Scope and Sequence Report - susq.k12.pa.us

Scope and Sequence Report

District: Susquenita School District, School: Susquenita High School, Year: 2019-2020, Grade Level: 11, Subject: Science,

Unit Name Start/End Unit Description / Overview Stage 1: Desired Results:Understandings: (Big Ideas)

Stage 1: Desired Results: EssentialQuestions

Standards

Science - APBiology - Unit #1

Unit 1-Introduction Biology is the study oflife and living things. To study this, abiologist will make both qualitative andquantitative observations. Additionally, thebiologist will address the following big ideasthroughout the course The process ofevolution explains the diversity and unity oflife. Biological systems utilize free energyand molecular building blocks to grow, toreproduce, and to maintain dynamichomeostasis. Living systems store, retrieve,transmit, and respond to informationessential to life processes. Biologicalsystems interact, and these systems and theirinteractions possess complex properties.

1. The process of Evolution drives thediversity and unity of life. 2. Biologicalsystems utilize free energy and molecularbuilding blocks to grow, to reproduce and tomaintain dynamic homeostasis. 3. Livingsystems store, retrieve, transmit and respondto information essential to life processes. 4.Biological systems interact, and thesesystems and their interactions possesscomplex properties.

1. Interactions within biological systemslead to complex properties. 2. Growth anddynamic homeostasis of a biological systemare influenced by changes in the system’senvironment.

Science - APBiology - Unit#10

Unit 10-Animal Form and Function(Chapters 40, 43, 45, 48-49) invertebratesand vertebrates have multiple, nonspecificimmune responses.Mammals use specificimmune responses triggered by natural orartificial agents that disrupt dynamichomeostasis. Endocrine signals are producedby endocrine cells that release signalingmolecules, which are specific and can travellong distances through the blood to reach allparts of the body. The nervous systeminteracts with sensory and internal bodysystems to coordinate responses andbehaviors, ranging from movement tometabolism to respiration.


Growth, reproduction and dynamichomeostasis require that cells create andmaintain internal environments that aredifferent from their external environments. Organisms use feedback mechanisms toregulate growth and reproduction, and tomaintain dynamic homeostasis. Manybiological processes involved in growth,reproduction and dynamic homeostasisinclude temporal regulation andcoordination.

Science - APBiology - Unit#11

Unit 11-Plants (Chapters 35-39) Plants andanimals have a variety of chemical defensesagainst infections that affect dynamichomeostasis.

Organisms use feedback mechanisms toregulate growth and reproduction, and tomaintain dyn

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amic homeostasis Plants and animals have avariety of chemical defenses againstinfections that affect dynamic homeostasis. Signal transduction pathways link signalreception with cellular response.


Unit 2-Ecology (Chapters 52-56) Allbiological systems, from cells to ecosystems,are influenced by complex biotic and abioticinteractions. The availability of resourcesinfluences activities in cells and organisms.The availability of resources influencespopulations stability in size and its geneticcomposition.


1. Interactions within biological systemslead to complex properties. 2. Competitionand cooperation are important aspects ofbiological systems. 3. Naturally occurringdiversity among and between componentswithin biological systems affects interactionswith the environment.


Unit 3-Biochemistry (Chapters 2-5) Matterconsists of chemical elements in pure formand in combinations called compounds. Anelement's properties depends on the structureof its atoms. The formation and function ofmolecules depend on chemical bondingbetween atoms. Molecules served asmonomers (building blocks) for theformation of more complex molecules,including amino acids and nucleotides.


1. Growth, reproduction and maintenance ofthe organization of living systems requirefree energy and matter. 2. Growth,reproduction and dynamic homeostasisrequire that cells create and maintain internalenvironments that are different from theirexternal environments. 3. Organisms usefeedback mechanisms to regulate growthand reproduction, and to maintain dynamichomeostasis. 4. Growth and dynamichomeostasis of a biological system areinfluenced by changes in the system’senvironment. 5. Many biological processesinvolved in growth, reproduction anddynamic homeostasis include temporalregulation and coordination.


Unit 4-Cell Structure and Function/CellTransport (Chapters 6-7) The structure of thecell determines the function at multiplelevels of organization. The endomembranesystem regulates protein traffic and performsmetabolic functions in the cell.


Growth, reproduction and maintenance ofthe organization of living systems requirefree energy and matter. Growth,reproduction and dynamic homeostasisrequire that cells create and maintain internalenvironments t







hat are different from their externalenvironments Organisms use feedbackmechanisms to regulate growth andreproduction, and to maintain dynamichomeostasis. Growth and dynamichomeostasis of a biological system areinfluenced by changes in the system’senvironment Many biological processesinvolved in growth, reproduction anddynamic homeostasis include temporalregulation and coordination.


Unit 5- Photosynthesis and Respiration(Chapters 8-10) The structure and functionrelationship in the chloroplast allows cells tocapture the energy available in sunlight andconvert it to chemical bond energy viaphotosynthesis. Cellular respiration andfermentation use free energy available fromsugars and from interconnected, multisteppathways (i.e., glycolysis, the Krebs cycleand the electron transport chain) tophosphorylate ADP, producing the mostcommon energy carrier, ATP.


Growth, reproduction and maintenance ofthe organization of living systems requirefree energy and matter Growth,reproduction and dynamic homeostasisrequire that cells create and maintain internalenvironments that are different from theirexternal environments. Organisms usefeedback mechanisms to regulate growthand reproduction, and to maintain dynamichomeostasis. Growth and dynamichomeostasis of a biological system areinfluenced by changes in the system’senvironment. Many biological processesinvolved in growth, reproduction anddynamic homeostasis include temporalregulation and coordination.


Unit 6-Cell Division (Chapters 12-13) Ineukaryotic organisms, heritable informationis packaged into chromosomes that arepassed to daughter cells. Alternating withinterphase in the cell cycle, mitosis followedby cytokinesis provides a mechanism inwhich each daughter cell receives anidentical and a complete complement ofchromosomes. Sexual reproduction,however, involves the recombination ofheritable information from both parentsthrough fusion of gametes duringfertilization.


Many biological processes involved ingrowth, reproduction and dynamichomeostasis include temporal regulation andcoordination. Growth, reproduction andmaintenance of the organization of livingsystems require free energy and matter. Heritable information provides forcontinuity of life.


Unit 7-Mendel Genetics, DNA Replicationand Protein

1. The process of Evolution drives thediversity and unity of life. 2. Biologicalsystems utilize free energy and molecularbuilding blocks to grow, to reproduce and tomaintain dynamic homeostasis.

Heritable information provides forcontinuity of life. Expression of geneticinformation involves cellular and molecularmechanisms. The processing of geneticinformation is imperfect and is a source ofgenetic variation







Synthesis (Chapter 14-18) Many traits arethe product of multiple genes and/orphysiological processes.The expression ofthe genetic material controls cell products,and these products determine themetabolism and nature of the cell. Most cellswithin an organism contain the same set ofgenetic instructions, but the differentialexpression of specific genes determines thespecialization of cells.

3. Living systems store, retrieve, transmitand respond to information essential to lifeprocesses. 4. Biological systems interact,and these systems and their interactionspossess complex properties.


Unt 8-Biotechnology (Chapters 19-20)Biotechnology makes it possible to directlyengineer heritable changes in cells to yieldnovel protein products.


Transmission of information results inchanges within and between biologicalsystems Expression of genetic informationinvolves cellular and molecular mechanisms.


Unit 9-Evolution (Chapter 21-26) Evolutionis a change in the genetic makeup of apopulation over time, with natural selectionits major driving mechanism. Darwin’stheory, which is supported by evidence frommany scientific disciplines, states thatinheritable variations occur in individuals ina population.


Change in the genetic makeup of apopulation over time is evolution. Organisms are linked by lines of descentfrom common ancestry. Life continues toevolve within a changing environment. Theorigin of living systems is explained bynatural processes.

Science -Chemistry - Unit#1

This unit demonstrates how to use thescientific method to make observationsrelating to matter and its properties. Thiswill then be used to classify substances andmixtures.

Chemistry is the study of matter and thechanges that it undergoes. To study this, achemist needs to make both qualititative andquantitiative observations that are free fromsubjectivity.

LEQ 1: How is the scientific method used toderive laws and theories? LEQ 2: How ismatter classified? LEQ 3: Quantitativeobservations: How do chemists describeprecision and accuracy? LEQ 4: How do Iuse dimensional analysis to performconversions? LEQ 5: What units of measuredo scientists use? LEQ 6: How is densityrelated to Archimedes Principle ofBuoyancy?

