COURSE: Science GRADE LEVEL: Kindergarten

MAIN/GENERAL SUB-TOPIC: ESSENTIAL QUESTIONS/ WHAT THE STUDENTS WILL KNOW OR BE SKILLS: WHEN ASSESSMENTS: TOPIC: VOCABULARY: ABLE TO DO: STUDENT DOES IT: EARTH SCIENCE Air & Weather ● What is weather? ● Weather: ● ● ● ● How does weather ● There are four seasons (identify each affect us? and characteristics) ● Four seasons names ● Weather changes daily and including autumn seasonally ● Cloudy, sunny, ● Weather affect the way of life windy, rainy ● Weather causes physical changes ● Dress appropriately for the weather ● Coats insulate you ● Dark colors absorb heat Matter, Space ● How do objects ● Matter: Recognize properties of ● ● ● and Time move? sink/float, roll/push, and slide/pull ● Sink, roll, slide, float, push, pull ENERGY Transportation ● How do people and ● Classify vehicles by land, sea, air ● ● ● MOTION things move from ● Transportation moves people and place to place? things ● Vehicle transportation ● Different vehicles have different jobs LIFE SCIENCE Health and ● What are the 5 ● 5 Senses: Name them, demo ● ● ● Human Body senses and how do awareness of senses and disabilities we use them? - seeing - hearing - touching - smelling - tasting ● Why do we need ● Food & Nutrition: Growth, where it ● ● ● food? came from (animals/plants) food ● What foods are good pyramid, healthy vs. unhealthy for our bodies? ● Nutrition food pyramid Human ● How do we keep our ● Body parts (name and function) ● ● ● Development body healthy? ● Exercise has a purpose ● How do we stay ● An adequate sleep routine is essential safe? for healthy bodies 1

● Exercise ● Dental health - healthy snacks - brushing teeth - visiting the dentist ● Safety - stranger awareness (QUEST) - fire prevention and safety awareness HEALTH Character ● ● Self esteem and drug awareness ● ● ● CURRICULUM Education (supplemented by BOCES resource person) ● Communicable disease prevention - wash hands after using bathroom, after play and before eating - cover you mouth when sneezing and coughing - ask for adult assistance when in contact with bodily fluids - bathroom hygiene ● Sexual abuse (BOCES resource person) Environment ● What is an ocean? ● Ocean: Salt water, salt water plants ● ● ● ● What is pollution? pollution's affect on oceans ● Ocean Living Things ● What is a farm and ● Farm: Distinguish from pets and wild ● ● ● (Animals) what would you find animals, habitat, names, uses on a farm? ● How do animals live? ● Pets: house pets and care ● ● ● ● How are animals ● Bears: real vs. pretend, seasonal alike and different? changes, care of young, different bears in different environments ● Insects: body parts, habitats, life cycle, characteristics, jobs ● Spiders: not insects, body parts, types, habitats, catching prey ● Oceans: types, dependency on others, food source ● What are dinosaurs ● Dinosaurs: kinds (meat/plant), ● ● ● and why are they extinction, fossils, paleontologist, extinct? archeologist, ● Extinct ● endangered animals Living Things ● What is a plant and ● Plant parts: seeds, stem, roots, ● ● ● (Plants) what does it need to leaves, flowers grow? ● Plants are living things needing water,

● Why are plants sun, air important? ● Plants grow in a variety of mediums ● Plants are a food source

COURSE: Science GRADE LEVEL: 1

MAIN/GENERAL SUB-TOPIC: ESSENTIAL QUESTIONS/ WHAT THE STUDENTS WILL KNOW OR BE ABLE SKILLS: WHEN ASSESSMENTS: TOPIC: VOCABULARY: TO DO: STUDENT DOES IT: EARTH SCIENCE Weather ● What kinds of weather can ● Understand that weather changes from ● STC ● STC Concepts we observe? day to day and week to week Weather Response ● Why is it important to learn ● Understand that features of weather Journal about weather? include cloud cover, precipitation, wind, ● Teacher ● How can we observe and temperature (Fahrenheit & Celsius) Observation weather? ● Understand that tools used to measure ● Vocabulary: clouds, different features of weather include wind seasonal change, scales, thermometers, and rain gauges seasonal weather pattern, ● Understand that meteorologists are temperature, thermometer, scientists who study, observe, and weather, wind, record information about the weather precipitation and who use that information to forecast the weather ● Understand that weather affects the decisions people make about the clothing they wear and about their outside activities Weather ● Vocabulary: graphs ● Observe the weather by using the ● ● Skills senses ● Discuss and record information about weather features ● Use simple tools to estimate wind speed and measure temperature and rainfall ● Observe differences in types of clouds ● Conduct experiments and draw conclusions about appropriate clothing for different types of weather ● Organize weather data on graphs and long-term data collection charts ● Interpret and summarize long-term weather data ● What is the water cycle Air, water and weather: ● ● and how does it work? ● Air is everywhere ● Vocabulary: air, water, ● Air takes up space cycle, water ● Examine solids, liquids and gases - their characteristics 4

