Science

Unit 1: History of the Universe

Learning Targets

• Students state the estimated age of the Big Bang as 13.7 billion years ago (bya)
• Students explain that the Big Bang was responsible for creating our Universe
• Students describe how lightwaves from galaxies provide evidence that the universe is expanding
• Students explain how redshift serves as evidence for the Big Bang theory
• Students recognize and appreciate the immense scale of the Universe
• Students recognize that technological advancements contribute to the progress of science

 

Unit 2: Solar System

Learning Targets

• Students describe the life cycle of stars, including their formation, evolution, and eventual "death.
• Students explain the process of the formation of elements in stars
• Students outline the Nebular Theory as an explanation for the formation of our Solar System
• Students estimate the age of the Solar System

• Students discuss the relationship between the composition and distance of objects in space

• Students identify keplers laws of planetary motion and use computational models to make predictions about planetary object

• Students identify the elements that are essential for creating and sustaining life

Unit 3: Internal Earth

Learning Targets

• Students explore the reasons behind the Earth's interior being hot
• Students categorize the Earth's layers based on their density
• Students classify the Earth's layers based on their interactions with one another
• Students explain how seismic waves provide evidence for the existence of layers within the Earth
• Students describe the occurrence of convection in the Earth's mantle

 

Unit 4: Plate Techtonics

Learning Targets

• Students summarize Alfred Wegener's theory of continental drift and the evidence that supports it
• Students interpret the geological features like ridges and trenches as indicators of plate creation and destruction
• Students explain how magnetic striping provides evidence for the motion of tectonic plates
• Students describe the Earth's crust as composed of separate plates
• Students categorize plate boundaries as divergent, convergent, or transform
• Students use island chains as evidence to infer the direction and speed of plate movement
• Students outline the locations of earthquakes and volcanoes to identify plate boundaries

Unit 5: Solar Energy & Wind

Learning Targets

• Students explain how solar energy can be either reflected or absorbed by the atmosphere and geosphere
• Students describe how the angle of sunlight affects the intensity of solar energy received on Earth
• Students understand how Earth's rotation distributes heat in a curved motion
• Students explain that Earth's thin atmosphere is vulnerable to human activity

 

Unit 6: Weather

Learning Targets

• Students identify measurable components of weather
• Students explain how changes in air density influence its behavior
• Students recognize temperature and humidity differences in air masses
• Students explain how the collision of different air masses can lead to the formation of storms

 

Unit 7: Climate

Learning Targets

• Students describe various methods to measure changes in climate
• Students explain how Milankovitch Cycles influence climate
• Students discuss the short-term climate changes observed during El Niño events
• Students describe the impact of human activities on the Earth's climateStudents differentiate between gases associated with pollution and those contributing to climate change

Unit 8: Fresh Water

Learning Targets

• Students explain the movement of water within different storage systems driven by energy
• Students describe the properties of water, including cohesion, adhesion, pH, and solubility
• Students explain how Earth's crust can act as a filter for water
• Students recognize the importance of clean water for human use
• Students explain how water's polarity makes it susceptible to pollution
• Students understand the need for communities to manage water resources

 

Unit 9: Oceanography

Learning Targets

• Students describe the unique properties of saltwater
• Students explain how upwelling transports nutrients in the ocean
• Students describe how pressure and temperature variations create various ocean ecosystems
• Students discuss the environmental issue of the Great Pacific Garbage Patch

 

Unit 10: Science & Society

Learning Targets

• Students explain how Earth's different spheres interact to cause changes to the surface
• Students analyze how these interactions can either accelerate or decelerate changes
• Students identify unique resources and hazards produced by the interactions of Earth's spheres

Unit 1: The Chemistry of Life

Learning Targets

• Students describe a growth mindset and determine if I have a growth mindset. I Can: explain Mr. Harris's Biology Class expectations
• Students create a list of characteristics shared by all living things
• Students identify the unifying themes of biology and connect each to my own observations about living syst
• Students design an experiment to help answer a specific question
• Students conduct an experiment to gather evidence and make a claim
• Students describe the basic molecular structure, the properties of water, & infer how water's properties make life possible
• Students identify the different types of carbon-based molecules common in living organisms
• Students explain the role of different carbon-based molecules commonly found inside living organisms
• Students describe the role of enzymes in chemical reactions & predict how chemical reactions will proceed with and without enzymes present
• Students correctly answer multiple choice and short answer test questions about Unit 1 Concepts

 

Unit 2: The Cell

Learning Targets

• Students define what a cell is and cnceptulaize the relative size of cell compared to other microscopic object
• Students explain the difference between Eukaryotic & Prokaryotic Cells
• Students correctly identify types of cell organelles and describe their functions
• Students make connections between the functions of various organelles and describe how together they keep the cell alive
• Students connect the structure of the cell membrane to its function
• Students compare the function and process of diffusion & Osmosis, & can predict the movement of water and solutes
• Students calculate cell size and standard deviation of cell size
• Students identify the specific properties of the cell membrane which allow it to be selectively permeable
• Students explain why cell have to expend energy to move certain materials across the membrane
• Students correctly answer multiple choice and short answer questions about unit 2 concepts

Unit 3: Cellular Energy

Learning Targets

• Students explain what ATP is, where it comes from, & why it's important
• Students describe the overall reaction for photosynthesis
• Students explain how plants convert CO2 and H2O into C6H12O6 and O2 using solar energy
• Students measure photosynthesis quantitatively in the lab
• Students describe the overall reaction for cellular respiration
• Students explain how the mitochondria use glucose to produce ATP
• Students describe the processes involved in cellular respiration and where do they occur in the cell
• Students explain how the cell can continue to produce ATP when there is no oxygen available
• Students correctly answer multiple choice and short answer questions about unit 3 concepts