CHEM.A.1.1.1. Classify physical orchemical changes within a system in termsof matter and/or energy.CHEM.A.1.1.2. Classify observations asqualitative and/or quantitative.CHEM.A.1.1.3. Utilize significant figures tocommunicate the uncertainty in aquantitative observation.CHEM.A.1.1.4. Relate the physicalproperties of matter to its atomic ormolecular structure.CC.3.5.11-12.D. Determine the meaning ofsymbols, key terms, and other domai








n-specific words and phrases as they areused in a specific scientific or technicalcontext relevant to grades 11�12 texts andtopics.CC.3.5.11-12.G. Integrate and evaluatemultiple sources of information presented indiverse formats and media (e.g., quantitativedata, video, multimedia) in order to addressa question or solve a problem.CC.3.5.11-12.H. Evaluate the hypotheses,data, analysis, and conclusions in a scienceor technical text, verifying the data whenpossible and corroborating or challengingconclusions with other sources ofinformation.CC.3.5.11-12.I. Synthesize information froma range of sources (e.g., texts, experiments,simulations) into a coherent understandingof a process, phenomenon, or concept,resolving conflicting information whenpossible.CC.3.5.11-12.B. Determine the central ideasor conclusions of a text; summarize complexconcepts, processes, or informationpresented in a text by paraphrasing them insimpler but still accurate terms.CC.3.5.11-12.C. Follow precisely a complexmultistep procedure when carrying outexperiments, taking measurements, orperforming technical tasks; analyze thespecific results based on explanations in thetext.CC.3.6.11-12.C. Produce clear and coherentwriting in which the development,organization, and style are appropriate totask, purpose, and audience.CC.3.6.11-12.D. Develop and strengthenwriting as needed by planning, revising,editing, rewriting, or trying a new approach,focusing on addressing what is mostsignificant for a specific purpose andaudience.CC.3.6.11-12.E. Use technology, includingthe Internet, to produce, publish, and updateindividual or shared writing products inresponse to ongoing feedback, includingnew arguments or information.CC.3.6.11-12.I. Write routinely overextended time frames (time for reflectionand revision) and shorter time frames (asingle sitting or a day or two) for a range ofdiscipline-specific tasks, purposes, and audie

nces.CC.3.6.11-12.F. Conduct short as well asmore sustained research projects to answer aquestion (including a self-generatedquestion) or solve a problem; narrow orbroaden the inquiry when appropriate;synthesize multiple sources on the subject,demonstrating understanding of the subjectunder investigation.CC.3.6.11-12.A. Write arguments focusedon discipline-specific content.CC.3.6.11-12.A.1. Introduce precise,knowledgeable claim(s), establish thesignificance of the claim(s), distinguish theclaim(s) from alternate or opposing claims,and create an organization that logicallysequences the claim(s), counterclaims,reasons, and evidence.CC.3.6.11-12.A.2. Develop claim(s) andcounterclaims fairly and thoroughly,supplying the most relevant data andevidence for each while pointing out thestrengths and limitations of both claim(s)and counterclaims in a discipline-appropriateform that anticipates the audience�sknowledge level, concerns, values, andpossible biases.CC.3.6.11-12.A.4. Establish and maintain aformal style and objective tone whileattending to the norms and conventions ofthe discipline in which they are writing.CC.3.6.11-12.A.5. Provide a concludingstatement or section that follows from orsupports the argument presented.CC.3.6.11-12.B.1. Introduce a topic andorganize complex ideas, concepts, andinformation so that each new element buildson that which precedes it to create a unifiedwhole; include formatting (e.g., headings),graphics (e.g., figures, tables), andmultimedia when useful to aidingcomprehension.CC.3.6.11-12.B.5. Provide a concludingstatement or section that follows from andsupports the information or explanationprovided (e.g., articulating implications orthe significance of the topic).


This unit focuses on the gas laws which dealwith how gases behave with respect topressure, volume, temperature, and amount.

One of the most amazing things about gasesis that, despite wide differences in chemicalproperties, all the gases more or less obeythe gas laws. The gas laws deal with howgases behave with respect to pressure,volume, temperature, and amount.

LEQ 1: Why do gases act the same? (KMTand Thermo) LEQ 2: What are the gas lawsfor changing conditions? LEQ 3: How is theideal gas law useful ? LEQ 4: How isDalton's Law used to a calculate datacollected over water?

CHEM.B.2.2. Explain how the kineticmolecular theory relates to the behavior ofgases.CHEM.B.2.2.1. Utilize mathematicalrelationships to predict changes in thenumber of particles, the temperature, thepressure, and the volume in a gaseoussystem (i.e., Boyle�s law, Charles�s law,Dalton�s law of partial pressures, thecombined gas law, and the ideal gas law).CHEM.B.2.2.2. Predict the amounts ofreactants and products involved in achemical reaction using molar volume of agas at STP.


This unit studies the particles that make upthe visible matter that we interact with everyday is composed of atoms, molecules, andions.

Although diverse, all matter is constructedof a limited number of fundamentalparticles. The particles that make up thevisible matter that we interact with everyday is composed of atoms, molecules, andions. These particles are involved in aorganized but complex association with eachother.

LEQ 1: What are the basic elements ofmatter? LEQ 2: What experimentscontributed to the evolution of the atomicmodel? LEQ 3: What are the different typesof "atoms"? LEQ 4: How is atomic masscalculated for an element on the periodictable? LEQ 5: How do the properties of theelements on the periodic table showperiodicity?

CHEM.A.2. MODULE A�Structure andProperties of Matter: Atomic Structure andthe Periodic TableCHEM.A.2.1. Explain how atomic theoryserves as the basis for the study of matter.CHEM.A.2.1.1. Describe the evolution ofatomic theory leading to the current modelof the atom based on the works of Dalton,Thomson, Rutherford, and Bohr.CHEM.A.2.1.2. Differentiate between themass number of an isotope and the averageatomic mass of an element.CHEM.A.2.2. Describe the behavior ofelectrons in atoms.CHEM.A.2.2.2. Predict characteristics of anatom or an ion based on its location on theperiodic table (e.g., number of valenceelectrons, potential types of bonds,reactivity).CHEM.A.2.3.1. Explain how the periodicityof chemical properties led to thearrangement of elements on the periodictable.CHEM.A.2.3.2. Compare and/or predict theproperties (e.g., electron affinity, ionizationenergy, chemical reactivity,electronegativity, atomic radius) of selectedelements by using their locations on theperiodic table and known trends.PA.CC.3.5.11-12. Reading Information







al Text: Students read, understand, andrespond to informational text � withemphasis on comprehension, makingconnections among ideas and between textswith focus on textual evidence.CC.3.5.11-12.D. Determine the meaning ofsymbols, key terms, and otherdomain-specific words and phrases as theyare used in a specific scientific or technicalcontext relevant to grades 11�12 texts andtopics.CC.3.5.11-12.F. Analyze the author�spurpose in providing an explanation,describing a procedure, or discussing anexperiment in a text, identifying importantissues that remain unresolved.CC.3.5.11-12.H. Evaluate the hypotheses,data, analysis, and conclusions in a scienceor technical text, verifying the data whenpossible and corroborating or challengingconclusions with other sources ofinformation.CC.3.5.11-12.I. Synthesize information froma range of sources (e.g., texts, experiments,simulations) into a coherent understandingof a process, phenomenon, or concept,resolving conflicting information whenpossible.CC.3.5.11-12.A. Cite specific textualevidence to support analysis of science andtechnical texts, attending to importantdistinctions the author makes and to anygaps or inconsistencies in the account.CC.3.5.11-12.B. Determine the central ideasor conclusions of a text; summarize complexconcepts, processes, or informationpresented in a text by paraphrasing them insimpler but still accurate terms.CC.3.5.11-12.C. Follow precisely a complexmultistep procedure when carrying outexperiments, taking measurements, orperforming technical tasks; analyze thespecific results based on explanations in thetext.CC.3.6.11-12.E. Use technology, includingthe Internet, to produce, publish, and updateindividual or shared writing products inresponse to ongoing feedback, includingnew arguments or information.CC.3.6.11-12.F. Conduct short as well asmore sustained research projects to answer aquestion (including a self-generated

question) or solve a problem; narrow orbroaden the inquiry when appropriate;synthesize multiple sources on the subject,demonstrating understanding of the subjectunder investigation.CC.3.6.11-12.A. Write arguments focusedon discipline-specific content.CC.3.6.11-12.A.1. Introduce precise,knowledgeable claim(s), establish thesignificance of the claim(s), distinguish theclaim(s) from alternate or opposing claims,and create an organization that logicallysequences the claim(s), counterclaims,reasons, and evidence.CC.3.6.11-12.A.3. Use words, phrases, andclauses as well as varied syntax to link themajor sections of the text, create cohesion,and clarify the relationships betweenclaim(s) and reasons, between reasons andevidence, and between claim(s) andcounterclaims.


In this unit, students will analyze propertiesof different types of compound and utilize asystematic set of rules of nomenclaturedetermined by the International Union ofPure and Applied Chemists (IUPAC).

With any subject there is a unique languageassociated with it. Chemistry utilizessystematic rules of nomenclature determinedby the International Union of Pure andApplied Chemists (IUPAC).

Investigation: What types of compoundsform electrolytes? LEQ 1: What are ions andhow do they form compounds? (3.5, 4.1)LEQ 2: How are formulas and IUPACnames written for ternary ionic compounds?(4.2) LEQ 3: How are formulas and IUPACnames written for binary molecularcompounds? (4.1) LEQ 4: How are formulasand IUPAC names written for acids (4.2)LEQ 5: Why do different compounds formelectrolytes?

CHEM.A.1.1. Identify and describe howobservable and measurable properties can beused to classify and describe matter andenergy.CHEM.A.1.1.4. Relate the physicalproperties of matter to its atomic ormolecular structure.CHEM.A.1.1.5. Apply a systematic set ofrules (IUPAC) for naming compounds andwriting chemical formulas (e.g., binarycovalent, binary ionic, ionic compoundscontaining polyatomic ions).CHEM.A.1.2. Compare the properties ofmixtures.CHEM.A.1.2.1. Compare properties ofsolutions containing ionic or molecularsolutes (e.g., dissolving, dissociating).PA.CC.3.5.11-12. Reading InformationalText: Students read, understand, and respondto informational text � with emphasis oncomprehension, making connections amongideas and between texts with focus ontextual evidence.CC.3.5.11-12.D. Determine the meaning ofsymbols, key terms, a




nd other domain-specific words and phrasesas they are used in a specific scientific ortechnical context relevant to grades 11�12texts and topics.CC.3.5.11-12.E. Analyze how the textstructures information or ideas intocategories or hierarchies, demonstratingunderstanding of the information or ideas.CC.3.5.11-12.I. Synthesize information froma range of sources (e.g., texts, experiments,simulations) into a coherent understandingof a process, phenomenon, or concept,resolving conflicting information whenpossible.CC.3.5.11-12.B. Determine the central ideasor conclusions of a text; summarize complexconcepts, processes, or informationpresented in a text by paraphrasing them insimpler but still accurate terms.CC.3.5.11-12.C. Follow precisely a complexmultistep procedure when carrying outexperiments, taking measurements, orperforming technical tasks; analyze thespecific results based on explanations in thetext.CC.3.6.11-12.F. Conduct short as well asmore sustained research projects to answer aquestion (including a self-generatedquestion) or solve a problem; narrow orbroaden the inquiry when appropriate;synthesize multiple sources on the subject,demonstrating understanding of the subjectunder investigation.CC.3.6.11-12.G. Gather relevant informationfrom multiple authoritative print and digitalsources, using advanced searcheseffectively; assess the strengths andlimitations of each source in terms of thespecific task, purpose, and audience;integrate information into the text selectivelyto maintain the flow of ideas, avoidingplagiarism and overreliance on any onesource and following a standard format forcitation.CC.3.6.11-12.H. Draw evidence frominformational texts to support analysis,reflection, and research.