- one can be changed to another by applying heat or cold ● Water gets into the air by a process called evaporation ● Wind and sunlight help water evaporate ● Water vapor condenses into liquid water ● Clouds form after evaporation and condensation ● Learn about the water cycle LIFE SCIENCE Health & ● How can I stay healthy? ● Human needs - cleanliness, exercise, ● ● Teacher Human Body sleep, water, food, air Observation ● Health curriculum: - strangers/abduction - drugs - aids - sexual abuse Living Things ● What are organisms and ● Organisms grow, change, and die over ● STC ● Teacher Organisms what do they need to live? time Organisms observation ● How are organisms alike ● There are many different types of ● STC and different? organisms on earth Response ● What is a life cycle? Journal ● Vocabulary: organisms Pages Living Things ● Vocabulary: predator, ● Animal needs: food, water, air, exercise, ● STC ● Teacher (Animals) prey, habitat, environment, shelter, rest (sleep) good habitat, other Organisms Observation death animals ● STC ● Life cycles: insects (egg, larva, pupa), Response chick, frog, some babies grown in mother Journal with appropriate vocabulary Pages ● Demonstrate knowledge of animal survival techniques (hibernate, migrate, store food, nest building, coloration, body fat storage, thickness of coat) ● Demonstrate knowledge of camouflage and how it helps animals survive ● Demonstrate knowledge of body parts that help an animal survive (claws, teeth, smell, speed, sound, etc) Living Things ● Vocabulary: plant, plant ● Trees: parts (roots, trunk, branches, ● Plant ● Teacher (Plants) growth leaves), habitat, shapes, different leaves, ● Plant Observation seeds, fruit, tree rings → age, homes for growth ● STC animals, uses Response Journal Pages

● ● Plants ● STC ● Teacher ● Plants need water, sunlight, air, warmth, Organisms Observation soil, and space to grow ● STC ● A tree is a plant Response ● Plants have parts (roots, stem, leaves, Journal flowers) Pages ● Leaves use sunlight, water, and air to make food ● Roots hold plants in soil and take in water ● Stem transports water to other plant parts ● Seeds contain food that helps germination and growth of young plants ● Seeds need water, air and warmth to grow ● Plants change position as direction of light changes ● There are different kinds of soil (loam, clay, sand) and they are made of different things ● How plants are used by people (eg. Food, clothing, furniture, toys, etc.) ● People eat leaves, stems, and roots ● Animals depend on plants for food ● We must protect plants and trees ● Seeds have different shapes and are scattered in different manners LIGHT ● How is light affected by ● Know that light travels through objects ● ● Teacher objects? ● Understand that light can cause Observation shadows, light can reflect, and light can separate into colors when passed through a prism ANALYZING, Scientific ● How can I explore the ● Ask a question about objects, organisms, ● STC Kits ● Teacher INQUIRING AND Investigation world? and events in the environment Observation DESIGN ● Vocabulary: scientist ● Plan and conduct a simple investigation ● Employ simple equipment and tools to gather data and extend the senses ● Use data to construct a reasonable explanation ● Communicate investigations and explanations ● Understand that scientific investigations involve asking and answering a question

and comparing the answer to what scientists already know about the world ● Recognize that people have always had questions about their world. Science is one way of answering questions and explaining the natural world