 

Unit 4: Cell Growth & Division

Learning Targets

• Students explain what is cellular division is and why it is important for living organisms
• Students argue the advantage of cells being so small
• Students explain the steps involved in the cell cycle and what happens within the cell during each step of Mitosis
• Students explain what cancer is, how it's caused, how it can be treated, and the relationship between cancer and the cell cycle
• Students explain what stem cells are, the role they play in the body, and why some stem cell research has caused public controversy
• Students correctly answer multiple choice and short answer questions about unit 4 concepts

Unit 5: Genetics

Learning Targets

• Students explain what chromosomes are and what a karyotype is
• Students model the process of Meiosis and compare haploid/diploid cells
• Students use Punnett squares to predict genetic outcome
• Students describe recent developments in human genetics and their implications
• Students determine genetic outcome probability using Punnett squares and dihybrid Punnett squares
• Students correctly answer multiple choice and short answer questions about unit 5 concepts

 

Unit 6: Advanced Genetics

Learning Targets

• Students examine various patterns of human genetic inheritance
• Students describe and predict blood type inheritance
• Students explain the evolution of human skin color & describe polygenic traits
• Students describe different patterns of genetic inheritanc
• Students apply my knowledge of pedigrees to create one for my own family
• Students correctly answer multiple choice and short answer questions about unit 6 concepts.

Unit 7: From Gene to Protein

Learning Targets

• Students describe the history of the DNA molecules discovery. I Can... link the DNA molecules structure to its function structure of the DNA molecule
• Students use my knowledge of the structure of DNA to determine which chemicals will allow me to extract it from a cell in the lab
• Students describe the process of DNA replication
• Students describe the process of Transcription & Translation
• Students describe how the processes of transcription and translation convert genetic instructions into proteins
• Students compare and contrast the processes gene regulation in prokaryotes and eukaryotes
• Students describe how mutations occur and their effects on organisms
• Students describe how biotechnology is allowing scientists to manipulate DNA
• Students correctly answer multiple choice and short answer questions about unit 7 concepts

 

Unit 8: Evolution

Learning Targets

• Students describe the origins of "Darwinian" evolution & visualize geologic time scales
• Students model artificial selection in populations
• Students explain how changes in DNA (mutations) lead to evolutionary change
• Students describe how archeologists use the fossil record to track evolutionary change over time
• Students investigate the evolution of populations
• Students describe how the distribution of traits in a population determined by natural selection
• Students name and describe the 5 Mechanisms of Evolution
• Students use the Hardy-Weinberg Equation to determine if evolution is occurring in a population
• Students explain how isolation can lead to speciation
• Students describe the general patterns that determine evolution
• Students correctly answer multiple choice and short answer questions about unit 8 concepts

Unit 1: Chemistry of Life

Learning Targets

• Students explain how the properties of water that result from its polarity and hydrogen bonding affect its biological function
• Students describe the composition of macromolecules required by living organisms
• Students describe the properties of the monomers and the type of bonds that connect the monomers in biological macromolecules
• Students describe the properties of the monomers and the type of bonds that connect the monomers in biological macromolecules
• Students explain how a change in the subunits of a polymer may lead to changes in structure or function of the macromolecule
• Students describe the structural similarities and differences between DNA and RNA

 

Unit 2: Cell Structure & Function

Learning Targets

• Students describe the structure and/ or function of subcellular components and organelles
• Students explain how subcellular components and organelles contribute to the function of the cell
• Students describe the structural features of a cell that allow organisms to capture, store, and use energy
• Students explain the effect of surface area-to-volume ratios on the exchange of materials between cells or organisms and the environment
• Students explain how specialized structures and strategies are used for the efficient exchange of molecules to the environment
• Students describe the roles of each of the components of the cell membrane in maintaining the internal environment of the cell
• Students describe the Fluid Mosaic Model of cell membranes
• Students explain how the structure of biological membranes influences selective permeability
• Students describe the role of the cell wall in maintaining cell structure and function
• Students describe the mechanisms that organisms use to maintain solute and water balance
• Students describe the mechanisms that organisms use to transport large molecules across the plasma membrane
• Students explain how the structure of a molecule affects its ability to pass through the plasma membrane
• Students explain how concentration gradients affect the movement of molecules across membranes
• Students explain how osmoregulatory mechanisms contribute to the health and survival of organisms
• Students describe the processes that allow ions and other molecules to move across membranes
• Students describe the membrane- bound structures of the eukaryotic cell
• Students explain how internal membranes and membrane- bound organelles contribute to compartmentalization of eukaryotic cell functions
• Students describe similarities and/or differences in compartmentalization between prokaryotic and eukaryotic cells
• Students describe the relationship between the functions of endosymbiotic organelles and their free-living ancestral counterparts

Unit 3: Cellular energetics

Learning Targets

• Students describe the properties of enzymes
• Students explain how enzymes affect the rate of biological reactions
• Students explain how changes to the structure of an enzyme may affect its function
• Students explain how the cellular environment affects enzyme activity
• Students describe the role of energy in living organisms
• Students describe the photosynthetic processes that allow organisms to capture and store energy
• Students explain how cells capture energy from light and transfer it to biological molecules for storage and use
• Students describe the processes that allow organisms to use energy stored in biological macromolecules
• Students explain how cells obtain energy from biological macromolecules in order to power cellular functions
• Students explain the connection between variation in the number and types of molecules within cells to the ability of the organism to survive and/or reproduce in different environments