This unit will demonstrate information aboutthe proportions of atoms that constitute aparticular chemical compound, using asingle line of chemical element symbols,numbers, and sometimes also other symbols,such as parentheses, dashes, brackets,commas and plus (+) and minus (−) signs.

A chemical formula is a way of expressinginformation about the proportions of atomsthat constitute a particular chemicalcompound, using a single line of chemicalelement symbols, numbers, and sometimesalso other symbols, such as parentheses,dashes, brackets, commas and plus (+) andminus (−) signs.

LEQ 1: What is a mole? LEQ 2: How do wecalculate the percent composition of acompound by both mass and formula? LEQ3: How do we derive a chemical formula byboth mass and percent composition?

CHEM.B.1. MODULE B�The MoleConcept and Chemical Interactions: TheMole and Chemical BondingCHEM.B.1.1. Explain how the mole is afundamental unit of chemistry.CHEM.B.1.1.1. Apply the mole concept torepresentative particles (e.g., counting,determining mass of atoms, ions, molecules,and/or formula units).CHEM.B.1.2. Apply the mole concept to thecomposition of matter.CHEM.B.1.2.1. Determine the empirical andmolecular formulas of compounds.CHEM.B.1.2.2. Apply the law of definiteproportions to the classification of elementsand compounds as pure substances.CHEM.B.1.2.3. Relate the percentcomposition and mass of each elementpresent in a compound.CC.3.5.11-12.D. Determine the meaning ofsymbols, key terms, and otherdomain-specific words and phrases as theyare used in a specific scientific or technicalcontext relevant to grades 11�12 texts andtopics.CC.3.5.11-12.I. Synthesize information froma range of sources (e.g., texts, experiments,simulations) into a coherent understandingof a process, phenomenon, or concept,resolving conflicting information whenpossible.CC.3.5.11-12.B. Determine the central ideasor conclusions of a text; summarize complexconcepts, processes, or informationpresented in a text by paraphrasing them insimpler but still accurate terms.CC.3.5.11-12.C. Follow precisely a complexmultistep procedure when carrying outexperiments, taking measurements, orperforming technical tasks; analyze thespecific results based on explanations in thetext.CC.3.6.11-12.C. Produce clear and coherentwriting in which the development,organization, and style are appropriate totask, purpose, and audience.CC.3.6.11-12.D. Develop and strengthenwriting as needed by planning, revising,editing, rewriting, or trying a new approach,focusing on addressing what is mostsignificant f




or a specific purpose and audience.CC.3.6.11-12.A. Write arguments focusedon discipline-specific content.CC.3.6.11-12.A.2. Develop claim(s) andcounterclaims fairly and thoroughly,supplying the most relevant data andevidence for each while pointing out thestrengths and limitations of both claim(s)and counterclaims in a discipline-appropriateform that anticipates the audience�sknowledge level, concerns, values, andpossible biases.CC.3.6.11-12.A.4. Establish and maintain aformal style and objective tone whileattending to the norms and conventions ofthe discipline in which they are writing.CC.3.6.11-12.A.5. Provide a concludingstatement or section that follows from orsupports the argument presented.CC.3.6.11-12.B. Writeinformative/explanatory texts, including thenarration of historical events, scientificprocedures/ experiments, or technicalprocesses.CC.3.6.11-12.B.4. Use precise language,domain-specific vocabulary and techniquessuch as metaphor, simile, and analogy tomanage the complexity of the topic; conveya knowledgeable stance in a style thatresponds to the discipline and context aswell as to the expertise of likely readers.CC.3.6.11-12.B.5. Provide a concludingstatement or section that follows from andsupports the information or explanationprovided (e.g., articulating implications orthe significance of the topic).


This unit focuses on predicting products,balancing chemical reactions and writing netionic equations for both redox andnon-redox.

A balanced chemical equation can representa wealth of information. By understandingthese components, students can use this topredict the outcome of chemical reactions.

Introduction: Geologists, ChemicalReactions, and Acid Rain LEQ 1: How areChemical Equations Written? LEQ 2: Howare chemical equations balanced byinspection? LEQ 3: How are solutionsformed and qualitatively d

CHEM.B.2. MODULE B�The MoleConcept and Chemical Interactions:Chemical Relationships and ReactionsCHEM.B.2.1. Predict what happens during achemical reaction.CHEM.B.2.1.3. Classify reactions assynthesis, decomposition, singlereplacement, double replacement, orcombustion.CHEM.B.2.1.4. Predict products of simplechemical reactions (e.g., synthesis,decompositi




escribed? LEQ 4: How are the the productsof double replacement reactions predictedLEQ 5: How are the products of singlereplacement reactions predicted? LEQ 6:How are chemical reactions classified?

on, single replacement, double replacement,combustion).CHEM.B.2.1.5. Balance chemical equationsby applying the Law of Conservation ofMatter.PA.CC.3.5.11-12. Reading InformationalText: Students read, understand, and respondto informational text � with emphasis oncomprehension, making connections amongideas and between texts with focus ontextual evidence.CC.3.5.11-12.D. Determine the meaning ofsymbols, key terms, and otherdomain-specific words and phrases as theyare used in a specific scientific or technicalcontext relevant to grades 11�12 texts andtopics.CC.3.5.11-12.E. Analyze how the textstructures information or ideas intocategories or hierarchies, demonstratingunderstanding of the information or ideas.CC.3.5.11-12.G. Integrate and evaluatemultiple sources of information presented indiverse formats and media (e.g., quantitativedata, video, multimedia) in order to addressa question or solve a problem.CC.3.5.11-12.H. Evaluate the hypotheses,data, analysis, and conclusions in a scienceor technical text, verifying the data whenpossible and corroborating or challengingconclusions with other sources ofinformation.CC.3.5.11-12.I. Synthesize information froma range of sources (e.g., texts, experiments,simulations) into a coherent understandingof a process, phenomenon, or concept,resolving conflicting information whenpossible.CC.3.5.11-12.B. Determine the central ideasor conclusions of a text; summarize complexconcepts, processes, or informationpresented in a text by paraphrasing them insimpler but still accurate terms.CC.3.5.11-12.C. Follow precisely a complexmultistep procedure when carrying outexperiments, taking measurements, orperforming technical tasks; analyze thespecific results based on explanations in thetext.PA.CC.3.6.11-12. Writing: Students writefor different purposes and audiences.Students write clear and focused text toconvey a well-defined perspective andappropria

te content.CC.3.6.11-12.C. Produce clear and coherentwriting in which the development,organization, and style are appropriate totask, purpose, and audience.CC.3.6.11-12.A. Write arguments focusedon discipline-specific content.CC.3.6.11-12.A.1. Introduce precise,knowledgeable claim(s), establish thesignificance of the claim(s), distinguish theclaim(s) from alternate or opposing claims,and create an organization that logicallysequences the claim(s), counterclaims,reasons, and evidence.CC.3.6.11-12.A.4. Establish and maintain aformal style and objective tone whileattending to the norms and conventions ofthe discipline in which they are writing.CC.3.6.11-12.A.5. Provide a concludingstatement or section that follows from orsupports the argument presented.CC.3.6.11-12.B.1. Introduce a topic andorganize complex ideas, concepts, andinformation so that each new element buildson that which precedes it to create a unifiedwhole; include formatting (e.g., headings),graphics (e.g., figures, tables), andmultimedia when useful to aidingcomprehension.CC.3.6.11-12.B.4. Use precise language,domain-specific vocabulary and techniquessuch as metaphor, simile, and analogy tomanage the complexity of the topic; conveya knowledgeable stance in a style thatresponds to the discipline and context aswell as to the expertise of likely readers.CC.3.6.11-12.B.5. Provide a concludingstatement or section that follows from andsupports the information or explanationprovided (e.g., articulating implications orthe significance of the topic).


This unit focuses on the calculation ofrelative quantities of reactants and productsin chemical reactions. Efficiency of achemical reaction will also be assessed bycalculating % yield.

Stoichiometry is the calculation of relativequantities of reactants and products inchemical reactions and important whenassessing the efficiency of a chemicalreaction.

LEQ 1- How ar CHEM.B.2. MODULE B�The MoleConcept and Chemical Interactions:Chemical Relationship




e quantities of reactants and products relatedthrough stoichiometry? LEQ 2- How doreactants limit the production in a chemicalreaction? LEQ 3- How is the efficiency of achemical reaction measured?

s and ReactionsCHEM.B.2.1.1. Describe the roles oflimiting and excess reactants in chemicalreactions.CHEM.B.2.1.5. Balance chemical equationsby applying the Law of Conservation ofMatter.


This unit focuses on the concepts of an acid,a base, and salts. Qualitative and quantitativeassessments will be made emphasizing thefundamental ideas and calculationsassociated with pH, buffers and titration.

The concepts of an acid, a base, and a saltare ancient ones that modern chemicalscience has adopted and refined. Ourtreatment of the subject at this stage will beboth qualitative and quantitative,emphasizing the fundamental ideas andcalculations associated with acids and bases.

LEQ 1: What are the basic properties ofAcids and Base? LEQ 2: How are is the pHscale derived? LEQ 3: What are indicatorsand how do they determine pH? LEQ 4:How are titrations used to calculate theconcentrations of an unknown?

