks and other materials.(secondary (HS‐ESS1‐6)

ESS1.A: The Universe and Its Stars

• The star called the sun is changing and will burn out over a lifespan of approximately 10 billion years. (HS‐ESS1‐1)

• The study of stars’ light spectra and brightness is used to iden�fy composi�onal elements of stars, their movements, and their distances from Earth. (HS‐ESS1‐2),(HS‐ESS1‐3)

• The Big Bang theory is supported by observa�ons of distant galaxies receding from our own, of the measured composi�on of stars and non‐stellar gases, and of the maps of spectra of the primordial radia�on (cosmic microwave background) that s�ll fills the universe. (HS‐ESS1‐2)

• Other than the hydrogen and helium formed at the �me of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagne�c energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode. (HS‐ESS1‐2),(HS‐ESS1‐3)

PS3.D: Energy in Chemical Processes and Everyday Life

• Nuclear Fusion processes in the center of the sun release the energy that ul�mately reaches Earth as radia�on. (secondary) (HS‐ESS1‐1)

PS4.B: Electromagne�c Radia�on

• Atoms of each element emit and absorb characteris�c frequencies of light. These characteris�cs allow iden�fica�on of the

between objects and/or fields, or between systems. (HS‐ESS1‐2)

Scale, Propor�on, and Quan�ty

• The significance of a phenomenon is dependent on the scale, propor�on, and quan�ty at which it occurs. (HS‐ESS1‐1)

• Algebraic thinking is used to examine scien�fic data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponen�al growth). (HS‐ESS1‐4)


Stability and Change

• Much of science deals with construc�ng explana�ons of how things change and how they remain stable. (HS‐ESS1‐6)


Interdependence of Science, Engineering, and Technology

• Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scien�sts, engineers, and others with wide ranges of exper�se. (HS‐ESS1‐2),(HS‐ESS1‐4)


Scien�fic Knowledge Assumes an Order and Consistency in Natural Systems

Informa�on

• Obtaining, evalua�ng, and communica�ng informa�on in 9–12 builds on K–8 experiences and progresses to evalua�ng the validity and reliability of the claims, methods, and designs. (HS‐ESS1‐6)

• Communicate scien�fic ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in mul�ple formats (including orally, graphically, textually, and mathema�cally). (HS‐ESS1‐3)

presence of an element, even in microscopic quan��es. (secondary) HS‐ESS1‐2)

ESS1.B: Earth and the Solar System

• Kepler’s laws describe common features of the mo�ons of orbi�ng objects, including their ellip�cal paths around the sun. Orbits may change due to the gravita�onal effects from, or collisions with, other objects in the solar system. (HS‐ESS1‐4)

ESS1.C: The History of Planet Earth

• Although ac�ve geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed li�le over billions of years. Studying these objects can provide informa�on about Earth’s forma�on and early history.

● Scien�fic knowledge is based on the assump�on that natural laws operate today as they did in the past and they will con�nue to do so in the future. (HS‐ESS1‐2)

● Science assumes the universe is a vast single system in which basic laws are consistent. (HS‐ESS1‐2)

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

• A scien�fic theory is a substan�ated explana�on of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observa�on and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. (HS‐ESS1‐2)


English Language Arts/Literacy ‐

RST.11‐12.1 Cite specific textual evidence to support analysis of science and technical texts, a�ending to important dis�nc�ons the author makes and to any gaps inconsistencies in the account. (HS‐ESS1‐1)

WHST.9‐12.2 Write informa�ve/explanatory texts, including the narra�on of historical events, scien�fic procedures/ experiments, or technical processes. (HS‐ESS1‐3),(HS‐ESS1‐2)

SL.11‐12.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well‐chosendetails; use appropriate eye contact, adequate volume, and clear pronuncia�on. (HS‐ESS1‐3)

Mathema�cs ‐

MP.2 Reason abstractly and quan�ta�vely. (HS‐ESS1‐1), (HS‐ESS1‐2) ,(HS‐ESS1‐3) ,(HS‐PS1‐8)

MP.4 Model with mathema�cs. (HS‐ESS1‐1)

HSN‐Q.A.1 Use units as a way to understand problems and to guide the solu�on of mul�‐step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS‐ESS1‐1),(HS‐ESS1‐2)

HSN‐Q.A.2 Define appropriate quan��es for the purpose of descrip�ve modeling. (HS‐ESS1‐1), (HS‐ESS1‐2)

HSN‐Q.A.3 Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es. (HS‐ESS1‐1), (HS‐ESS1‐2)

HSA‐SSE.A.1 Interpret expressions that represent a quan�ty in terms of its context. (HS‐ESS1‐1)

HSA‐CED.A.2 Create equa�ons in two or more variables to represent rela�onships between quan��es; graph equa�ons on coordinate axes with labels and scales. (HS‐ESS1‐1), (HS‐ESS1‐2)

HSA‐CED.A.4 Rearrange formulas to highlight a quan�ty of interest, using the same reasoning as in solving equa�ons. (HS‐ESS1‐1),(HS‐ESS1‐2)






● 9.2.12.C.1 Review career goals and determine steps necessary for a�ainment. ● 9.2.12.C.3 Iden�fy transferable career skills and design alternate career plans.

● 9.2.12.C.4 Analyze how economic condi�ons and societal changes influence employment trends and future educa�on. ● 9.2.12.C.7 Examine the professional, legal, and ethical responsibili�es for both employers and employees in the global workplace.