 

Unit 4: Cell Communication

Learning Targets

• Students describe the ways that cells can communicate with one another
• Students explain how cells communicate with one another over short and long distance
• Students describe the components of a signal transduction pathway
• Students describe the role of components of a signal transduction pathway in producing a cellular response
• Students describe the role of the environment in eliciting a cellular response
• Students describe the different types of cellular responses elicited by a signal transduction pathway
• Students explain how a change in the structure of any signaling molecule affects the activity of the signaling pathway
• Students describe positive and/ or negative feedback mechanisms
• Students explain how negative feedback helps to maintain homeostasis
• Students explain how positive feedback affects homeostasis
• Students describe the events that occur in the cell cycle
• Students explain how mitosis results in the transmission of chromosomes from one generation to the next
• Students describe the role of checkpoints in regulating the cell cycle
• Students describe the effects of disruptions to the cell cycle on the cell or organism

Unit 5: Heredity

Learning Targets

• Students explain how meiosis results in the transmission of chromosomes from one generation to the next
• Students describe similarities and/ or differences between the phases and outcomes of mitosis and meiosis
• Students explain how the process of meiosis generates genetic diversity
• Students explain how shared, conserved, fundamental processes and features support the concept of common ancestry for all organisms
• Students explain the inheritance of genes and traits as described by Mendel’s laws
• Students explain deviations from Mendel’s model of the inheritance of traits
• Students explain how the same genotype can result in multiple phenotypes under different environmental conditions
• Students explain how chromosomal inheritance generates genetic variation in sexual reproduction

 

Unit 6: Gene Expression & Regulation

Learning Targets

• Students describe the structures involved in passing hereditary information from one generation to the next
• Students describe the characteristics of DNA that allow it to be used as the hereditary material
• Students describe the mechanisms by which genetic information is copied for transmission between generations
• Students describe the mechanisms by which genetic information flows from DNA to RNA

  to protein

• Students explain how the phenotype of an organism is determined by its genotype

• Students describe the types of interactions that regulate gene expression

• Students explain how the location of regulatory sequences relates to their function

• Students explain how the binding of transcription factors to promoter regions affects gene expression and/or the phenotype of the organism

• Students explain the connection between the regulation of gene expression and phenotypic differences in cells and organisms

• Students describe the various types of mutation

• Students explain how changes in genotype may result in changes in phenotype

• Students explain how alterations in DNA sequences contribute to variation that can be subject to natural selection

• Students explain the use of genetic engineering techniques in analyzing or manipulating DNA

Unit 7: Natural Selection

Learning Targets

• Students describe the causes of natural selection
• Students explain how natural selection affects populations
• Students describe the importance of phenotypic variation in a population
• Students explain how humans can affect diversity within a population
• Students explain the relationship between changes in the environment and evolutionary changes in the population
• Students explain how random occurrences affect the genetic makeup of a population
• Students describe the role of random processes in the evolution of specific populations
• Students describe the change in the genetic makeup of a population over time
• Students describe the conditions under which allele and genotype frequencies will change in populations
• Students describe the types of data that provide evidence for evolution
• Students explain how morphological, biochemical, and geological data provide evidence that organisms have changed over time
• Students describe the fundamental molecular and cellular features shared across all domains of life, which provide evidence of common ancestry
• Students describe structural and functional evidence on cellular and molecular levels that provides evidence for the common ancestry of all eukaryotes
• Students explain how evolution is an ongoing process in all living organisms
• Students describe the types of evidence that can be used to infer an evolutionary relationship
• Students explain how a phylogenetic tree and/or cladogram can be used to infer evolutionary relatedness
• Students describe the conditions under which new species may arise
• Students describe the rate of evolution and speciation under different ecological conditions
• Students explain the processes and mechanisms that drive speciation
• Students describe factors that lead to the extinction of a population
• Students explain how the risk of extinction is affected by changes in the environment
• Students explain species diversity in an ecosystem as a function of speciation and extinction rates
• Students explain how extinction can make new environments available for adaptive radiation
• Students explain how the genetic diversity of a species or population affects its ability to withstand environmental pressures
• Students describe the scientific evidence that provides support for models of the origin of life on Earth

 

Unit 8: Ecology

Learning Targets

• Students explain how the behavioral and/or physiological response of an organism is related to changes in internal or external environment
• Students explain how the behavioral responses of organisms affect their overall fitness and may contribute to the success of the population
• Students describe the strategies organisms use to acquire and use energy
• Students explain how changes in energy availability affect populations and ecosystems
• Students explain how the activities of autotrophs and heterotrophs enable the flow of energy within an ecosystem
• Students describe factors that influence growth dynamics of populations
• Students explain how the density of a population affects and is determined by resource availability in the environment
• Students describe the structure of a community according to its species composition and diversity
• Students explain how interactions within and among populations influence community structure
• Students explain how community structure is related to energy availability in the environment
• Students describe the relationship between ecosystem diversity and its resilience to changes in the environment
• Students explain how the addition or removal of any component of an ecosystem will affect its overall short-term and long- term structure
• Students explain the interaction between the environment and random or preexisting variations in populations
• Students explain how invasive species affect ecosystem dynamics
• Students describe human activities that lead to changes in ecosystem structure and/ or dynamics
• Students explain how geological and meteorological activity leads to changes in ecosystem structure and/or dynamics

Unit 1: Metrics

Learning Targets

• Students use the metric staircase to convert between units
• Students employ conversion factors to transform quantities
• Students identify and apply significant digits and conduct mathematical operations with them
• Students express my answers using correct scientific notation