CHEM.A.1.2. Compare the properties ofmixtures.CHEM.A.1.2.1. Compare properties ofsolutions containing ionic or molecularsolutes (e.g., dissolving, dissociating).CHEM.A.1.2.4. Describe various ways thatconcentration can be expressed andcalculated (e.g., molarity, percent by mass,percent by volume).PA.CC.3.5.11-12. Reading InformationalText: Students read, understand, and respondto informational text � with emphasis oncomprehension, making connections amongideas and between texts with focus ontextual evidence.CC.3.5.11-12.D. Determine the meaning ofsymbols, key terms, and otherdomain-specific words and phrases as theyare used in a specific scientific or technicalcontext relevant to grades 11�12 texts andtopics.CC.3.5.11-12.E. Analyze how the textstructures information or ideas intocategories or hierarchies, demonstratingunderstanding of the information or ideas.CC.3.5.11-12.F. Analyze the author�spurpose in providing an explanation,describing a procedure, or discussing anexperiment in a text, identifying importantissues that remain unresolved.CC.3.5.11-12.H. Evaluate the hypotheses,data, analysis, and conclusions in a scienceor technical text, verifying the data whenpossible and corroborating or challengingconclusions with other sources ofinformation.CC.3.5.11-12.I. Synthesize information froma range of sources (e.g., texts, experiments,simulations) into a coherent understandingof a process, phenomenon, or concept




, resolving conflicting information whenpossible.CC.3.5.11-12.C. Follow precisely a complexmultistep procedure when carrying outexperiments, taking measurements, orperforming technical tasks; analyze thespecific results based on explanations in thetext.CC.3.6.11-12.C. Produce clear and coherentwriting in which the development,organization, and style are appropriate totask, purpose, and audience.CC.3.6.11-12.D. Develop and strengthenwriting as needed by planning, revising,editing, rewriting, or trying a new approach,focusing on addressing what is mostsignificant for a specific purpose andaudience.CC.3.6.11-12.E. Use technology, includingthe Internet, to produce, publish, and updateindividual or shared writing products inresponse to ongoing feedback, includingnew arguments or information.CC.3.6.11-12.G. Gather relevant informationfrom multiple authoritative print and digitalsources, using advanced searcheseffectively; assess the strengths andlimitations of each source in terms of thespecific task, purpose, and audience;integrate information into the text selectivelyto maintain the flow of ideas, avoidingplagiarism and overreliance on any onesource and following a standard format forcitation.CC.3.6.11-12.H. Draw evidence frominformational texts to support analysis,reflection, and research.CC.3.6.11-12.A. Write arguments focusedon discipline-specific content.CC.3.6.11-12.A.1. Introduce precise,knowledgeable claim(s), establish thesignificance of the claim(s), distinguish theclaim(s) from alternate or opposing claims,and create an organization that logicallysequences the claim(s), counterclaims,reasons, and evidence.CC.3.6.11-12.A.2. Develop claim(s) andcounterclaims fairly and thoroughly,supplying the most relevant data andevidence for each while pointing out thestrengths and limitations of both claim(s)and counterclaims in a discipline-appropriateform that anticipates the audience�

s knowledge level, concerns, values, andpossible biases.CC.3.6.11-12.A.3. Use words, phrases, andclauses as well as varied syntax to link themajor sections of the text, create cohesion,and clarify the relationships betweenclaim(s) and reasons, between reasons andevidence, and between claim(s) andcounterclaims.CC.3.6.11-12.A.4. Establish and maintain aformal style and objective tone whileattending to the norms and conventions ofthe discipline in which they are writing.CC.3.6.11-12.A.5. Provide a concludingstatement or section that follows from orsupports the argument presented.CC.3.6.11-12.B.1. Introduce a topic andorganize complex ideas, concepts, andinformation so that each new element buildson that which precedes it to create a unifiedwhole; include formatting (e.g., headings),graphics (e.g., figures, tables), andmultimedia when useful to aidingcomprehension.CC.3.6.11-12.B.3. Use varied transitions andsentence structures to link the major sectionsof the text, create cohesion, and clarify therelationships among complex ideas andconcepts.CC.3.6.11-12.B.4. Use precise language,domain-specific vocabulary and techniquessuch as metaphor, simile, and analogy tomanage the complexity of the topic; conveya knowledgeable stance in a style thatresponds to the discipline and context aswell as to the expertise of likely readers.CC.3.6.11-12.B.5. Provide a concludingstatement or section that follows from andsupports the information or explanationprovided (e.g., articulating implications orthe significance of the topic).


This unit focuses on our current und The atom is complex and our understandingof it has evolved over time. Our currentunder

LEQ 1: Why do di CHEM.A.2.1. Explain how atomic theoryserves as the basis for the study of matter.CHEM.A.2.1.1. Desc




erstanding that the electron has dualisticproperties and therefore must be treated asan energy wave. This new "wave model" ofthe electrons will allow the student to moreaccurately predict bonding.

standing demonstrates that the electron hasdualistic properties and therefor must betreated as an energy wave. This new "wavemodel" of the atoms more accuratelypredicts the more complicated atoms.

fferent substance absorb or emit differentcolors of light? LEQ 2: Why can't theproperties of more complex atoms bepredicted by the Bohr model? LEQ 3: Howdo electron configurations predict bonding?

ribe the evolution of atomic theory leadingto the current model of the atom based onthe works of Dalton, Thomson, Rutherford,and Bohr.CHEM.A.2.2. Describe the behavior ofelectrons in atoms.CHEM.A.2.2.1. Predict the ground stateelectronic configuration and/or orbitaldiagram for a given atom or ion.CHEM.A.2.2.2. Predict characteristics of anatom or an ion based on its location on theperiodic table (e.g., number of valenceelectrons, potential types of bonds,reactivity).CHEM.A.2.2.3. Explain the relationshipbetween the electron configuration and theatomic structure of a given atom or ion (e.g.,energy levels and/or orbitals with electrons,distribution of electrons in orbitals, shapesof orbitals).CHEM.A.2.2.4. Relate the existence ofquantized energy levels to atomic emissionspectra.CHEM.A.2.3. Explain how periodic trendsin the properties of atoms allow for theprediction of physical and chemicalproperties.CHEM.A.2.3.1. Explain how the periodicityof chemical properties led to thearrangement of elements on the periodictable.CHEM.A.2.3.2. Compare and/or predict theproperties (e.g., electron affinity, ionizationenergy, chemical reactivity,electronegativity, atomic radius) of selectedelements by using their locations on theperiodic table and known trends.PA.CC.3.5.11-12. Reading InformationalText: Students read, understand, and respondto informational text � with emphasis oncomprehension, making connections amongideas and between texts with focus ontextual evidence.CC.3.5.11-12.D. Determine the meaning ofsymbols, key terms, and otherdomain-specific words and phrases as theyare used in a specific scientific or technicalcontext relevant to grades 11�12 texts andtopics.CC.3.5.11-12.A. Cite specific textualevidence to support analysis of science andtechnical texts, attending to importantdistinctions the author makes and to anygaps or inconsistencies in the account.CC.3.5.11-12.B.

Determine the central ideas or conclusionsof a text; summarize complex concepts,processes, or information presented in a textby paraphrasing them in simpler but stillaccurate terms.CC.3.5.11-12.C. Follow precisely a complexmultistep procedure when carrying outexperiments, taking measurements, orperforming technical tasks; analyze thespecific results based on explanations in thetext.


This unit studies the physical properties ofmatter and their determination by thestructure of molecules inducing attractiveforces such as London dispersion forces,dipole interaction, and hydrogen bonding.

The physical properties of matter are notdetermined by chemical bonds but insteadby structure of the molecule and thereforethe attractive forces between molecules suchas London dispersion forces, dipoleinteraction, and hydrogen bonding.

LEQ 1: How do the identity of the atomdetermine bonding? LEQ 2: How doesbonding determine the shape of a molecule?LEQ 3: How does shape determine the IMFsof a molecule? LEQ 4: How do IMFsdetermine the physical properties of asubstance?

CHEM.B.1.3. Explain how atoms formchemical bonds.CHEM.B.1.3.1. Explain how atoms combineto form compounds through ionic andcovalent bonding.CHEM.B.1.3.2. Classify a bond as beingpolar covalent, non-polar covalent, or ionic.CHEM.B.1.3.3. Use illustrations to predictthe polarity of a molecule.CHEM.B.1.4. Explain how models can beused to represent bonding.CHEM.B.1.4.1. Recognize and describedifferent types of models that can be used toillustrate the bonds that hold atoms togetherin a compound (e.g., computer models,ball-and-stick models, graphical models,solid-sphere models, structural formulas,skeletal formulas, Lewis dot structures).CHEM.B.1.4.2. Utilize Lewis dot structuresto predict the structure and bonding insimple compounds.

Science -EnvironmentalScience - Unit #1

Understanding our environment and societaleffects

Science is a process. Energy conversionsunderlie all ecological processes. The Earthitself is one interconnected system. Humansalter natural systems. Environmentalproblems have a cultural and social context Human survival depends on developingpractices that will achieve sustainablesystems.

How do we understand our environment?How is our environment and our societyrelated?

Science as Inquiry4.4.12.E

Examine the status of existing theories.Evaluate experimental information forrelevance and adherence to scienceprocesses.Judge that conclusions are consistentand logical with experimentalconditions.Interpret results of experimentalresearch to predict new informationpropose additional investigablequestions or advance a solution.Communicate and defend a scientificargument.







Science -EnvironmentalScience - Unit#10

Identifying the atmospheric layers andproperties. Examining the causes and resultsof climate change including global warmingand ozone depletion.


Reviewing the history of land use andcomparing the uses of how land is usedtoday and future trends in land use.


Examining the formation of the soil profile,farming techniques, and forest management.


Examining the use and effects ofnonrenewable and renewable energy sourcesand energy conservation.