Nuclear Chemistry, Big Bang Theory, Stars and Light ● Simula�on of Radioac�ve Decay Half‐Life Penny Lab

● Life Cycle of Stars Project

Technology/GAFE

● Virtual Labs ○ Alpha Decay (PhET Lab) ○ Beta Decay (PhET Lab) ○ Nuclear Fission (PhET Lab) ○ Radioac�ve Da�ng (PhET Lab)



● Providing Notes/Modified Notes ○ PowerPoints – copies on nuclear reac�on types and processes

● Guided Reading ○ Highligh�ng – notes on rela�ve size and propor�on of the nucleus and energy involved ○ Providing Defini�ons – on fission, fusion, and radioac�ve decay

● Repeat/Rephrase – types of nuclear processes ● Manipula�ves/Visuals – use of mouse traps to show a nuclear reac�on rate and spontaneity ● Study Guides – nuclear chemistry review ● Conferencing

○ Student – periodic updates to observe understanding of nuclear reac�ons ● Tutoring/Extra Help – con�nually stress the scale of nuclear reac�ons

ELL (SEI)

● Use Bilingual Dic�onaries to define scien�fic terms and applicable vocabulary. ● Providing Notes/Modified Notes ● PowerPoints on Radia�on Stars. ● Guided Reading on Radia�on Stars.

○ Highligh�ng ○ Underlining ○ Providing Defini�ons ○ Outlining

● Visuals of Radia�on Stars. ● Study Guides are provided on all Tests and Quizzes on Ma�er and Change, Measurements and Calcula�ons, Atoms: The Building Blocks of Ma�er,

Arrangement of Electrons in Atoms, Periodic Table ● Conferencing with each student at the conclusion of the Chapter Tests corresponding to the PowerPoints (see above) which may include the following

par�cipants: ○ Student ○ Parent ○ Guidance ○ Administra�on ○ Child Study Team



● Providing Notes/Modified Notes ○ PowerPoints – copies of nuclear fission and fusion processes

● Guided Reading ○ Highligh�ng‐ nuclear decay ○ Providing Defini�ons‐ radia�on – alpha, beta, gamma

● Manipula�ves/Visuals‐ mouse trap nuclear reactor ● Study Guides – Nuclear chemistry ● Priority Sea�ng – front sea�ng ● Checking Assignments Pads – weekly checks on nuclear reac�ons ● Conferencing

○ Student – in class level assess on nuclear decay processes ○ Parent – unit comple�on assessment level on nuclear chemistry

● Tutoring/Extra Help – periodic assistance on nuclear reac�on types

Gi�ed & Talented

● Individualized Pacing ‐ Individualized Pacing: Students can complete the appropriate PhET labs (Alpha Decay, Beta Decay, Nuclear Fission, Radioac�ve Da�ng) at their own pace.


● Forma�ve ‐ Do Nows on the following topics: ○ Types of Radia�on ○ Types of Radioac�ve Decay ○ Alpha and Beta Decay with Simulators ○ Nuclear Equa�ons

○ Radia�on Stars

● Benchmark ‐ Quizzes on the following topics: ○ Types of Radia�on ○ Types of Radioac�ve Decay ○ Alpha and Beta Decay with Simulators ○ Nuclear Equa�ons ○ Radia�on Stars


○ Types of Radia�on ○ Types of Radioac�ve Decay ○ Alpha and Beta Decay with Simulators ○ Nuclear Equa�ons ○ Radia�on Stars


○ Types of Radia�on ○ Types of Radioac�ve Decay ○ Alpha and Beta Decay with Simulators ○ Nuclear Equa�ons

Unit 5: Human Impact: The Chemistry of Sustainability (Days 10)

Unit Summary

How do Earth’s geochemical processes and human ac�vi�es affect each other?

In this unit of study, students use cause and effect to develop models and explana�ons for the ways that feedbacks among different Earth systems control the appearance of Earth’s surface. Central to this is the tension between internal systems, which are largely responsible for crea�ng land at Earth’s surface (e.g., volcanism and mountain building), and the sun‐driven surface systems that tear down the land through weathering and erosion. Students begin to examine the ways that human ac�vi�es cause feedbacks that create changes to other systems. Students understand the system interac�ons that control weather and climate, with a major emphasis on the mechanisms and implica�ons of climate change. Students model the flow of energy and ma�er between different components of the weather system and how this affects chemical cycles such as the carbon cycle. Engineering and technology figure prominently here, as students use mathema�cal thinking and the analysis of geoscience data to examine and construct solu�ons to the many challenges facing long‐term human sustainability on Earth. Here students will use these geoscience data to explain climate change over a wide range of �mescales, including over one to ten years: large volcanic erup�on, ocean circula�on; ten to hundreds of years: changes in human ac�vity, ocean circula�on, solar output; tens of thousands to hundreds of thousands of years: changes to Earth’s orbit and the orienta�on of its axis; and tens of millions to hundreds of millions of years: long‐term changes in atmospheric composi�on).

Note: This unit can be taught in either Chemistry or as part of the Capstone Science Course.*


Use a model to describe how varia�ons in the flow of energy into and out of Earth’s systems result in changes in climate. [Clarifica�on Statement: Examples of the causes of climate change differ by �mescale, over 1‐10 years: large volcanic erup�on, ocean circula�on; 10‐100s of years: changes in human ac�vity, ocean circula�on, solar output; 10‐100s of thousands of years: changes to Earth's orbit and the orienta�on of its axis; and 10‐100s of millions of years: long‐term changes in atmospheric composi�on.] [Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipita�on pa�erns, glacial ice volumes, sea levels, and biosphere distribu�on.] ( HS‐ESS2‐4 )

Develop a quan�ta�ve model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarifica�on Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the founda�on for living organisms.] ( HS‐ESS2‐6 )

Analyze a major global challenge to specify qualita�ve and quan�ta�ve criteria and constraints for solu�ons that account for societal needs and wants. [Clarifica�on Statement: See Three‐Dimensional Teaching and Learning Sec�on for examples.] ( HS‐ETS1‐1 )

Design a solu�on to a complex real‐world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. [Note: See Three‐Dimensional Teaching and Learning Sec�on for examples.] ( HS‐ETS1‐2 )

Evaluate a solu�on to a complex real‐world problem based on priori�zed criteria and trade‐offs that account for a range of constraints, including cost, safety, reliability, and aesthe�cs as well as possible social, cultural, and environmental impacts. [Note: See Three‐Dimensional Teaching and Learning Sec�on for examples.] ( HS‐ETS1‐3 )

Use a computer simula�on to model the impact of proposed solu�ons to a complex real‐world problem with numerous criteria and constraints on interac�ons within and between systems relevant to the problem. [Note: See Three‐Dimensional Teaching and Learning Sec�on for examples.] ( HS‐ETS1‐4 )

Part A: What happens if we change the chemical composi�on of our atmosphere?