 

Unit 2: Atomic Structure

Learning Targets

• Students differentiate between isotopes and ions
• Students use the periodic table to determine the number of protons, neutrons, and electrons in an atom
• Students describe and explain the significance of valence electrons
• Students the periodic table to ascertain an element's valence ele

Unit 3: Matter & its Properties

Learning Targets

• Students define and give examples of matter, physical properties, and chemical properties
• Students explain the connection between kinetic energy and states of matter
• Students distinguish between homogeneous and heterogeneous substances, and between mixtures and solutions

 

Unit 4: Chemical Changes & Reactions

Learning Targets

• Students identify and describe four indicators of a chemical change
• Students differentiate between endothermic and exothermic reaction
• Students explain the Kelvin scale's significance and its relationship to kinetic energy and Celsius
• Students convert temperatures between Kelvin and Celsius scales
• Students describe the behavior of atoms and molecules when subjected to heating or cooling.

Unit 5: The Periodic Table

Learning Targets

• Students name the individual credited as the "father of the periodic table"
• Students distinguish between a group and a period on the periodic table
• Students identify and characterize metals, nonmetals, and metalloids
• Students explain major trends related to the periodic table, including ionization energy and electronegativity.

 

Unit 6: Electrons & Quantum Theory

Learning Targets

• Students define quantums and detail the types of orbitals in each quantum level
• Students determine the electron configuration for neutral elements and ions
• Students illustrate how light interacts with electrons
• Students depict the electron dot structure of elements in groups 1-8 and infer the changes needed for the element to achieve stability
• Students distinguish between ionic and covalent bonds and identify which elements participate in each
• Students determine the difference between polar and nonpolar covalent bonds using electronegativity values

Unit 7: Compounds & Naming

Learning Targets

• Students differentiate between ionic and molecular compounds
• Students name compounds, including those with polyatomic ions and transition metals
• Students formulate the chemical formula of a compound from its name or given elements
• Students distinguish between the current and older naming systems
• Students define and identify neutral and molecular compounds
• Students write chemical equations using charges to create neutral compounds
• Students identify elements that typically exist in a diatomic state and explain its meaning

 

Unit 8: Moles & Molarity

Learning Targets

• Students explain the concept of a mole and its significance in chemistry
• Students convert between moles, grams, particles, liters, and density
• Students relate the concept of the mole to information on the periodi
• Students calculate the molar mass of a given element or compound
• Students define STP and explain when and why it is important in chemistry

Unit 1: Homeostasis & Organ Systems

Learning Targets

• Students describe the concept of homeostasis and explain its significance in our bodies

• Students give real-life examples of homeostasis in action

• Students identify the primary function of each organ system in the body and provide examples

• Students define ions and isotopes and explain their importance in human physiology

• Students identify and describe the roles and sources of carbohydrates, lipids, proteins, and nucleic acids in our body

• Students explain the role and importance of enzymes in metabolic proc

 

Unit 2: Integumentary System

Learning Targets

• Students differentiate between various types of glands: sudoriferous, sebaceous, and ceruminous

• Students describe the function and triggering factors of melanocytes

• Students identify the role and importance of hair

• Students recognize the differences and functions of the epidermis, dermis, and hypodermis layers

• Students distinguish between different degrees of burns and their effects on the skin

 

Unit 3: Skeletal System

Learning Targets

• Students identify all the bones in the human body using a word bank

• Students describe the roles of osteocytes and osteoblasts

• Students locate and explain the importance of articular cartilage

• Students differentiate between compact and spongy bones and identify the products of bone marrow

• Students define fontanels, their purpose, when they disappear, and the total number of bones in the human body

• Students differentiate between open and closed fractures and describe osteoporosis and its causes

Unit 4: Muscular System

Learning Targets

• Students differentiate between tendons and ligaments
• Students identify key muscles in the human body and their locations
• Students distinguish between the three types of muscle tissue and identify where each is found
• Students explain the basics of muscle contraction including the roles of action potential, ACH, Calcium, active site, myosin, and actin
• Students define hernia, sprain, and atrophy

 

Unit 5: Nervous System

Learning Targets

• Students distinguish between the peripheral and central nervous systems
• Students describe the function and importance of synapses, myelin, axons, dendrites, axon terminals, meninges, blood-brain barrier, strokes, concussions, cerebral spinal fluid, corpus callosum, and autonomic functions
• Students recognize the basic structures and functions of the special senses, including the anatomy of the ear and eye

 

Unit 6: Endocrine System

Learning Targets

• Students compare hormones and their cause and effect on the body
• Students identify location of glands and hormones
• Students explain how diabetes insipidus differs from diabetes mellitus

Unit 7: Circulatory System

Learning Targets

• Students compare and contrast arteries vs. veins
• Students explain myocardial infarction- what it is and what is happening
• Students identify the chambers of the heart and where they pump or receive to and from for what purpose
• Students explain the purpose of red blood cells vs. white vs. platelets

 

Unit 8: Lymphatic System

Learning Targets

• Students identify the types of pathogens and basic characteristics
• Students describe the job of an epidemiologist, first epidemiology case, Dr. Snow
• Students research Edward Jenner, Alexander Fleming, Jonas Salk
• Students explain antibiotics vs. antibodies and superbugs/antibiotic resistance
• Students discuss helper T- cells, memory cells. Plasma cells (function/purpose)

 

Unit 9: Respiratory System

Learning Targets

• Students identify and explain Trachea, bronchi, alveoli (functions)
• Students discuss pneumonia and asthma
• Students explain the functions of the larynx and how sound production works