Scientific method, statistics, makinginformed decisions

Science is a process What is the scientific method? How arestatistics and models used in science? Howare informed decisions made?

4.1.5.FUnderstand how theories aredeveloped.Identify questions that can be answeredthrough scientific investigations andevaluate the appropriateness ofquestions.Design and conduct a scientificinvestigation and understand thatcurrent scientific knowledge guidesscientific investigations.Describe relationships using inferenceand prediction.Use appropriate tools and technologiesto gather analyze and interpret data andunderstand that it enhances accuracyand allows scientists to analyze andquantify results of investigations.Develop descriptions explanations andmodels using evidence and understandthat these emphasize evidence havelogically consistent arguments and arebased on scientific principles modelsand theories.Analyze alternative explanations andunderstanding that science advancesthrough legitimate skepticism.Use mathematics in all aspects ofscientif




















ic inquiry.Understand that scientific investigations mayresult in new ideas for study new methods orprocedures for an investigation or newtechnologies to improve data collection.


This unit introduces student into theinterconnection of ecosystems.

Energy conversions underlie allinterconnected systems.

How are ecosystems connected? How haveanimals evolved to adapt to changingecosystems? Why is diversity important inliving systems?

EcologyBiodiversity4.1.12.D Analyze the effects of new andemerging technologies on biodiversity inspecific ecosystems.

Evaluate the impact of laws andregulations on reducing the number ofthreatened and endangered species.

Energy Flow4.1.12.C Research how humans affectenergy flow within an ecosystem.

Describe the impact of industrialagricultural and commercial enterpriseson an ecosystem.

4.1.12.E Research solutions addressinghuman impacts on ecosystems over time.4.1.12.A Analyze the significance ofbiological diversity in an ecosystem.

Explain how species adapt to limitingfactors in an ecosystem.Analyze the differences betweennatural causes and human causes ofextinction.Research wildlife management lawsand their effects on biodiversity.


Energy flow, material cycling, ecosystemchange

The earth itself is one interconnectedsystem.

What is an ecosystem? What is evolution?What is the diversity of life?

4.1.3.D Identify organisms that aredependent on one another in a givenecosystem.

Define habitat and explain how achange in habitat affects an organism.

4.1.4.D Explain how specific adaptationscan help organisms survive in theirenvironment.4.1.7.D Explain how biological diversityrelates to the viability of ecosystems.







Compare and contrast monoculture withdiverse ecosystems.Explain how biological diversity relates tothe ability of an ecosystem to adapt tochange.Explain how an adaptation is an inheritedstructure function or behavior that helps anorganism survive and reproduce.

4.1.8.D Use the theory of natural selection toexamine the causes and consequences ofextinction.4.1.3.A Differentiate between the living andnonliving components in an environment.4.1.4.A Explain how living things are dependentupon other living and nonliving things forsurvival.

Explain what happens to an organism whenits food supply access to water shelter orspace (niche/habitat) is changed.Identify similarities and differences betweenliving organisms ranging from single-celledto multicellular organisms through the use ofmicroscopes video and other media.

4.1.5.A Describe the roles of producersconsumers and decomposers within a localecosystem.


Defining and comparing the characteristicsof biomes.

The Earth Itself is one interconnected system What is a biome? How do forest biomesfunction? How do grasslands, deserts, andtundra biomes function?

Ecology4.1.12.D Analyze the effects of new andemerging technologies on biodiversity inspecific ecosystems.



Describe the impact of industrialagricultural and commercial enterpriseson




an ecosystem.

Materials Cycles4.1.12.B Research solutions to problems causedby interrupting natural cycles.Science as Inquiry4.1.12.F

Examine the status of existing theories.Evaluate experimental information forrelevance and adherence to scienceprocesses.Judge that conclusions are consistent andlogical with experimental conditions.Interpret results of experimental research topredict new information propose additionalinvestigable questions or advance a solution.Communicate and defend a scientificargument.


Defining and comparing the characteristicsof freshwater and marine ecosystems.

The Earth itself is one interconnectedsystem.

What are freshwater ecosystems? What aremarine ecosystems?

4.1.3.D Identify organisms that aredependent on one another in a givenecosystem.

Define habitat and explain how achange in habitat affects an organism.

4.1.4.D Explain how specific adaptationscan help organisms survive in theirenvironment.4.1.7.C Explain the flow of energy within anecosystem.

Compare and contrast the flow ofenergy between organisms in differenthabitats.Explain the concept of trophic levels.


Studying the history and changes in humanpopulation trends along with the effects onthe natural world and society.

The Earth itself is one interconnectedsystem. Humans alter natural ecosystems.Human survival depends on developingpractices that will achieve sustainablesystems.

How do populations change in size? How dospecies interact with each other? How doscientists study populations? What are thechanging population trends?

4.5.12.E Analyze how consumer demandspromote the production of pollutants thataffect human health.4.5.12.A Research how technologyinfluences the sustainable use of naturalresources.

Analyze how consumer demands drivethe dev







elopment of technology enabling thesustainable use of natural resources.

4.3.12.A Evaluate the advantages anddisadvantages of using renewable andnonrenewable resources.

Explain how consumption rate affects thesustainabilityof resource use.Evaluate the advantages and disadvantagesof using renewable resources such as solarpower wind power and bio-fuels.


Defining and examining the history andfuture trends of biodiversity.

The Earth is one interconnected system.Humans alter natural systems.

What is biodiversity? What placesbiodiversity at risk? What is the future ofbiodiversity?

EcologyBiodiversity4.1.12.D Analyze the effects of new andemerging technologies on biodiversity inspecific ecosystems.



Describe the impact of industrialagricultural and commercial enterpriseson an ecosystem.

Materials Cycles4.1.12.B Research solutions to problemscaused by interrupting natural cycles.Science as Inquiry4.1.12.F

Examine the status of existing theories.Evaluate experimental information forrelevance and adherence to scienceprocesses.Judge that conclusions are consistentand logical with experimentalconditions.

i>Interpret results of experimental researchto predict new information proposeadditional investigable questions or advancea solution.Communicate and defend a scientificargument.





Exploring the causes and results of air andwater pollution on the natural world and theimpact it has on society.

4.5.12.C Analyze the costs and benefits ofmeans to control pollution.

Analyze the role of technology in thereduction of pollution.Research and analyze the local stateand national laws that deal with pointand nonpoint source pollution.Explain mitigation and its role inmaintaining environmental health.

Science - GeneralScience - Unit #1

Defining science. Using the scientificmethod to answer questions about thenatural world. Developing measurement anddata presentation skills.

Developing science skills using the scientificmethod, measuring and presenting data byusing graphs and tables.

1. What is Science? 2. What is the scientificmethod? 3. What is accurate and precisemeasurement?

3.2.7.B7Compare and contrast scientifictheories.Know that both direct and indirectobservations are used by scientists tostudy the natural world and universe.Identify questions and concepts thatguide scientific investigations.Formulate and revise explanations andmodels using logic and evidence.Recognize and analyze alternativeexplanations and models.Explain the importance of accuracy andprecision in making validmeasurements.

Science - GeneralScience - Unit#10

Newton's laws of motion, universal forces 1. What is a force? 2.What are Newton'slaws of motion? 3. What are the universalforces?

1. How do forces affect the motion of anobject? 2. What are the four main types offriction? 3. Why does a projectile follow acurved path? 4. How does Newton's firstlaw relate change in motion to a zero netforce? 5. How does Newton's second lawrelate force, mass, and acceleration? 6. Howare weight and mass related? 7. What isNewton's third law of motion? 8. How ismomentum conserved?

Energy Storage and Transformations:Conservation LawsForce & Motion of Particles and RigidBodies3.2.12.B6 Constancy/Change - Compare andcontrast motions of objects using forces andconservation laws.3.2.P.B6 Patterns Scale ModelsConstancy/Change - Use Newton's laws ofmotion and gravitation to describe andpredict the motion of objects ranging fromatoms to the galaxies.


Fluid pressure, buoyancy 1. What is a fluid? 2. How is fluidtransmitted in fluids? 3. What is buoyancy?

1. How is pressure calculated? 2. How ispressure distributed at a given level in afluid? 3. How does Pascal's principledescribe the transmission of pressurethrough a fluid? 4. What is the effect ofbuoyancy on the apparent weight of anobject?

Force & Motion of Particles and RigidBodies3.2.12.B6 Constancy/Change - Compare andcontrast motions of objects using forces andconservation laws.


Work, power and machines, mechanicaladvantage, efficiency

Energy Storage and Transformations:Conservation Laws















1. What is the relationship between workand power? 2. How are machines related toforce and work? 3. How does frictioninfluence mechanical advantage?

1. What is work? 2. What is power? 3.What is a machine? 4. What is mechanicaladvantage?

>Force & Motion of Particles and RigidBodies3.2.10.B6 Patterns Scale ModelsConstancy/Change - Explain how thebehavior of matter and energy followpredictable patterns that are defined by laws.


Energy forms, conversion and conservation,energy resources

1. Space and Time 2. Forces and Motion 3.Matter and Energy

1. How are energy and work related? 2.What are the major forms of energy? 3.What is the law of conservation of energy? 4. How are energy and mass related? 5.How can energy resources be conserved? 6.What are the major nonrenewable andrenewable sources of energy?

Electrical and Magnetic EnergyForce & Motion of Particles and RigidBodiesHeat/Heat Transfer


Atmosphere, seasons, solar energy andwinds, water and the atmosphere, weatherpatterns, climate

1. atmosphere 2. seasons 3. solar energyand winds 4. water and the atmosphere 5.climate

1. What are two ways in which Earthmoves? 2. What causes the seasons? 3.How is Earth's surface divided into zonesbased on latitiude? 4. How does theatmosphere affect conditions on Earth? 5.What is Earth's atmosphere composed of? 6.What are the characteristics of the majorlayers of the atmosphere? 7. What causeswinds? 8. What happens to the energy Earthreceives from the sun?