● The founda�on for Earth’s global climate systems is the electromagne�c radia�on from the sun, as well as its reflec�on, absorp�on, storage, and redistribu�on among the atmosphere, ocean, and land systems, and this energy’s re‐radia�on into space.

● Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the �lt of the planet’s axis of rota�on, both occurring over hundreds of thousands of years, have altered the intensity and distribu�on of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes.

● The geological record shows that changes to global and regional climate can be caused by interac�ons among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circula�on, volcanic ac�vity, glaciers, vegeta�on, and human ac�vi�es. These changes can occur on a variety of �me scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long‐term tectonic cycles.

● Changes in the atmosphere due to human ac�vity have increased carbon dioxide concentra�ons and thus affect climate.

● Empirical evidence is required to differen�ate between cause and correla�on and make claims about specific causes and effects.

● Science arguments are strengthened by mul�ple lines of evidence suppor�ng a single explana�on.


● Use a model to describe how varia�ons in the flow of energy into and out of Earth’s systems result in changes in climate.

● Use empirical evidence to differen�ate between how varia�ons in the flow of energy into and out of Earth's systems result in climate changes.

● Use mul�ple lines of evidence to support how varia�ons in the flow of energy into and out of Earth's systems result in climate changes.

Part B: How does carbon cycle among the hydrosphere, atmosphere, geosphere, and biosphere ?


● Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.


● The total amount of energy and ma�er in closed systems is conserved.

● The total amount of carbon cycling among and between the hydrosphere, atmosphere, geosphere, and biosphere is conserved.


● Develop a model based on evidence to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

● Develop a model based on evidence to illustrate the biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere, providing the founda�on for living organisms.


This unit of study con�nues looking at ma�er and energy, with a focus on weather and climate, carbon cycling, and the cause‐and‐effect rela�onships between human ac�vity and Earth’s systems. Students will examine causes of varia�ons in the flow of energy into and out of Earth’s systems and how climate is affected by these varia�ons. They will also determine how the amount of carbon cycling in Earth’s systems has changed over �me, and how humans are influenced by resource availability, natural hazards, and climate change.

Students should develop an understanding of how the founda�on for Earth’s global climate systems is the electromagne�c radia�on from the sun, as well as its reflec�on, absorp�on, storage, and redistribu�on among the atmosphere, ocean, and land systems, and this energy’s re‐radia�on into space. They should also examine how cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the �lt of the planet’s axis of rota�on, both occurring over hundreds of thousands of years, have altered the intensity and distribu�on of sunlight falling on the Earth. These phenomena cause a cycle of ice ages and other gradual climate changes. Students might conduct research to locate and analyze data sets showing these phenomena.

In order to determine how changes in the atmosphere due to human ac�vity have increased the carbon dioxide concentra�ons and affected climate, students should look at cycles of differing �mescales and their effects on climate. Geoscience data should be used to explain climate change over a wide‐range of �mescales, including one to ten years: large volcanic erup�ons, ocean circula�on; ten to hundreds of years: changes in human ac�vity, ocean circula�on, solar output; tens of thousands to hundreds of thousands of years: changes to Earth’s orbit and the orienta�on of its axis; and tens of millions to hundreds of millions of years: long‐term changes in atmospheric composi�on. Students might also explore Earth’s climate history through an analysis of datasets such as the Keeling Curve or Vostok ice core data.

Students can use a jigsaw ac�vity to examine data for an assigned �mescale and event to show cause‐and‐effect rela�onships among energy flow into and out of Earth’s systems and the resul�ng in changes in climate.

Students should use models to describe how varia�ons in the flow of energy into and out of Earth’s systems result in changes in climate. Models should be supported by mul�ple lines of evidence, and students should use digital media in presenta�ons to enhance understanding. Students might use mathema�cal models, and they should iden�fy important quan��es and map rela�onships using charts and graphs. Mathema�cal models should include appropriate units and limita�ons on measurement should be considered.

Students will con�nue their study of Earth’s systems by examining the history of the atmosphere. Students should research the early atmospheric components and the changes that occurred due to plants and other organisms removing carbon dioxide and releasing oxygen. By studying the carbon cycle, students should revisit the idea that ma�er and energy within a closed system are conserved among the hydrosphere, atmosphere, geosphere, and biosphere. Students should extend their

understanding of how human ac�vity affects the concentra�on of carbon dioxide in the environment and therefore climate. Students’ experiences should include synthesizing informa�on from mul�ple sources and developing quan�ta�ve models based on evidence to describe the cycling of carbon among the ocean, atmosphere, soil, and biosphere.

Students should understand how biogeochemical cycles provide the founda�on for living organisms. Once again, students might use a jigsaw ac�vity to illustrate the rela�onships between these systems. Finally, making a connec�on to engineering, students will inves�gate the cause‐and‐effect rela�onships between the interdependence of human ac�vi�es and Earth’s systems. Students should construct an explana�on based on evidence for rela�onships between human ac�vity and changes in climate. Students can revisit the idea of renewable and nonrenewable resources touched upon in unit 4, and further inves�gate their availability. Examples of key natural resources should include access to fresh water, fer�le soil, and high concentra�ons of minerals and fossil fuels. Students should also examine natural hazards including interior processes (volcanic erup�ons and earthquakes); surface processes (tsunamis, mass was�ng, and soil erosion); and severe weather (hurricanes, floods, and droughts). Addi�onally, other geologic events that have driven the development of human history (including popula�ons and migra�ons) should also be researched. These geologic events include changes to sea level, regional pa�erns of temperature and precipita�on, and the types of crops and livestock that can be raised. Students must use empirical evidence to iden�fy differences between cause and correla�on in the rela�onship between climate changes and human ac�vity. Students should also use empirical evidence to make claims about causes and effects of these interac�ons. The influence of major technological systems on modern civiliza�ons should be emphasized. Because all the scien�fic and engineering prac�ces and crosscu�ng concepts are necessary for mastery of the scien�fic content in this unit, it is an opportunity for students to engage in problem solving using the complete engineering design cycle. Research and examina�on of data to determine rela�onships between global change and human ac�vity will allow students to iden�fy and analyze a major global challenge.