• Students explain rule for gas diffusion

Unit 10: Digestive System

Learning Targets

• Students identify and explain the esophagus, stomach, duodenum, small intestines, large intestine (functions), villi
• Students discuss the purpose of bile and breakdown of each

 

Unit 11: Urinary System

Learning Targets

• Students explain the functional unit of kidneys, ureters, urinary bladder, urethra
• Students compare and contrast kidney stones vs. gall stones
• Students identify the parts of a nephron and the ways it filters blood

 

Unit 12: Reproductive System

Learning Targets

• Students explain gonads, menstrual cycle, vasectomy, testis, seminiferous
• Students explain tubules, uterine tubes, uterus
• Students discuss three trimesters and the basic characteristics of each
• Students explain how sperm is created including where and why
• Students explain and identify key hormones and activities throughout a woman's menstrual cycle

Unit 1: Animal Roles in Society

Learning Targets

• Students describe the historical and current roles of animals in human society
• Students explain the ethical considerations associated with the use of animals in various industries
• Students analyze the impact of animal-related policies and regulations on society and the environment
• Students identify career opportunities related to animal science and their contributions to society
• Students evaluate the role of animals in sustainable agricultural practices
• Students communicate the importance of responsible animal ownership and care within a community

 

Unit 2: Care & Management of Species

Learning Targets

• Students demonstrate proper handling and restraint techniques for various animal species
• Students identify and apply appropriate nutrition and feeding practices for different animals
• Students assess and maintain animal housing and environment for health and well-being
• Students develop a comprehensive animal health management plan, including vaccinations and disease prevention strategies
• Students demonstrate grooming and hygiene practices specific to different animal species
• Students implement biosecurity measures to prevent the spread of diseases among animals

Unit 3: Microbiology

Learning Targets

• Students explain the basic principles of microbiology and its relevance to animal science
• Students identify common microorganisms and their potential effects on animal health
• Students describe the mechanisms of disease transmission and prevention in animals
• Students use appropriate laboratory techniques to culture and analyze microorganisms relevant to animal health
• Students understand the importance of sanitation and hygiene in preventing microbial infections in animals
• Students communicate the role of antibiotics and antimicrobial resistance in animal health and agriculture

 

Unit 4: Skeletal & Muscular Systems

Learning Targets

• Students identify and label the major bones and muscles in different animal species
• Students explain the functions and structures of the skeletal and muscular systems in animals
• Students relate the skeletal and muscular systems to animal movement and behavior

• Students describe common skeletal and muscular disorders in animals and their impact on movement and health

• Students demonstrate safe handling and restraint techniques considering the skeletal and muscular systems of animals

• Students design exercise and conditioning programs to improve animal muscle strength and mobility

Unit 5: Digestive Systems & Nutrition

Learning Targets

• Students identify the major components and functions of the digestive system in animals
• Students explain the nutritional requirements of different animal species
• Students analyze and recommend appropriate diets for various stages of animal growth and development
• Students evaluate the impact of nutrition on animal health, reproduction, and performance
• Students calculate and adjust feed rations based on nutritional requirements and feed composition
• Students discuss sustainable and ethical feeding practices for animals, considering environmental and welfare aspect

 

Unit 6: Reproduction & Genetics

Learning Targets

• Students describe the reproductive anatomy and physiology of various animal species
• Students explain the stages of the reproductive cycle and associated hormonal changes in animals
• Students analyze genetic traits and inheritance patterns in animals
• Students predict offspring characteristics based on parental genetic information
• Students evaluate breeding programs for desired traits and genetic improvement in animal populations
• Students discuss assisted reproductive technologies and their applications in animal breeding and conservation

Unit 7: Final Project

Learning Targets

• Students propose a research question or topic related to animal science for my final project
• Students design a structured research plan and methodology for my final project
• Students collect and analyze data effectively and accurately for my final project
• Students communicate my research findings clearly and concisely through a final project report or presentation
• Students integrate feedback and make revisions to improve the quality of my final project
• Students reflect on my learning and growth throughout the final project process and present my insights to the class

Unit 1: The Sun

Learning Targets

• Students define altitude and azimuth angles and use them to determine directions in the local sky
• Students describe how the seasons (earths orbital position) affect the sunrise and sunset positions
• Students describe how the characteristics of Earth's rotation and revolution contribute to the shape of the analemma
• Students identify the physical and functional layers of the Sun
• Students discuss the effect of solar weather on Earth
• Students explain how Einstein's equation is used to determine the energy conversion rate in the sun

 

Unit 2: The Moon

Learning Targets

• Students explain the moon's orbit around the Earth
• Students describe how the moon's orbit impacts moon phases
• Students forecast the rising and setting times of each major moon phase
• Students identify lunar surface features visible to the naked eye or small binoculars
• Students provide an explanation for the origin of moon craters
• Students elaborate on the origin of tides
• Students differentiate between spring and neap tides
• Students make predictions about high and low tides using the moon's phases.
• Students define the law of gravity and apply it to solve simple problems

Unit 3: The Night Sky

Learning Targets

• Students differentiate between asterisms and official constellations
• Students recognize various constellations depending on the season
• Students utilize a planisphere to make predictions about visible stars, given two of the following: date, time, or a specific celestial event like a particular constellation crossing the meridian
• Students explain the correlation between the alt-azimuth and equatorial coordinate systems
• Students accurately locate stars and objects on star maps
• Students use Right Ascension and declination to precisely find objects on star maps
• Students define celestial coordinates and reference points, including the first point of Aries
• Students explain how the altitude of the North Star relates to the observer's latitude
• Students elaborate on the impacts of light pollution on nighttime sky observations
• Students predict the times when various astronomical objects rise and set
• Students convert degrees, minutes, and seconds of arc into decimal degrees with precision