3.3.12.A6 Explain how the unequal heatingof the Earth's surface leads to atmosphericglobal circulation changes climate localshort term changes and weather. Relate thetransfer of energy through radiationconduction and convection to globalatmospheric processes.3.2.10.B6 Patterns Scale ModelsConstancy/Change - Explain how thebehavior of matter and energy followpredictable patterns that are defined by laws.


Classification of matter. Identification ofphysical and chemical properties.

1. Classifying matter 2. Physical properties 3. Chemical properties

1. What is the difference between anelement, pure substance, compound, andmixture? 2. What is the difference betweena heterogeneous and homogeneous mixture? 3. What is the difference between a solution,suspension, and colloid? 4. What are theseven physical properties? 5. How are thephysical properties used to identify amaterial or choose a material for a specificpurpose? 6. How do you recognize when aphysical change occurs? 7. What are thefive chemical properties? 8. How can youdistinguish a chemical change from aphysical change?

3.2.10.A1 Predict properties of elementsusing trends of the periodic table. Identifyproperties of matter that depend on samplesize. Explain the unique properties of water(polarity high boiling point forms hydrogenbonds high specific heat) that support life onEarth.3.2.C.A1 Differentiate between physicalproperties and chemical properties.Differentiate between pure substances andmixtures; differentiate betweenheterogeneous and homogeneous mixtures.Explain the relationship of an element'sposition on the periodic table to its atomicnumber ionization energy electro-negativityatomic size and classification of elements.Use electro-negativity to explain thedifference between polar and nonpolarcovalent bonds.


States of matter. Gas laws. Phase changes. 1. Solids, Liquids and Gases 2. The GasLaws 3. Phase Changes

3.2.10.A3 Describe phases of matteraccording to the











1. How can shape and volume be used toclassify materials? 2. How can kinetictheory and forces of attraction be used toexplain the behavior of gases, liquids, andsolids? 3. What causes gas pressure in aclosed container? 4. What factors affect gaspressure? 5. How are the temperature,volume, and pressure of a gas related? 6.What are six common phase changes? 7.What happens to a system's energy during aphase change? 8. How does the arrangementof water molecules change during meltingand freezing? 9. How are evaporation andboiling different?

kinetic molecular theory.3.2.C.A3 Describe the three normal states ofmatter in terms of energy particle motionand phase transitions. Identify the three maintypes of radioactive decay and compare theirproperties. Describe the process ofradioactive decay by using nuclear equationsand explain the concept of half-life for anisotope. Compare and contrast nuclearfission and nuclear fusion.


The history of atom discovery. Atomicstructure. Modern atomic theory.

1. History of atomic discovery 2. Atomicstructure 3. Modern atomic theory

1. What was Dalton's theory of the structureof matter? 2. What contributions didThomson and Rutherford make to thedevelopment of atomic theory? 3. What arethree subatomic particles? 4. Whatproperties can be used to compare protons,electrons and neutrons? 5. How are atomsof one element different from atoms of otherelements? 6. What is the difference betweentwo isotopes of the same element? 7. Whatcan happen to electrons when atoms gain orlose energy? 8. What model do scientistsuse to describe how electrons behave inatoms? 9. What is the most stableconfiguration of electrons in an atom?

3.2.C.A2 Compare the electronconfigurations for the first twenty elementsof the periodic table. Relate the position ofan element on the periodic table to itselectron configuration and compare itsreactivity to the reactivity of other elementsin the table. Explain how atoms combine toform compounds through both ionic andcovalent bonding. Predict chemical formulasbased on the number of valence electrons.Draw Lewis dot structures for simplemolecules and ionic compounds. Predict thechemical formulas for simple ionic andmolecular compounds. Use the mole conceptto determine number of particles and molarmass for elements and compounds.Determine percent compositions empiricalformulas and molecular formulas3.2.10.A5 Models - Describe the historicaldevelopment of models of the atom and howthey contributed to modern atomic theory.Scale - Apply the mole concept to determinenumber of particles and molar mass forelements and compounds.3.2.C.A5 Models - Recognize discoveriesfrom Dalton (atomic theory) Thomson (theelectron) Rutherford (the nucleus) and Bohr(planetary model of atom) and understandhow each discovery leads to modern theory.Describe Rutherford's "gold foil" experimentthat led to the discovery of the nuclear atom.Identify the major components (protonsneutrons and electrons) of the nuclear atomand explain how they interact.




Organizing the elements in the periodic tableby groups.

1. Organization of the elements into theperiodic table. 2. Using the periodic table. 3. Understanding the representative groups.

1. How did Mendeleev organize theelements in his periodic table? 2. Whatevidence helped verify the usefulness ofMendeleev's table? 3. How is the modernperiodic table organized? 4. Whatcategories are used to classify elements onthe periodic table? 5. How do propertiesvary across a period in the periodic table? 6.Why do the elements in a group have similarproperties? 7. What are some properties ofthe A groups in the periodic table?

3.2.10.A1 Predict properties of elementsusing trends of the periodic table. Identifyproperties of matter that depend on samplesize. Explain the unique properties of water(polarity high boiling point forms hydrogenbonds high specific heat) that support life onEarth.3.2.C.A2 Compare the electronconfigurations for the first twenty elementsof the periodic table. Relate the position ofan element on the periodic table to itselectron configuration and compare itsreactivity to the reactivity of other elementsin the table. Explain how atoms combine toform compounds through both ionic andcovalent bonding. Predict chemical formulasbased on the number of valence electrons.Draw Lewis dot structures for simplemolecules and ionic compounds. Predict thechemical formulas for simple ionic andmolecular compounds. Use the mole conceptto determine number of particles and molarmass for elements and compounds.Determine percent compositions empiricalformulas and molecular formulas


Ionic and covalent bonds, namingcompounds, writing formulas.

1. Ionic bonding 2. Covalent bonding 3.Naming compounds and writing formulas

1. When is an atom unlikely to react? 2.What is one way in which elements canachieve stable electron configurations? 3.How does the structure of an ioniccompound affect its properties? 4. How areatoms held together in a covalent bond? 5.What happens when atoms don't shareelectrons equally? 6. What factorsdetermine whether a molecule is polar? 7.How do attractions between polar moleculescompare to attractions between nonpolarmolecules? 8.What information do the nameand formula of an ionic compound provide?

3.2.10.A4 Describe chemical reactions interms of atomic rearrangement and/orelectron transfer. Predict the amounts ofproducts and reactants in a chemical reactionusing mole relationships. Explain thedifference between endothermic andexothermic reactions. Identify the factorsthat affect the rates of reactions.


Reaction types, energy dynamics, reactionrates.

1. Describing Reactions 2. Types ofReactions 3. Energy Changes in Reactions

1. What is the law of conservation of mass? 2. Why must chemical equations bebalanced? 3. Why do chemist use the mole? 4. How can you calculate the mass of areactant or product in a chemical reaction? 5. What are the general types of chemicalreactions? 6. What happens to chemicalbonds during a chemical reaction?

3.2.10.A4 Describe chemical reactions interms of atomic rearrangement and/orelectron transfer. Predict the amounts ofproducts and reactants in a chemical reactionusing mole relationships. Explain thedifference between endothermic andexothermic reactions. Identify the factorsthat affect the rates of reactions.3.2.12.A4 Apply oxidation/reduction princi







ples to electrochemical reactions. Describethe interactions between acids and bases.3.2.C.A4 Predict how combinations ofsubstances can result in physical and/orchemical changes. Interpret and apply thelaws of conservation of mass constantcomposition (definite proportions) andmultiple proportions. Balance chemicalequations by applying the laws ofconservation of mass. Classify chemicalreactions as synthesis (combination)decomposition single displacement(replacement) double displacement andcombustion. Use stoichiometry to predictquantitative relationships in a chemicalreaction.


Formation of solutions, solubility andconcentration, properties and strength ofacids and bases.

1. Formation of Solutions 2. Solubility andConcentration 3. Properties and Strength ofAcids and Bases

1. What are three processes that can occurwhen substances dissolve? 2. What aresome properties of a solution that differ fromthose of its solvent and solutes? 3. Whathappens to energy when a solution forms? 4. What factors affect the rate of dissolving? 5. How are solutions with different amountsof solute described? 6. What factorsdetermine the solubility of a solute? 7. Whatare three ways to measure the concentrationof a solution? 8. What are some generalproperties of acids and bases?

3.2.12.A1 Compare and contrast colligativeproperties of mixtures. Compare andcontrast the unique properties of water toother liquids.


Distance and displacement, speed andvelocity, acceleration

1. Distance and Displacement 2. Speed andVelocity 3. Acceleration

1. What is needed to describe motioncompletely? 2. How are distance anddisplacement different? 3. How do you adddisplacements? 4. How are instantaneousspeed and average speed different? 5. Howcan you find the speed from a distance timegraph? 6. How are speed and velocitydifferent? 7. How do velocities add? 8.How are changes in velocity described? 9.How can you calculate acceleration? 10.How does a speed-time graph indicateacceleration? 11. What is instantaneousacceleration?

3.2.B PhysicsForce & Motion of Particles and RigidBodies

Science - HumanAnatomy &Physiology - Unit#1

Unit 1 Human anatomy and physiologyoverview and medical termin

Describe the organization of the human bodyand define anatomical/medical terms.Review major biological processes andconcepts.

What anatomical terms are necessary tounderstand the organization of the humanbody? What biological processes andconcepts are important to study the anatomyand physiology of the human body?