Students should take into account possible qualita�ve and quan�ta�ve criteria and constraints for solu�ons and examine the needs of society in response to the iden�fied major global challenge. The students could then design a solu�on to this real‐world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. They must then evaluate their solu�on based on priori�zed criteria and tradeoffs (e.g., cost, safety, reliability, aesthe�cs, and possible social, cultural, and environmental impacts). Finally, students might use computer simula�ons along with mathema�cs and computa�onal thinking to model the impact of their proposed solu�on. Their simula�on must take into account the numerous criteria and constraints on interac�ons within and between systems relevant to the problem. For example, major global challenges might include ozone deple�on, mel�ng glaciers, rising sea levels, changes in climate and extreme weather, ocean acidifica�on, aerosols and smog, mel�ng permafrost, destruc�on of rainforests, and biome migra�on. Some local challenges students might consider include fishing industry quotas vs. economic impact on local fishing fleets (i.e., New Bedford, Galilee, Jerusalem); flood plain construc�on vs. housing restric�ons on ocean beach fronts (i.e., Mantoloking, Seaside Heights); design of possible solu�ons to retard or prevent further beach erosion; and response to recent flooding in Rhode Island and flood plain restora�on.

Integra�on of engineering ‐

The standards in this unit do not iden�fy a connec�on to engineering; however, the nature of the content lends itself to real‐world problem iden�fica�on and solu�on design, tes�ng, and modifica�on. Students can use their understanding of energy and ma�er and system interac�ons from the previous units to guide their thinking about climate change, its effects on humans, the adverse effects of human ac�vi�es, and poten�al solu�ons to contemporary issues regarding climate change. In this unit, students have the opportunity to complete the en�re engineering cycle (ETS1‐1, ETS1‐2, ETS1‐3, and ETS1‐4) by analyzing a major global challenge related to climate change and human ac�vity, designing and evalua�ng a possible solu�on to this problem, and further using a computer simula�on to model the impact of the proposed solu�on.

Connec�ng with English language arts/literacy and Mathema�cs

English Language Arts/Literacy‐

● Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interac�ve elements) in presenta�ons describing how varia�ons in the flow of energy into and out of Earth’s systems result in changes in climate to enhance understanding of findings, reasoning, and evidence and to add interest.

● Cite specific textual evidence of the availability of natural resources, occurrence of natural hazards, and changes in climate and their influence on human ac�vity.

● Use empirical evidence to write an explana�on for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human ac�vity.

Mathema�cs‐

● Represent symbolically an explana�on for how varia�ons in the flow of energy into and out of Earth’s systems result in changes in climate, and manipulate the represen�ng symbols. Use symbols to make sense of quan��es and rela�onships about how varia�ons in the flow of energy into and out of Earth’s systems result in changes in climate, symbolically and manipulate the represen�ng symbols.

● Use a mathema�cal model to explain how varia�ons in the flow of energy into and out of Earth’s systems result in changes in climate. Iden�fy important quan��es in varia�ons in the flow of energy into and out of Earth’s systems result in changes in climate and map their rela�onships using tools. Analyze those rela�onships mathema�cally to draw conclusions, reflec�ng on the results and improving the model if it has not served its purpose.

● Use units as a way to understand problems and to guide the solu�on of mul�step problems about how varia�ons in the flow of energy into and out of Earth’s systems result in changes in climate; choose and interpret units consistently in formulas represen�ng how varia�ons in the flow of energy into and out of Earth’s systems result in changes in climate; choose and interpret the scale and the origin in graphs and data displays represen�ng how varia�ons in the flow of energy into and out of Earth’s systems result in changes in climate.

● Define appropriate quan��es for the purpose of descrip�ve modeling of how varia�ons in the flow of energy into and out of Earth’s systems result in changes in climate.

● Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es to describe how varia�ons in the flow of energy into and out of Earth’s systems result in changes in climate.

● Represent symbolically the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere, and manipulate the represen�ng symbols. Make sense of quan��es and rela�onships in the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

● Use a mathema�cal model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Iden�fy important quan��es in the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere and map their rela�onships using tools. Analyze those rela�onships mathema�cally to draw conclusions, reflec�ng on the results and improving the model if it has not served its purpose.

● Use units as a way to understand the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere; choose and interpret units consistently in formulas represen�ng the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere; choose and interpret the scale and the origin in graphs and data displays represen�ng the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

● Define appropriate quan��es for the purpose of descrip�ve modeling of the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

● Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es showing the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

● Represent symbolically how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human ac�vity, and manipulate the represen�ng symbols. Make sense of quan��es and rela�onships among availability of natural resources, occurrence of natural hazards, and changes in climate and their influence on human ac�vity.

● Use units as a way to understand the rela�onships among availability of natural resources, occurrence of natural hazards, and changes in climate and their influence on human ac�vity. Choose and interpret units consistently in formulas to determine rela�onships among availability of natural resources, occurrence of natural hazards, and changes in climate and their influence on human ac�vity. Choose and interpret the scale and the origin in graphs and data displays represen�ng rela�onships among availability of natural resources, occurrence of natural hazards, and changes in climate and their influence on human ac�vity.

● Define appropriate quan��es for the purpose of descrip�ve modeling of rela�onships among availability of natural resources, occurrence of natural hazards, and changes in climate and their influence on human ac�vity.

● Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es showing rela�onships among availability of natural resources, occurrence of natural hazards, and changes in climate and their influence on human ac�vity.

Modifica�ons













Students of all ages may confuse the ozone layer with the greenhouse effect, and may have a tendency to imagine that all environmentally friendly ac�ons help to solve all environmental problems (for example, that the use of unleaded petrol reduces the risk of global warming). Students have difficulty linking relevant elements of knowledge when explaining the greenhouse effect and may confuse the natural greenhouse effect with the enhancement of that effect.

The idea of energy conserva�on seems counterintui�ve to middle‐ and high‐school students who hold on to the everyday use of the term energy, but teaching heat dissipa�on ideas at the same �me as energy conserva�on ideas may help alleviate this difficulty. Even a�er instruc�on, however, students do not seem to appreciate that energy conserva�on is a useful way to explain phenomena. A key difficulty students have in understanding conserva�on appears to derive from not considering the appropriate system and environment. In addi�on, middle‐ and high‐school students tend to use their conceptualiza�ons of energy to interpret energy conserva�on ideas. For example, some students interpret the idea that "energy is not created or destroyed" to mean that energy is stored up in the system and can even be released again in its original form. Or, students may believe that no energy remains at the end of a process, but may say that "energy is not lost" because an effect was caused during the process (for example, a weight was li�ed). Although teaching approaches which accommodate students' difficul�es about energy appear to be more successful than tradi�onal science instruc�on, the main deficiencies outlined above remain despite these approaches ( NSDL, 2015 ).

Prior Learning

Physical science‐

● Substances are made from different types of atoms, which combine with one another in various ways.

● Atoms form molecules that range in size from two to thousands of atoms.

● Each pure substance has characteris�c physical and chemical proper�es (for any bulk quan�ty under given condi�ons) that can be used to iden�fy it.

● Gases and liquids are made of molecules or inert atoms that are moving about rela�ve to each other.

● In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in posi�on but do not change rela�ve loca�ons.

● Solids may be formed from molecules, or they may be extended structures with repea�ng subunits (e.g., crystals).

● The changes of state that occur with varia�ons in temperature or pressure can be described and predicted using these models of ma�er.

● Mo�on energy is properly called kine�c energy; it is propor�onal to the mass of the moving object and grows with the square of its speed.

● A system of objects may also contain stored (poten�al) energy, depending on the objects’ rela�ve posi�ons.

● Temperature is a measure of the average kine�c energy of par�cles of ma�er. The rela�onship between the temperature and the total energy of a system depends on the types, states, and amounts of ma�er present.

● When the mo�on energy of an object changes, there is inevitably some other change in energy at the same �me.

● The amount of energy transfer needed to change the temperature of a ma�er sample by a given amount depends on the nature of the ma�er, the size of the sample, and the environment.

● Energy is spontaneously transferred out of ho�er regions or objects and into colder ones.

● When light shines on an object, it is reflected, absorbed, or transmi�ed through the object, depending on the object’s material and the frequency (color) of the

light.

● The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends.

● A wave model of light is useful for explaining brightness, color, and the frequency‐dependent bending of light at a surface between media.

● However, because light can travel through space, it cannot be a ma�er wave, like sound or water waves.

● When the mo�on energy of an object changes, there is inevitably some other change in energy at the same �me. ● The amount of energy transfer needed to change the temperature of a ma�er sample by a given amount depends on the nature of the ma�er, the size of the

sample, and the environment. ● Energy is spontaneously transferred out of ho�er regions or objects and into colder ones.

Life science‐

● Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.

● Within individual organisms, food moves through a series of chemical reac�ons in which it is broken down and rearranged to form new molecules, to support growth or to release energy.

● Ecosystems have carrying capaci�es, which are limits to the numbers of organisms and popula�ons they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as preda�on, compe��on, and disease. Organisms would have the capacity to produce popula�ons of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.

● Photosynthesis and cellular respira�on (including anaerobic processes) provide most of the energy for life processes.

● Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small frac�on of the ma�er consumed at the lower level is transferred upward to produce growth and release energy in cellular respira�on at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some ma�er reacts to release energy for life func�ons, some ma�er is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, ma�er and energy are conserved.

● Photosynthesis and cellular respira�on are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes.

● A complex set of interac�ons within an ecosystem can keep its numbers and types of organisms rela�vely constant over long periods of �me under stable condi�ons. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctua�ons in condi�ons or the size of any popula�on, however, can challenge the func�oning of ecosystems in terms of resources and habitat availability.

● Moreover, anthropogenic changes (induced by human ac�vity) in the environment—including habitat destruc�on, pollu�on, introduc�on of invasive species, overexploita�on, and climate change—can disrupt an ecosystem and threaten the survival of some species.

● Humans depend on the living world for the resources and other benefits provided by biodiversity. But human ac�vity is also having adverse impacts on biodiversity through overpopula�on, overexploita�on, habitat destruc�on, pollu�on, introduc�on of invasive species, and climate change. Thus sustaining

biodiversity so that ecosystem func�oning and produc�vity are maintained is essen�al to suppor�ng and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recrea�onal or inspira�onal value.

Earth and space science‐

● Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the �lt of the planet’s axis of rota�on, both occurring over hundreds of thousands of years, have altered the intensity and distribu�on of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes.

● Earth’s systems, being dynamic and interac�ng, cause feedback effects that can increase or decrease the original changes.

● Evidence from deep probes and seismic waves, reconstruc�ons of historical changes in Earth’s surface and its magne�c field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, and a solid mantle and crust. Mo�ons of the mantle and its plates occur primarily through thermal convec�on, which involves the cycling of ma�er due to the outward flow of energy from Earth’s interior and the gravita�onal movement of denser materials toward the interior.

● The geological record shows that changes to global and regional climate can be caused by interac�ons among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circula�on, volcanic ac�vity, glaciers, vegeta�on, and human ac�vi�es. These changes can occur on a variety of �me scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long‐term tectonic cycles.