 

Unit 4: The Solar System

Learning Targets

• Students explain the varying speeds of planets as they move across the sky
• Students describe the appearance of planets when observed from Earth, both inferior and superior
• Students define and understand conjunctions and quadrature events involving celestial bodies
• Students compare and contrast historical models of the solar system by Ptolemy, Aristotle, Copernicus, and Kepler
• Students use the concept of the synodic period to calculate the sidereal period of a planet
• Students distinguish between the eccentricity of planets/moons and that of comets
• Students apply Kepler's laws to solve problems related to orbital period and semi-major axes
• Students calculate one-way travel times for space probes following least-energy elliptical orbit transfers
• Students compare orbits of planets with different periods
• Students use Newton's version of Kepler's third law to compute mass, orbital period, or semi-major axis, given two of these variables
• Students measure ellipses and perform calculations using scale diagrams, including eccentricity
• Students create scale models of the solar system, considering ratios

 

Unit 5: Choice Project

Learning Targets

• Students conduct comprehensive research and gather relevant data to investigate and better understand an astronomy-related topic of interest
• Students collect, analyze, and interpret data related to my chosen astronomy topic, drawing meaningful conclusions supported by evidence
• Students effectively communicate my research findings, including observations, analysis, and conclusions, through oral presentations, written reports, or visual media
• Students apply critical thinking skills to identify challenges or unanswered questions in my astronomy research and develop solutions or further investigations to address them
• Students collaborate with peers, mentors, or experts in the field of astronomy to seek feedback, refine my research approach, and improve the quality of my scientific work

Unit 1: The Living World: Ecosystems

Learning Targets

• Students explain how the availability of resources influences species interactions. Explain how the availability of resources influences species interactions
• Students describe the global distribution and principal environmental aspects of terrestrial biomes
• Students describe the global distribution and principal environmental aspects of aquatic biomes
• Students explain the steps and reservoir interactions in the carbon cycle
• Students explain the steps and reservoir interactions in the nitrogen cycle
• Students explain the steps and reservoir interactions in the phosphorus cycle
• Students explain the steps and reservoir interactions in the hydrologic cycle
• Students explain how solar energy is acquired and transferred by living organisms
• Students explain how energy flows and matter cycles through trophic levels
• Students determine how the energy decreases as it flows through ecosystems
• Students describe food chains and food webs, and their constituent members by trophic level

 

Unit 2: The Living World: Biodiversity

Learning Targets

• Students explain levels of biodiversity and their importance to ecosystems
• Students describe ecosystem services
• Students describe the results of human disruptions to ecosystem services
• Students describe island biogeography. Describe the role of island biogeography in evolution
• Students describe ecological tolerance
• Students explain how natural disruptions, both short- and long-term, impact an ecosystem
• Students describe how organisms adapt to their environment
• Students describe ecological succession. Describe the effect of ecological succession on ecosystems

Unit 3: Populations

Learning Targets

• Students identify differences between generalist and specialist species
• Students identify differences between K- and r-selected species
• Students explain survivorship curves
• Students describe carrying capacity
• Students describe the impact of carrying capacity on ecosystems
• Students explain how resource availability affects population growth
• Students explain age structure diagrams
• Students explain factors that affect total fertility rate in human populations
• Students explain how human populations experience growth and decline
• Students define the demographic transition

 

Unit 4: Earth Systems & Resources

Learning Targets

• Students describe the geological changes and events that occur at convergent, divergent, and transform plate boundaries
• Students describe the characteristics and formation of soil
• Students describe similarities and differences between properties of different soil types
• Students describe the structure and composition of the Earth’s atmosphere
• Students explain how environmental factors can result in atmospheric circulation
• Students describe the characteristics of a watershed
• Students explain how the sun’s energy affects the Earth’s surface
• Students describe how the Earth’s geography affects weather and climate
• Students describe the environmental changes and effects that result from El Niño or La Niña events (El Niño–Southern Oscillation

Unit 5: Land & Water Use

Learning Targets

• Students explain the concept of the tragedy of the commons
• Students describe the effect of clearcutting on forests
• Students describe changes in agricultural practices
• Students describe agricultural practices that cause environmental damage
• Students describe different methods of irrigation. Describe the benefits and drawbacks of different methods of irrigation
• Students describe the benefits and drawbacks of different methods of pest control
• Students identify different methods of meat production. Describe the benefits and drawbacks of different methods of meat production
• Students describe causes of and problems related to overfishing
• Students describe natural resource extraction through mining. Describe ecological and economic impacts of natural resource extraction through mining
• Students describe ecological and economic impacts of natural resource extraction through mining
• Students explain the variables measured in an ecological footprint
• Students explain the concept of sustainability
• Students describe methods for mitigating problems related to urban runoff
• Students describe integrated pest management. Describe the benefits and drawbacks of integrated pest management (IPM)
• Students describe sustainable agricultural and food production practices
• Students describe the benefits and drawbacks of aquaculture
• Students describe methods for mitigating human impact on forests

 