BIO.A.1.2.2. Describe and interpretrelationships between structure and functionat various levels of biological organization(i.e., organelles, cells, tissues, organs, o









ology. This introductory unit will focus onthe organization of the human body. Basicanatomical and medical terms will beintroduced as well as a review of relevantbiological concepts and processes.

rgan systems, and multicellular organisms).BIO.A.2.2. Describe and interpretrelationships between structure and functionat various levels of biochemical organization(i.e., atoms, molecules, andmacromolecules).BIO.A.2.3.2. Explain how factors such aspH, temperature, and concentration levelscan affect enzyme function.3.1.C.A2 Describe how changes in energyaffect the rate of chemical reactions.3.1.B.A5 Relate the structure of cellorganelles to their function (energy captureand release transport waste removal proteinsynthesis movement etc). Explain the role ofwater in cell metabolism. Explain how thecell membrane functions as a regulatorystructure and protective barrier for the cell.Describe transport mechanisms across theplasma membrane.3.1.B.A8 Change and Constancy -Recognize that systems within cells andmulticellular organisms interact to maintainhomeostasis. Patterns - Demonstrate therepeating patterns that occur in biologicalpolymers. Systems - Describe how theunique properties of water support life.3.1.B.B4 Explain how genetic technologieshave impacted the fields of medicineforensics and agricultureS.11.A.1.3.2. Describe or interpret dynamicchanges to stable systems (e.g., chemicalreactions, human body, food webs, tectonics,homeostasis).S.11.A.2.2.2. Explain how technology (e.g.,GPS, spectroscope, scanning electronmicroscope, pH meter, probe, interface,imaging technology, telescope) is used toextend human abilities and precision.S.11.A.3.1.2. Analyze and predict the effectof making a change in one part of a systemon the system as a whole.S.11.A.3.1.4. Apply the universal systemsmodel of inputs, processes, outputs, andfeedback to a working system (e.g., heating,motor, food production) and identify theresources necessary for operation of thesystem.S.11.B.1.1.1. Explain how structuredetermines function at multiple levels oforganization (e.g., chemical, cellular,anatomical).


Unit 2 - Tissues Histology is the study oftissues. This unit investigates the four majortissue types and their chief subcategories.Division of labor among body cells will beexplored along with the process of tissuerepair.

What is the body location and characteristicsof the four major tissue types?

What are the location, characteristics, andcellular structure of the four major types oftissues? What disorders affect tissues?

S.11.A.3.1.1. Apply systems analysis,showing relationships (e.g., flowcharts,concept maps), input and output, andmeasurements to explain a system and itsparts.S.11.A.3.1.2. Analyze and predict the effectof making a change in one part of a systemon the system as a whole.S.11.A.3.1.4. Apply the universal systemsmodel of inputs, processes, outputs, andfeedback to a working system (e.g., heating,motor, food production) and identify theresources necessary for operation of thesystem.S.11.A.3.3.2. Compare stationary physicalpatterns (e.g., crystals, layers of rocks,skeletal systems, tree rings, atomic structure)to the object's properties.S.11.B.1.1.1. Explain how structuredetermines function at multiple levels oforganization (e.g., chemical, cellular,anatomical).S.11.B.1.1.2. Compare and contrast thestructural and functional similarities anddifferences among living things (e.g.,classify organisms into classification groups,compare systems).


Unit 3 - Integumentary System Theintegumentary system includes skin, hair,nails and accessory glands. In this unit thestructures of the integumentary system aredescribed along with their functions. Inaddition, diseases and conditions of the skinare explored.

What is the anatomy and physiology of theintegumentary system (including accessoryorgans, burns, and common skin diseases)?

How do the epidermis and dermis comparein terms of anatomical arrangement,function, and skin appendages? Whatdiseases and disease conditions areassociated with the integumentary system?

3.1.B.A5 Relate the structure of cellorganelles to their function (energy captureand release transport waste removal proteinsynthesis movement etc). Explain the role ofwater in cell metabolism. Explain how thecell membrane functions as a regulatorystructure and protective barrier for the cell.Describe transport mechanisms across theplasma membrane.3.1.B.A8 Change and Constancy -Recognize that systems within cells andmulticellular organisms interact to maintainhomeostasis. Patterns - Demonstrate therepeating patterns that occur in biologicalpolymers. Systems - Describe how theunique properties of water support life.S.11.A.1.3.2. Describe or interpret dynamicchanges to stable systems (e.g., chemicalreactions, human body, food webs, tectonics,homeostasis).S.11.A.2.1.5. Communicate results ofinvestigations using multiplerepresentations.S.1









1.A.3.1.1. Apply systems analysis, showingrelationships (e.g., flowcharts, conceptmaps), input and output, and measurementsto explain a system and its parts.S.11.A.3.1.2. Analyze and predict the effectof making a change in one part of a systemon the system as a whole.S.11.A.3.1.4. Apply the universal systemsmodel of inputs, processes, outputs, andfeedback to a working system (e.g., heating,motor, food production) and identify theresources necessary for operation of thesystem.S.11.A.3.3.2. Compare stationary physicalpatterns (e.g., crystals, layers of rocks,skeletal systems, tree rings, atomic structure)to the object's properties.S.11.B.1.1.1. Explain how structuredetermines function at multiple levels oforganization (e.g., chemical, cellular,anatomical).


Unit 4-Skeletal System and Joints Theskeletal system provides an internalframework for the body, protects organs, andanchors skeletal muscles. Both microscopicand gross anatomy of bone tissue isnecessary to understand the relationshipbetween bone, joints, and muscles formovement. Disorders of skeletal structureswill be investigated.

What is the anatomy and physiology of theaxial and appendicular systems and joints?

What is the microscopic structure of bone? What are the bones and markings of theaxial and appendicular skeletal system? What are the types of bone fractures andhow does osseous tissue repair? Whatdiseases and conditions are associated withthe skeletal system? What are the types ofjoints and joint movements?

3.1.B.A3 Explain how all organisms begintheir life cycles as a single cell and that inmulticellular organisms successivegenerations of embryonic cells form by celldivision.3.1.B.A6 Explain how cells differentiate inmulticellular organisms.S.11.A.1.3.2. Describe or interpret dynamicchanges to stable systems (e.g., chemicalreactions, human body, food webs, tectonics,homeostasis).S.11.A.2.2.2. Explain how technology (e.g.,GPS, spectroscope, scanning electronmicroscope, pH meter, probe, interface,imaging technology, telescope) is used toextend human abilities and precision.S.11.A.3.1.1. Apply systems analysis,showing relationships (e.g., flowcharts,concept maps), input and output, andmeasurements to explain a system and itsparts.S.11.A.3.1.2. Analyze and predict the effectof making a change in one part of a systemon the system as a whole.S.11.A.





3.1.4. Apply the universal systems model ofinputs, processes, outputs, and feedback to aworking system (e.g., heating, motor, foodproduction) and identify the resourcesnecessary for operation of the system.S.11.B.1.1.2. Compare and contrast thestructural and functional similarities anddifferences among living things (e.g.,classify organisms into classification groups,compare systems).


Unit 5-Muscular System The muscularsystem is responsible for body movementand is composed of 656 muscles. Musclesare divided into skeletal, cardiac and smoothmuscles. Movement of muscles isaccomplished by the sliding filamentmechanism. Aerobic and anaerobicrespiration by cells is important in themovement of individual muscle fibers.Disorders of the muscular system areinvestigated.

What is the anatomy and physiology of themuscular system?

What are the types of muscle tissue and howis muscle tissue organized? What are themajor events of muscle contraction andrelaxation? What are the major muscles ofthe human body? What conditions anddiseases are associated with the muscularsystem?

3.1.B.A2 Identify the initial reactants finalproducts and general purposes ofphotosynthesis and cellular respiration.Explain the important role of ATP in cellmetabolism. Describe the relationshipbetween photosynthesis and cellularrespiration in photosynthetic organisms.Explain why many biologicalmacromolecules such as ATP and lipidscontain high energy bonds. Explain theimportance of enzymes as catalysts in cellreactions. Identify how factors such as pHand temperature may affect enzymefunction.3.1.B.A5 Relate the structure of cellorganelles to their function (energy captureand release transport waste removal proteinsynthesis movement etc). Explain the role ofwater in cell metabolism. Explain how thecell membrane functions as a regulatorystructure and protective barrier for the cell.Describe transport mechanisms across theplasma membrane.S.11.A.1.3.2. Describe or interpret dynamicchanges to stable systems (e.g., chemicalreactions, human body, food webs, tectonics,homeostasis).S.11.A.2.1.1. Critique the elements of anexperimental design (e.g., raising questions,formulating hypotheses, developingprocedures, identifying variables,manipulating variables, interpreting data,and drawing conclusions) applicable to aspecific experimental design.S.11.A.2.1.5. Communicate results ofinvestigations using multiplerepresentations.S.11.A.3.1.2. Analyze and predict the effectof making a change in one part of a systemon the system as a whole.S.11.A.3.1.4. App

ly the universal systems model of inputs,processes, outputs, and feedback to aworking system (e.g., heating, motor, foodproduction) and identify the resourcesnecessary for operation of the system.






Unit 6-Nervous System The nervous system(central and peripheral) consists of the brain,spinal cord, nerves, and sensory organswhich are responsible for communicationwithin the body. Neuron anatomy andphysiology is vital to the comprehension ofthe system as a whole. The nervous systemmaintains body homeostasis with electricalsignals via action potential propagation. Thebrain, an integral part of this system,provides for sensation, higher mentalfunctioning, emotional responses, andautonomic regulation of vital processes.Disorders of the nervous system areexplored.

What is the anatomy and physiology of thenervous system?

How is the nervous system organized? Howdoes an action potential propagate along aneuron? What is the anatomy andphysiology through a reflex arc (includingthe neuromuscular junction)? What is theanatomy of the CNS and PNS? Whatconditions and diseases affect the nervoussystem?