COURSE: Science GRADE LEVEL: 2

MAIN/GENERAL SUB-TOPIC: ESSENTIAL QUESTIONS/ WHAT THE STUDENTS WILL KNOW OR BE ABLE TO SKILLS: WHEN ASSESSMENTS: TOPIC: VOCABULARY: DO: STUDENT DOES IT: LIVING THINGS Animals ● How are animals ● Group animals by birds, reptiles, fish, ● ● ● Animal grouped? amphibians, mammals and identify Reports ● Why are some animals characteristics (camouflage, defenses, ● Classroom endangered or extinct? traits) Discussion ● Vocabulary: camouflage, ● Demonstrate knowledge of why animals adaptations, animal are extinct or endangered features ELECTRICITY ● What is electricity and ● Explore energy ● ● ● Tests how is it used? ● Use proper safety measures for using ● Quizzes ● How can electrical electricity ● Classroom energy be changed? ● Investigate the principles of current Activities ● Vocabulary: electricity, electricity and basic circuits ● Centers electric circuit, ● Electricity can be changed into different Observations conductor, insulator forms of energy (sound, light, heat, etc.) ● Define conductor and insulator ● Classify objects as conductors and insulators MAGNETS ● What is a force? ● Push/pull = force ● ● ● Classroom ● How do forces affect ● More force needed to move heavier Activities things? objects or to move objects farther ● Classroom ● What is a magnet and ● Friction (rough/smooth surfaces) is a Observation how do magnets affect force that causes objects to stop ● Test on things? ● What do magnets attract magnets ● Vocabulary: repel, ● Show and pull of magnets through a attract, magnet variety of materials ● Understand the differences of strengths of magnets ● Discover the poles of a magnet and their differences (attract, repel) ● Explore use of magnets in everyday life (ex. messages and keeping doors closed) ENVIRONMENT ● Where does energy ● Demonstrate how the turning of the earth ● ● ● Classroom come from? and the position of the sun and earth Discussion ● How does the sun’s causes day and night ● Classroom energy support life on ● Show how the movement of the moon Activities earth? around the earth causes the phases of 8

● How does the earth’s the moon movement affect life? ● Understand that the moon goes through ● How does the moon all its phases in one month change? ● Discover how the sun is a source of energy (ex. cooking food) ● Identify coal and oil as stored forms of energy (fuels) MATTER Properties ● What are the properties ● Understand that matter takes up space ● ● STC Kits: ● of matter? and has mass. Two objects cannot Changes, ● * Vocabulary: shape, occupy the same place at the same time Solids buoyancy, weight ● Understand that matter has properties and (color, hardness, odor, sound, taste, etc.) Liquids that can be observed through the senses ● STC Kits ● Understand that objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of light ● Understand that the material(s) an object is made up of determine some specific properties of the object (sink/float, conductivity, magnetism). Properties can be observed or measured with tools such as hand lenses, metric rulers, thermometers, and magnets ● Explain how heat travels from high to low temperature ● Compare and contrast insulators and conductors ● Understand that objects and/or materials can be sorted or classified according to their properties ● Understand that some properties of an object are dependent on the conditions of the present surroundings in which the object exists: For example: - temperature – hot or cold - moisture – wet or dry Changes ● What are solids, liquids, ● Understand that matter exists in three ● ● STC Kits: ● Teacher and gases? states: solid, liquid, gas Changes, Observation ● How do they change? ● Understand that temperature can affect Solids ● Activity ● Vocabulary: solid, liquid, the state of matter of a substance and Booklet gas, states of matter, ● Understand that changes in the properties Liquids Pages mixture or materials of objects can be observed ● Class

and described Discussion ● Understand that evaporation is changing of water (liquid) into water vapor (gas) ● Understand that condensation is changing of water vapor (gas) into water (liquid) ANALYSIS, Scientific ● How do you know when ● Ask a question about objects, organisms, ● ● STC Kits: ● Teacher INQUIRY AND Investigation changes in solids, liquids and events in the environment Changes, Observation DESIGN and gases occur? ● Plan and conduct a simple investigation Solids ● Activity ● Vocabulary: observation, ● Employ simple equipment and tools to and Booklet prediction gather data and extend the senses Liquids Pages ● Use data to construct a reasonable ● Classroom explanation Discussion ● Communicate investigations and explanations ● Understand that scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world ● Understand simple instruments, such as magnifiers, provide more information than scientists obtain using only their senses ● Understand that scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge) ● Understand that scientists review and ask questions about the results of other scientists’ work Science and ● How can you solve a ● Identify a simple problem ● ● STC Kits: ● Observations Technology/ scientific problem? ● Propose a solution Changes, and Abilities of ● Implementing proposed solutions Solids Recording of Technological ● Evaluate a product or design and Chosen Design ● Communicate a problem, design, and Liquids Experiment solution LIFE SCIENCE Health & ● *Vocabulary: the senses ● Humans need to eat healthy food from the ● ● ● Human Body food pyramid ● Identify parts of food pyramid ● Health curriculum - care of body - dental - strangers - drugs (Steve – BOCES)