Unit 6: Energy Resources & Consumption

Learning Targets

• Students identify differences between nonrenewable and renewable energy sources
• Students describe trends in energy consumption
• Students identify types of fuels and their uses
• Students identify where natural energy resources occur
• Students describe the use and methods of fossil fuels in power generation
• Students describe the effects of fossil fuels on the environment
• Students describe the use of nuclear energy in power generation
• Students describe the effects of the use of nuclear energy on the environment
• Students describe the effects of the use of biomass in power generation on the environment
• Students describe the use of solar energy in power generation. Describe the effects of the use of solar energy in power generation on the environment
• Students describe the use of hydroelectricity in power generation. Describe the effects of the use of hydroelectricity in power generation on the environment
• Students describe the use of geothermal energy in power generation. Describe the effects of the use of geothermal energy in power generation on the environment
• Students describe the use of hydrogen fuel cells in power generation. Describe the effects of the use of hydrogen fuel cells in power generation on the environment
• Students describe the use of wind energy in power generation. Describe the effects of the use of wind energy in power generation on the environment
• Students describe methods for conserving energy

 

Unit 7: Atmospheric Pollution

Learning Targets

• Students identify the sources and effects of air pollutants
• Students explain the causes and effects of photochemical smog and methods to reduce it
• Students describe thermal inversion and its relationship with pollution
• Students describe natural sources of CO2 and particulates
• Students identify indoor air pollutants. Describe the effects of indoor air pollutants
• Students explain how air pollutants can be reduced at the source
• Students describe acid deposition. Describe the effects of acid deposition on the environment
• Students describe human activities that result in noise pollution and its effects

 

Unit 8: Aquatic & Terrestrial Pollution

Learning Targets

• Students identify differences between point and nonpoint sources of pollution
• Students describe the impacts of human activities on aquatic ecosystems
• Students describe endocrine disruptors. Describe the effects of endocrine disruptors on ecosystems
• Students describe the impacts of human activity on wetlands and mangroves
• Students explain the environmental effects of excessive use of fertilizers and detergents on aquatic ecosystems
• Students describe the effects of thermal pollution on aquatic ecosystems
• Students describe the effect of persistent organic pollutants (POPs) on ecosystems
• Students describe bioaccumulation and biomagnification. Describe the effects of bioaccumulation and biomagnification
• Students describe solid waste disposal methods. Describe the effects of solid waste disposal methods
• Students describe changes to current practices that could reduce the amount of generated waste and their associated benefits and drawbacks
• Students describe best practices in sewage treatment
• Students define lethal dose 50% (LD50)
• Students evaluate dose response curves
• Students identify sources of human health issues that are linked to pollution
• Students explain human pathogens and their cycling through the environment

Unit 9: Global Change

Learning Targets

• Students explain the importance of stratospheric ozone to life on Earth
• Students describe chemicals used to substitute for chlorofluorocarbons (CFCs)
• Students identify the greenhouse gases. Identify the sources and potency of the greenhouse gases
• Students identify the threats to human health and the environment posed by an increase in greenhouse gases
• Students explain how changes in climate, both short- and long- term, impact ecosystems
• Students explain the causes and effects of ocean warming
• Students explain the causes and effects of ocean acidification
• Students explain the environmental problems associated with invasive species and strategies to control them
• Students explain how species become endangered and strategies to combat the problem
• Students explain how human activities affect biodiversity and strategies to combat the problem.

Unit 1: Metrics

Learning Targets

• Students use the metric staircase to convert in the metric system
• Students order numbers in correct scientific notation
• Students use a conversion table to convert between single unit conversions and double unit
• Students multiply and divide by powers of 10

 

Unit 2: Motion

Learning Targets

• Students distinguish between speed and vectors
• Students calculate instantaneous and average speed
• Students calculate acceleration
• Students manipulate formulas to calculate instantaneous speed, average speed and distance fallen in free fall

Unit 3: Newton's Laws of Motion

Learning Targets

• Students identify the three laws of motion related to everyday scenarios
• Students explain inertia and what affects it
• Students calculate Force, mass and acceleration based on the second law

 

Unit 4: Gravity

Learning Targets

• Students explain the law of universal gravitation
• Students determine relative effects of gravity from different sized bodies in space
• Students relate the gravitational pull to describe everyday phenomena like tide

Unit 5: Temperature, Heat & Expansion

Learning Targets

• Students relate Boiling and freezing, temperature and kinetic energy, Calorie and kilocalorie together
• Students determine the relationship of kinetic energy and temperature
• Students identify forms of heat transfer including conduction, convection and radiation
• Students explain and give examples of the greenhouse effect and things that cause it to shift.
• Students identify things that are good absorbers and conductors of heat

 

Unit 6: Potential & Kinetic Energy

Learning Targets

• Students use formulas to calculate energy- including but not limited to potential and kinetic
• Students use a model to identify the law of conservation of energy
• Students build a device to harness potential energy and convert it to kinetic energy

Unit 7: Light & Color

Learning Targets

• Students identify photons and relate color of light to energy and wavelength
• Students use the doppler effect to describe red and blue shift
• Students determine the effects of light rays when reflected and passed through concave and convex surface
• Students explain what makes a rainbow

 

Unit 8: Waves & Sound

Learning Targets

• Students explain the vibration of a pendulum
• Students describe subsonic and hypersonic and identify things that affect this
• Students determine the parts of a wave including crest, trough, amplitude, and frequency to relate it to how it affects sound
• Students identify main differences between transverse and longitudinal waves and what affects those waves

Unit 1: Understanding the Scientific Method

Learning Targets

• Students explain the steps of the scientific method and their importance in conducting reliable and valid experiments
• Students distinguish between a hypothesis, theory, and law
• Students evaluate the importance of repeatability and reproducibility in the scientific method

 