● The radioac�ve decay of unstable isotopes con�nually generates new energy within Earth’s crust and mantle, providing the primary source of the heat that drives mantle convec�on. Plate tectonics can be viewed as the surface expression of mantle convec�on.

● Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. Plate movements are responsible for most con�nental and ocean‐floor features and for the distribu�on of most rocks and minerals within Earth’s crust.

● The abundance of liquid water on Earth’s surface and its unique combina�on of physical and chemical proper�es are central to the planet’s dynamics. These proper�es include water’s excep�onal capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosi�es and mel�ng points of rocks.

● The founda�on for Earth’s global climate systems is the electromagne�c radia�on from the sun, as well as its reflec�on, absorp�on, storage, and redistribu�on among the atmosphere, ocean, and land systems, and this energy’s re‐radia�on into space.

● Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.


● Resource availability has guided the development of human society.

● All forms of energy produc�on and other resource extrac�on have associated economic, social, environmental, and geopoli�cal costs and risks as well as benefits. New technologies and social regula�ons can change the balance of these factors.

● Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human popula�ons and have driven human migra�ons. The sustainability of human socie�es and the biodiversity that supports them requires responsible management of natural resources.

● Scien�sts and engineers can make major contribu�ons by developing technologies that produce less pollu�on and waste and that preclude ecosystem degrada�on.

● Though the magnitudes of human impacts are greater than they have ever been, so too are human abili�es to model, predict, and manage current and future impacts.

● Through computer simula�ons and other studies, important discoveries are s�ll being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human ac�vi�es.


Physical science‐

● Each atom has a charged substructure consis�ng of a nucleus, which is made of protons and neutrons, surrounded by electrons.

● The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those elements with similar chemical proper�es in columns. The repea�ng pa�erns of this table reflect pa�erns of outer electron states.

● The structure and interac�ons of ma�er at the bulk scale are determined by electrical forces within and between atoms.

● A stable molecule has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart.

● Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kine�c energy.

● In many situa�ons, a dynamic and condi�on‐dependent balance between a reac�on and the reverse reac�on determines the numbers of all types of molecules present.

● The fact that atoms are conserved, together with knowledge of the chemical proper�es of the elements involved, can be used to describe and predict chemical reac�ons.

● Energy is a quan�ta�ve property of a system that depends on the mo�on and interac�ons of ma�er and radia�on within that system. That there is a single quan�ty called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is con�nually transferred from one object to another and between its various possible forms.

● At the macroscopic scale, energy manifests itself in mul�ple ways, such as in mo�on, sound, light, and thermal energy.

● These rela�onships are be�er understood at the microscopic scale, at which all of the different manifesta�ons of energy can be modeled as a combina�on of energy associated with the mo�on of par�cles and energy associated with the configura�on (rela�ve posi�on of the par�cles). In some cases, the rela�ve posi�on energy can be thought of as stored in fields (which mediate interac�ons between par�cles). This last concept includes radia�on, a phenomenon in which energy stored in fields moves across space.

● Conserva�on of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system.

● Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.

● Mathema�cal expressions, which quan�fy how the stored energy in a system depends on its configura�on (e.g., rela�ve posi�ons of charged par�cles, compression of a spring) and how kine�c energy depends on mass and speed, allow the concept of conserva�on of energy to be used to predict and describe

system behavior.

● The availability of energy limits what can occur in any system.

● Uncontrolled systems always evolve toward more stable states—that is, toward more uniform energy distribu�on (e.g., water flows downhill, objects ho�er than their surrounding environment cool down).

● Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment.

Life science‐

● The process of photosynthesis converts light energy to stored chemical energy by conver�ng carbon dioxide plus water into sugars plus released oxygen.

● The sugar molecules thus formed contain carbon, hydrogen, and oxygen: Their hydrocarbon backbones are used to make amino acids and other carbon‐based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells.

● As ma�er and energy flow through different organiza�onal levels of living systems, chemical elements are recombined in different ways to form different products.

● As a result of these chemical reac�ons, energy is transferred from one system of interac�ng molecules to another. Cellular respira�on is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respira�on also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.

● Photosynthesis and cellular respira�on (including anaerobic processes) provide most of the energy for life processes.

● Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small frac�on of the ma�er consumed at the lower level is transferred upward, to produce growth and release energy in cellular respira�on at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some ma�er reacts to release energy for life func�ons, some ma�er is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, ma�er and energy are conserved.

● Photosynthesis and cellular respira�on are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes.

● A complex set of interac�ons within an ecosystem can keep its numbers and types of organisms rela�vely constant over long periods of �me under stable condi�ons. If a modest biological or physical disturbance to an ecosystem occurs, the ecosystem may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctua�ons in condi�ons or the size of any popula�on, however, can challenge the func�oning of ecosystems in terms of resources and habitat availability.

● Moreover, anthropogenic changes (induced by human ac�vity) in the environment—including habitat destruc�on, pollu�on, introduc�on of invasive species, overexploita�on, and climate change—can disrupt an ecosystem and threaten the survival of some species.

Earth and space sciences‐

● Con�nental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old.

● Although ac�ve geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed li�le over billions of years. Studying these objects can provide informa�on about Earth’s forma�on and early history.

● The sustainability of human socie�es and the biodiversity that supports them requires responsible management of natural resources.

● Scien�sts and engineers can make major contribu�ons by developing technologies that produce less pollu�on and waste and that preclude ecosystem degrada�on.

● Though the magnitudes of human impacts are greater than they have ever been, so too are human abili�es to model, predict, and manage current and future impacts.

● Through computer simula�ons and other studies, important discoveries are s�ll being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human ac�vi�es.













References

Authors. (2015). Na�onal Science Digital Library. Produced by researchers from the University of Colorado at Boulder and Digital Learning Sciences (DLS) and is based on the maps developed by Project 2061 at the American Associa�on for the Advancement of Science (AAAS) and published in the Atlas of Science Literacy , Volumes 1 and 2 (2001 and 2007, AAAS Project 2061 and the Na�onal Science Teachers Associa�on). Licensed under a Crea�ve Commons A�ribu�on‐Noncommercial‐Share Alike 3.0 License.