3.1.B.A5 Relate the structure of cellorganelles to their function (energy captureand release transport waste removal proteinsynthesis movement etc). Explain the role ofwater in cell metabolism. Explain how thecell membrane functions as a regulatorystructure and protective barrier for the cell.Describe transport mechanisms across theplasma membrane.3.1.B.A8 Change and Constancy -Recognize that systems within cells andmulticellular organisms interact to maintainhomeostasis. Patterns - Demonstrate therepeating patterns that occur in biologicalpolymers. Systems - Describe how theunique properties of water support life.S.11.A.1.1.1. Compare and contrastscientific theories, scientific laws, andbeliefs (e.g., the universal law of gravitation,how light travels, formation of moons,stages of ecological succession).S.11.A.1.1.4. Explain how specific scientificknowledge or technological design conceptssolve practical problems (e.g., momentum,Newton's universal law of gravitation,tectonics, conservation of mass and energy,cell theory, theory of evolution, atomictheory, theory of relativity, Pasteur's germtheory, relativity, heliocentric theory, idealgas laws).S.11.A.1.3.2. Describe or interpret dynamicchanges to stable systems (e.g., chemicalreactions, human body, food webs, tectonics,homeostasis).S.11.A.2.1.5. Communicate results ofinvestigations using multiplerepresentations.S.11.A.3.1.1. Apply systems analysis,showing relationships (e.g., flowcharts,concept maps), input and output, andmeasurements to explain a system and itsparts.S.11.A.3.1.2. Analyze and predict the effectof making a change in one part of a systemon the system as a whole.S.11.B.1.1.1. Explain how structuredetermines function at multiple levels oforganization (e.g., chemical, cellular,anatomical).S.11.B.1.1.2. Compare and contrast thestructural and functional similarities anddifferences among living things (e.g.,classify organisms into classification groups,compare systems).






Unit 7-Blood, Cardiovascular andLymphatic Systems The cardiovascularsystem consists of the heart, blood vesselsand blood. The CVS is powered by the heartwhich pumps blood carrying nutrients,oxygen, and cellular wastes throughout thebody. Overall body health can be evaluatedusing an ECG, blood pressure and bloodcomponent count. The CVS is closelyassociated with the lymphatic system. Thissystem contains lymph fluid whichtransports cells involved in immunity.

What is the anatomy and physiology of thecardiovascular system (including thecomponents of blood and the relationshipbetween the CVS and lymphatic system)?

What are the components of blood and theirfunctions? What is the anatomy andphysiology of the heart? What is theanatomy and physiology of the bloodvessels? What diseases and disorders of theCVS? How do the CVS and lymphaticsystems work together?

3.1.B.A2 Identify the initial reactants finalproducts and general purposes ofphotosynthesis and cellular respiration.Explain the important role of ATP in cellmetabolism. Describe the relationshipbetween photosynthesis and cellularrespiration in photosynthetic organisms.Explain why many biologicalmacromolecules such as ATP and lipidscontain high energy bonds. Explain theimportance of enzymes as catalysts in cellreactions. Identify how factors such as pHand temperature may affect enzymefunction.3.1.B.A5 Relate the structure of cellorganelles to their function (energy captureand release transport waste removal proteinsynthesis movement etc). Explain the role ofwater in cell metabolism. Explain how thecell membrane functions as a regulatorystructure and protective barrier for the cell.Describe transport mechanisms across theplasma membrane.3.1.B.A8 Change and Constancy -Recognize that systems within cells andmulticellular organisms interact to maintainhomeostasis. Patterns - Demonstrate therepeating patterns that occur in biologicalpolymers. Systems - Describe how theunique properties of water support life.S.11.A.1.3.2. Describe or interpret dynamicchanges to stable systems (e.g., chemicalreactions, human body, food webs, tectonics,homeostasis).S.11.A.3.1.1. Apply systems analysis,showing relationships (e.g., flowcharts,concept maps), input and output, andmeasurements to explain a system and itsparts.S.11.A.3.1.2. Analyze and predict the effectof making a change in one part of a systemon the system as a whole.S.11.A.3.1.3. Use appropriate quantitativedata to describe or interpret a system (e.g.,biological indices, electrical circuit data,automobile diagnostic systems data).S.11.A.3.1.4. Apply the universal systemsmodel of inputs, processes, outputs, andfeedback to a working system (e.g., heating,motor, food production) and identify theresources necessary for operation of thesystem.S.11.A.3.3.2. Compare stationary physicalpatterns (e.g., crystals, layers of rocks,





skeletal systems, tree rings, atomic structure)to the object's properties.S.11.B.1.1.1. Explain how structuredetermines function at multiple levels oforganization (e.g., chemical, cellular,anatomical).S.11.B.1.1.2. Compare and contrast thestructural and functional similarities anddifferences among living things (e.g.,classify organisms into classification groups,compare systems).


Unit 8-Respiratory System Cells of the bodyrequired a constant supply of oxygen. Therespiratory system provides oxygen to bodycells while removing carbon dioxide. Theintricate structure of the lungs and themechanics of breathing are instrumental tothe study of this system. Acid-base balanceof the blood is regulated by the bufferingsystem which depends on oxygen andcarbon dioxide. Disorders of the respiratorysystem are examined.

What is the anatomy and physiology of therespiratory system?

What is the location and function of therespiratory organs? What are the four typesof respiration? How is cellular respirationrelated to breathing? What are the threemajor lung volumes? How does thebuffering capacity of the blood operate? What diseases and disorders are associatedwith the skeletal system? What is a COPD?

3.1.B.A2 Identify the initial reactants finalproducts and general purposes ofphotosynthesis and cellular respiration.Explain the important role of ATP in cellmetabolism. Describe the relationshipbetween photosynthesis and cellularrespiration in photosynthetic organisms.Explain why many biologicalmacromolecules such as ATP and lipidscontain high energy bonds. Explain theimportance of enzymes as catalysts in cellreactions. Identify how factors such as pHand temperature may affect enzymefunction.3.1.B.A5 Relate the structure of cellorganelles to their function (energy captureand release transport waste removal proteinsynthesis movement etc). Explain the role ofwater in cell metabolism. Explain how thecell membrane functions as a regulatorystructure and protective barrier for the cell.Describe transport mechanisms across theplasma membrane.3.1.B.A8 Change and Constancy -Recognize that systems within cells andmulticellular organisms interact to maintainhomeostasis. Patterns - Demonstrate therepeating patterns that occur in biologicalpolymers. Systems - Describe how theunique properties of water support life.S.11.A.3.1.1. Apply systems analysis,showing relationships (e.g., flowcharts,concept maps), input and output, andmeasurements to explain a system and itsparts.S.11.A.3.1.2. Analyze and predict the effectof making a change in one part of a systemon the system as a whole.S.11.A.3.3.2. Compare stationary physicalpatterns (e.g., crystals, layers of rocks,skeletal s

ystems, tree rings, atomic structure) to theobject's properties.S.11.B.1.1.1. Explain how structuredetermines function at multiple levels oforganization (e.g., chemical, cellular,anatomical).






Unit 9-Digestive System The digestivesystem is a group of organs that worktogether to convert organic compounds intoenergy. Food passes through the alimentarycanal as accessory organs assist in thebreakdown of molecules. The relationshipbetween nutrition and metabolism iscompared to further explore the physiologyof the digestive system. Disorders of thedigestive system are studied.

*What is the anatomy and physiology of thedigestive system? *What is the relationshipbetween nutrition and metabolism?

What is the anatomy of the digestivesystem? What are the major secretions andphysiology of digestion? How are accessoryorgans involved in digestion? How arenutrition and metabolism related?

3.1.B.A2 Identify the initial reactants finalproducts and general purposes ofphotosynthesis and cellular respiration.Explain the important role of ATP in cellmetabolism. Describe the relationshipbetween photosynthesis and cellularrespiration in photosynthetic organisms.Explain why many biologicalmacromolecules such as ATP and lipidscontain high energy bonds. Explain theimportance of enzymes as catalysts in cellreactions. Identify how factors such as pHand temperature may affect enzymefunction.3.1.B.A5 Relate the structure of cellorganelles to their function (energy captureand release transport waste removal proteinsynthesis movement etc). Explain the role ofwater in cell metabolism. Explain how thecell membrane functions as a regulatorystructure and protective barrier for the cell.Describe transport mechanisms across theplasma membrane.3.1.B.A7 Analyze the importance of carbonto the structure of biologicalmacromolecules. Compare and contrast thefunctions and structures of proteins lipidscarbohydrates and nucleic acids. Explain theconsequences of extreme changes in pH andtemperature on cell proteins.3.1.B.A8 Change and Constancy -Recognize that systems within cells andmulticellular organisms interact to maintainhomeostasis. Patterns - Demonstrate therepeating patterns that occur in biologicalpolymers. Systems - Describe how theunique properties of water support life.S.11.A.1.1.4. Explain how specific scientificknowledge or technological design conceptssolve practical problems (e.g., momentum,Newton's universal law of gravitation,tectonics, conservation of mass and energy,cell theory, theory of evolution, atomictheory, theory of relativity, Pasteur's germtheory, relativity, heliocentric theory, idealgas laws).S.11.A.1.3.2. Describe or interpret dynamicchanges to stable systems (e.g., chemicalreactions, human body, food webs, tectonics,homeostasis).S.11.A.2.1.5. Communicate results ofinvestigations using multiple representation





s.S.11.A.3.1.1. Apply systems analysis,showing relationships (e.g., flowcharts,concept maps), input and output, andmeasurements to explain a system and itsparts.S.11.A.3.1.2. Analyze and predict the effectof making a change in one part of a systemon the system as a whole.S.11.A.3.1.4. Apply the universal systemsmodel of inputs, processes, outputs, andfeedback to a working system (e.g., heating,motor, food production) and identify theresources necessary for operation of thesystem.S.11.A.3.3.2. Compare stationary physicalpatterns (e.g., crystals, layers of rocks,skeletal systems, tree rings, atomic structure)to the object's properties.S.11.B.1.1.1. Explain how structuredetermines function at multiple levels oforganization (e.g., chemical, cellular,anatomical).S.11.B.1.1.2. Compare and contrast thestructural and functional similarities anddifferences among living things (e.g.,classify organisms into classification groups,compare systems).

Scope and Sequence Report - susq.k12.pa.us

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