Unit 2: Recognizing Parts of an Experiment

Learning Targets

• Students identify and differentiate between independent, dependent, and controlled variables in a given experiment
• Students describe the role and importance of a control group in experimental design
• Students explain the significance of sample size and randomization in enhancing the validity of an experiment

 

Unit 3: Creating Hypotheses

Learning Targets

• Students formulate testable hypotheses based on preliminary observations or background research
• Students predict potential outcomes of an experiment based on a given hypothesis

 

Unit 4: Designing Experiments

• Students design a controlled experiment that tests a specific hypothesis, ensuring that only one variable is changed at a time
• Students choose appropriate methods, materials, and tools needed to conduct an experiment
• Students demonstrate ethical considerations when designing and conducting experiments

Unit 5: Analyzing & Interpreting Data

Learning Targets

• Students collect and organize data systematically during an experiment
• Students represent data using appropriate graphs, charts, or tables
• Students analyze data to identify patterns, trends, and anomalies
• Students interpret results to draw conclusions about the validity of the original hypothesis

 

Unit 6: Critical Evaluation

Learning Targets

• Students critically evaluate the design of an experiment, identifying potential flaws or biases
• Students suggest modifications or improvements to an experimental design based on feedback or outcomes
• Students assess the relevance and reliability of sources when researching background information

 

Unit 7: Communication & Collaboration

Learning Targets

• Students communicate experimental procedures, findings, and implications clearly and effectively
• Students collaborate with peers to design, execute, and evaluate experiments, valuing diverse perspectives and skills

 

Unit 8: Application & Innovation

Learning Targets

• Students apply the principles of experimental design to novel situations or real-world problems
• Students innovate new experimental techniques or approaches to address complex scientific questions

Unit 1: Design Unit

Learning Targets

• Students explain the fundamental principles of experimental design
• Students apply the design process to a specified problem or challenge
• Students design, create, and test a functional item using duct tape
• Students produce and promote a video that showcases the duct tape challenge

 

Unit 2: Career Exploration Unit

Learning Targets

• Students identify personal interests and connect them to potential career
• Students explore and describe different career pathways and opportunities
• Students research community college options and understand the benefits of various certificate and degree programs

 

Unit 3: Newton's Laws of Motion Unit

Learning Targets

• Students define and explain Newton’s three laws of motion
• Students design, create, and analyze balloon races in the context of Newton's laws
• Students explore the concept and principles behind hovercrafts

 

Unit 4: Heat & Energy Transfer Unit

Learning Targets

• Students describe and differentiate between conduction, convection, and radiation
• Students design solutions for trapping heat effectively
• Students identify the principles of absorption and reflection in relation to heat
• Students introduce basic weather/meteorology concepts related to heat and energy transfer

Unit 5: Math Unit

Learning Targets

• Students calculate mode, mean, median, and range for a given set of data
• Students explain and understand the concept of the center of gravity
• Students design, create, and evaluate cantilever bridges
• Students integrate math concepts, specifically statistics, in analyzing balance

 

Unit 6: Egg Drop Unit

Learning Targets

• Students describe the principles of force absorption
• Students define and explain momentum and impulse
• Students design, build, and test egg drop containers to maximize protection

 

Unit 7: Crime Scene/Police Investigations Unit

Learning Targets

• Students interact and learn from Officer Mieszala or another police officer about investigations
• Students participate in a simulated crime scene investigation, if available
• Students write a newspaper article detailing a fictional or real crime scene investigation

 

Unit 8: Nuclear chemistry/Chemistry Basics Unit

Learning Targets

• Students define radiation and identify its various sources
• Students explain the concept of ionizing radiation
• Students use a Geiger counter to measure radiation
• Students explain the relationship between distance and radiation intensity
• Students identify the dangers and implications of radon
• Students describe and explain the process of radioactive decay

Unit 1: What is Sustainability?

Learning Targets

• Students define sustainability & identify a sustainable vs non-sustainable system
• Students compare and contrast a linear vs circular economy
• Students describe the societal and environmental issues stemming from linear material use
• Students suggest novel and effective solutions to address non-sustainable systems
• Students implement solutions to make EPHS a more sustainable system

 

Unit 2: PET

Learning Targets

• Students recycle PET plastic into 3D printer filament
• Students implement the basics of 3D design, print software, and 3D printing to create recycled items
• Students describe the environmental issues related to PET plastic production & pollution

 

Unit 3: HDPE

Learning Targets

• Students recycle HDPE plastic into shredded feedstock for the plastic press and injection molder
• Students implement the basics of injection molding and heat press operation to create recycled items
• Students describe the environmental issues related to HDPE plastic production & pollution

 

Unit 4: LDPE Plastic Film

Learning Targets

• Students recycle LDPE plastic film into fabric for sewing projects
• Students implement the basics of heat press operation and sewing to create recycled items
• Students describe the environmental issues related to LDPE plastic film production & pollution

Unit 5: Compost

Learning Targets

• Students process EPSD food waste into compost
• Students implement the basics of in vessel composter and worm composter operation
• Students describe the environmental issues related to food waste

 

Unit 6: Aluminum

Learning Targets

• Students recycle aluminum cans into ingots for casting
• Students implement the basics of metal forging and sand casting to create recycled items
• Students describe the environmental issues related to aluminum production and pollution

 

Unit 7: Final Presentation

Learning Targets

• Students present on the importance of creating sustainable human systems
• Students present on urgency of developing novel solutions to deal with the material waste of linear material production
• Students present on the implementation of PET recycling
• Students present on the implementation of HDPE recycling
• Students present on the implementation of LDPE recycling
• Students present on the implementation of Composting
• Students present on the implementation of Aluminum recycling