Bristol–Warren, Central Falls, Cranston, Cumberland, Tiverton, and Woonsocket, School Districts (2014) Kindergarten Units of Study . (2015). Providence Rhode Island:

The Rhode Island Department of Educa�on with process support from The Charles A. Dana Center at the University of Texas at Aus�n. Used with the express wri�en permission of the Rhode Island Department of Educa�on .

Na�onal Research Council. (2012). A Framework for K‐12 Science Educa�on: Prac�ces, Crosscu�ng Concepts, and Core Ideas . Commi�ee on a Conceptual Framework for New K‐12 Science Educa�on Standards. Board on Science Educa�on, Division of Behavioral and Social Sciences and Educa�on. Washington, DC: The Na�onal Academies Press.

Na�onal Governors Associa�on Center for Best Prac�ces & Council of Chief State School Officers. (2010). Common Core State Standards . Washington, DC: Authors.

NJSLS‐S Lead States. (2013). Next Genera�on Science Standards : For States, By States . Washington, DC: The Na�onal Academies Press.

NJSLS‐S Lead States. (2013). Next Genera�on Science Standards : For States, By States Volume 2: Appendixes D, L, K, and M. Washington, DC: The Na�onal Academies Press.

NJSLS‐S Lead States. (2013). Next Genera�on Science Standards : For States, By States. Evidence Statements. Washington, DC: The Na�onal Academies Press.


Use a model to describe how varia�ons in the flow of energy into and out of Earth’s systems result in changes in climate. [Clarifica�on Statement: Examples of the causes of climate change differ by �mescale, over 1‐10 years: large volcanic erup�on, ocean circula�on; 10‐100s of years: changes in human ac�vity, ocean circula�on, solar output; 10‐100s of thousands of years: changes to Earth's orbit and the orienta�on of its axis; and 10‐100s of millions of years: long‐term changes in atmospheric composi�on.] [Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipita�on pa�erns, glacial ice volumes, sea levels, and biosphere distribu�on.] ( HS‐ESS2‐4 )

Develop a quan�ta�ve model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [ Clarifica�on Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the founda�on for living organisms.] ( HS‐ESS2‐6 )

Analyze a major global challenge to specify qualita�ve and quan�ta�ve criteria and constraints for solu�ons that account for societal needs and wants. [Clarifica�on Statement: See Three‐Dimensional Teaching and Learning Sec�on for examples.] ( HS‐ETS1‐1 )

Design a solu�on to a complex real‐world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. [Note: See Three‐Dimensional Teaching and Learning Sec�on for examples.] ( HS‐ETS1‐2 )

Evaluate a solu�on to a complex real‐world problem based on priori�zed criteria and trade‐offs that account for a range of constraints, including cost, safety, reliability, and aesthe�cs as well as possible social, cultural, and environmental impacts. [Note: See Three‐Dimensional Teaching and Learning Sec�on for examples.] ( HS‐ETS1‐3 )

Use a computer simula�on to model the impact of proposed solu�ons to a complex real‐world problem with numerous criteria and constraints on interac�ons

within and between systems relevant to the problem. [Note: See Three‐Dimensional Teaching and Learning Sec�on for examples.] ( HS‐ETS1‐4 )




● Develop a model based on evidence to illustrate the rela�onships between systems or between components of a system. (HS‐ESS2‐1),(HS‐ESS2‐3),(HS‐ESS2‐6)

● Use a model to provide mechanis�c accounts of phenomena. (HS‐ESS2‐4)

Asking Ques�ons and Defining Problems

● Analyze complex real‐world problems by specifying criteria and constraints for successful solu�ons. (HS‐ETS1‐1)


● Use mathema�cal models and/or computer simula�ons to predict the effects of a design solu�on on systems and/or the interac�ons between systems. (HS‐ETS1‐4)



ESS1.B: Earth and the Solar System

● Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the �lt of the planet’s axis of rota�on, both occurring over hundreds of thousands of years, have altered the intensity and distribu�on of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes. (secondary to HS‐ESS2‐4)

ESS2.A: Earth Materials and Systems

● The geological record shows that changes to global and regional climate can be caused by interac�ons among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circula�on, volcanic ac�vity, glaciers, vegeta�on, and human ac�vi�es. These changes can occur on a variety of �me scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long‐term tectonic cycles. (HS‐ESS2‐4)

ESS2.D: Weather and Climate

● The founda�on for Earth’s global climate systems is the electromagne�c radia�on from the sun, as well as its reflec�on, absorp�on, storage, and redistribu�on among the atmosphere, ocean, and land systems, and this energy’s re‐radia�on into space. (HS‐ESS2‐4)

● Gradual atmospheric changes were due to plants and other organisms that captured

Cause and Effect

● Empirical evidence is required to differen�ate between cause and correla�on and make claims about specific causes and effects. (HS‐ESS2‐4)

Energy and Ma�er

● The total amount of energy and ma�er in closed systems is conserved. (HS‐ESS2‐6)


● Models (e.g., physical, mathema�cal, computer models) can be used to simulate systems and interac�ons—including energy, ma�er, and informa�on flows— within and between systems at different scales. (HS‐ETS1‐4)

‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐



● New technologies can have deep impacts on society and the environment, including some that were not an�cipated. Analysis of costs and benefits is a cri�cal aspect of decisions about technology. (HS‐ETS1‐1) (HS‐ETS1‐3)

carbon dioxide and released oxygen. (HS‐ESS2‐6)

● Changes in the atmosphere due to human ac�vity have increased carbon dioxide concentra�ons and thus affect climate. (HS‐ESS2‐6),(HS‐ESS2‐4)


● Criteria and constraints also include sa�sfying any requirements set by society, such as taking issues of risk mi�ga�on into account, and they should be quan�fied to the extent possible and stated in such a way that one can tell if a given design meets them. (HS‐ETS1‐1)




● Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simula�ons to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presenta�on to a client about how a given design will meet his or her needs. (HS‐ETS1‐4)



Scien�fic Knowledge is Based on Empirical Evidence

● Science arguments are strengthened by mul�ple lines of evidence suppor�ng a single explana�on. (HS‐ESS2‐4)




RST.11‐12.7 Integrate and evaluate mul�ple sources of informa�on presented in diverse formats and media (e.g., quan�ta�ve data, video, mul�media) in order to address a ques�on or solve a problem. (HS‐ETS1‐1),(HS‐ETS1‐3)

RST.11‐12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corrobora�ng or challenging conclusions with other sources of informa�on. (HS‐ETS1‐1),(HS‐ETS1‐3)

RST.11‐12.9 Synthesize informa�on from a range of sources (e.g., texts, experiments, simula�ons) into a coherent understanding of a process, phenomenon, or concept, resolving conflic�ng informa�on when possible. (HS‐ETS1‐1),(HS‐ETS1‐3)

Mathema�cs

MP.2 Reason abstractly and quan�ta�vely. (HS‐PS1‐5),(HS‐PS1‐7),(HS‐ETS1‐1),(HS‐ETS1‐3),(HS‐ETS1‐4)

MP.4 Model with mathema�cs. (HS‐PS1‐4), (HS‐ETS1‐1),(HS‐ETS1‐2),(HS‐ETS1‐3),(HS‐ETS1‐4)

HSN‐Q.A.1 Use units as a way to understand problems and to guide the solu�on of mul�‐step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS‐PS1‐4),(HS‐PS1‐5),(HS‐PS1‐7),(HS‐PS1‐8)

HSN‐Q.A.2 Define appropriate quan��es for the purpose of descrip�ve modeling. (HS‐PS1‐4),(HS‐PS1‐7)

HSN‐Q.A.3 Choose a level of accuracy appropriate to limita�ons on measurement when repor�ng quan��es. (HS‐PS1‐4),(HS‐PS1‐5),(HS‐PS1‐7)


● CRP1. Act as a responsible and contribu�ng ci�zen and employee. ● CRP2. Apply appropriate academic and technical skills. ● CRP4. Communicate clearly and effec�vely and with reason. ● CRP5. Consider the environmental, social and economic impacts of decisions.

● CRP6. Demonstrate crea�vity and innova�on. ● CRP7. Employ valid and reliable research strategies. ● CRP8. U�lize cri�cal thinking to make sense of problems and persevere in solving them. ● CRP9. Model integrity, ethical leadership and effec�ve management. ● CRP11. Use technology to enhance produc�vity. ● CRP12. Work produc�vely in teams while using cultural global competence.


● 9.1.12.A.3 Analyze the rela�onship between various careers and personal learning goals. ● 9.1.12.A.4 Iden�fy a career goal and develop a plan and �metable for achieving it, including educa�onal/training requirements, costs, and possible debt. ● 9.1.12.E.4 Evaluate how media, bias, purpose, and validity affect the priori�za�on of consumer decisions and spending.










● 8.2.12.A.2 Analyze a current technology and the resources used, to iden�fy the trade‐offs in terms of availability, cost, desirability and waste.

● 8.2.12.A.3 Research and present informa�on on an exis�ng technological product that has been repurposed for a different func�on. ● 8.2.12.B.2 Evaluate ethical considera�ons regarding the sustainability of environmental resources that are used for the design, crea�on and maintenance of a






Electrochemistry ● Carbon Cycle Lab Ac�vity ● Inves�ga�on of Fossil Fuels (Pollu�on vs. Energy) ● Inves�gate Fuel Cells and the reduc�on of CO 2 emissions

Technology/GAFE

● Virtual Labs ○ The Greenhouse Effect (PhET Lab)



● Providing Notes/Modified Notes ○ PowerPoints – copies of mountain building

● Guided Reading ○ Highligh�ng – Earth’s surface changes due to volcanism ○ Providing Defini�ons – magma, lava, tectonic plates and movement

● Manipula�ves/Visuals – on Earth’s processes model ● Study Guides‐ Natural and Human processes and their effects on each other ● Conferencing

○ Student – assess and help on Earth’s processes ○ Parent – update on student progress on Earth’s systems

● Tutoring/Extra Help – consistent review and assistance on natural and human systems

ELL (SEI)

● Use Bilingual Dic�onaries to define scien�fic terms and applicable vocabulary. ● Providing Notes/Modified Notes on Carbon Cycle. ● Guided Reading on Carbon Cycle.

○ Highligh�ng ○ Underlining ○ Providing Defini�ons ○ Outlining

● Visuals of carbon cycle. ● Study Guides are provided on all Tests and Quizzes on Carbon Cycle and Carbon Footprint. ● Tutoring/Extra Help when applicable.


● Providing Notes/Modified Notes ○ PowerPoints – Vulcanism and mountain building ○ Highligh�ng‐ notes on Earth’s systems and climate and weather

● Repeat/Rephrase‐ terms of magma and tectonic movement ● Manipula�ves/Visuals – Earth model with systems ● Study Guides – Natures systems and human processes interac�ons ● Priority Sea�ng‐ front ● Checking Assignments Pads – weekly update on natural systems effects on weather and climate ● Conferencing

○ Student – in class assess on level of natural system changes and interac�ons ○ Parent‐ Earth’s system assessment level update

● Tutoring/Extra Help – frequent assistance on human and natural system interac�ons

Gi�ed & Talented

● Individualized Pacing – Students will complete the PhET Lab, The Greenhouse Effect and the Carbon Cycle WebQuest at their own pace.


● Forma�ve ‐ Do Nows on the following topics ○ Carbon Cycle ○ Calcula�ng Your Carbon Footprint


○ Carbon Cycle ○ Calcula�ng Your Carbon Footprint


○ Carbon Cycle ○ Calcula�ng Your Carbon Footprint


○ Oxida�on and Reduc�on

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