Nutrition ● What makes a food ● Identify parts of food pyramid ● ● ● healthy? ● Review ● Healthy food choices ● Identify the importance of each of the food groups in the pyramid Care of the ● ● Identify the key needs of the human body, ● ● ● Body water, sleep, exercise, food, air, cleanliness, teeth Dental ● ● Identify the types and uses of various ● ● ● teeth (molars, incisors, canine) ● Identify the important parts of the tooth (crown, enamel, dentin, pulp, and roots) ● Review the various ways to care for your teeth CHILD SEXUAL It’s Your Body ● ● Explain why feeling are important ● ● Varies ● ABUSE ● Demonstrate different emotions PREVENTION ● Identify or describe situations that generate specific emotions ● Recall the three types of touch: - Good - hugs - Ouch - hurtful punching, etc. - Makes you feel uncomfortable – location of touch It’s Your Body: ● ● List ways to show your concern and ● Reinforce ● Varies ● Decision responsibility toward someone who has to children Making Skills confided in you that they’ve been touched to divulge inappropriately. (Listen, believe them, privately show them you care, don’t blame them, to tell an adult not another classmate.) someone ● Identify different tricks that are used in they trust - potentially abusive situations (“be my not in a special friend, want some candy?” group ● Define the word offender to include not setting. just strangers but also people children know and love Telling ● ● Name various people they can tell if ● ● Varies ● sexually abused (teacher, parent, principal, nurse) DRUG ABUSE Drugs ● ● Define the word drugs (change the way ● ● Varies – ● PREVENTION you think, act and feel) BOCES ● Describe the uses and abuses of drugs Teacher ● Classify how drugs affect organs in your body ● Name and locate the seven organs (brain,

lungs, heart, stomach, intestines, kidneys, and liver)

How Drugs ● ● Describe how tobacco affects the body ● ● Varies ● Affect the and behavior accordin Body ● State reasons for not using tobacco g to products schedule ● Describe how alcohol affects the body of and behavior BOCES ● State reasons for not using alcohol Teacher products ● Identify specific effects of marijuana, crack/cocaine, and inhalants on the body and behavior ● State reasons for not using marijuana, crack/cocaine and inhalants Addiction to ● ● Explain the meaning of addiction and how ● ● Varies ● Drugs it affects everyone involved accordin ● Name ways you can help a person with g to an addiction schedule of BOCES Teacher Staying Drug ● ● State strategies for staying drug free (Say ● ● Varies ● Free “No”) accordin g to schedule of BOCES Teacher AIDS ● ● Distinguish between infectious and ● ● ● noninfectious diseases ● Understand how infectious diseases are transmitted ● Identify and describe skills to practice that will lead to a healthful lifestyle (use lessons 1, 2, and 4 in HIV/AIDS Instructional Guide, 1992)

COURSE: Science GRADE LEVEL: 3

MAIN/GENERAL SUB-TOPIC: ESSENTIAL QUESTIONS/ WHAT THE STUDENTS WILL KNOW OR BE ABLE SKILLS: WHEN STUDENT ASSESSMENTS: TOPIC: VOCABULARY: TO DO: DOES IT:

ECOLOGY Clean Water ● Why is clean water ● Explain why water is our most ● ● ● important? important natural resource ● How can we keep our waters clean? ● Vocabulary: sediment deposition Environmentally ● How do people change the ● Explain the affect that building a house ● ● ● sound practices environment? has on the land ● How can we protect the ● List ways that people change the environment? environment ● Explain how changes to a habitat caused by people’s activities affect the population in a community ● Explain how people can help protect plants and animals ● Summarize why it is important to conserve energy ENERGY & How things ● What is force? ● Discover ways to make things move ● ● ● MOTION move ● How do things move? (wind, pull, push) ● How do simple machines ● Understand act of pushing and pulling make work easier? as forces ● How are our bodies like ● Compare force used on smooth vs. machines? rough surfaces MACHINES IN Simple ● Vocabulary: force ● Explain how simple machines help ● ● ● BUILDING machines and people work ● Define the term “force” Moving & ● Vocabulary: simple machine ● Understand that the machines make ● ● ● machines work easier (ramp, lever, pulley, screw, wheel and axle, wedge) ● Understand that some body parts work like machines (knee joints, bones, muscles) ENVIRONMENTS Biomes ● What is a habitat? ● Define habitat and identify different ● ● Integrate ● (HABITATS) ● Vocabulary: Habitat physical characteristics of various with Social habitats Studies ● Compare and contrast different types

of habitats and the general characteristics organisms have in order to survive in the habitat ● What is a desert? ● Desert: General characteristics that ● ● ● ● How do plants and animals plants and animals need for survival survive in the desert? ● What is a forest? ● Forest: General characteristics that ● ● ● ● How do animals adapt for plants and animals need for survival the changing season? ● What is a tropical rain forest? ● Rain Forest: General characteristics ● ● ● ● How are we changing rain that plants and animals need for forest? survival ● What is a tundra? ● Tundra: General characteristics that ● ● ● ● How do plants and animals plants and animals need for survival survive in the tundra? ● What is a grassland? ● Grassland: General characteristics that ● ● ● ● How do plants and animals plants and animals need for survival survive in grasslands? Traits ● ● Recognize that traits can be inherited ● ● ● from parents or acquired (reading, music, playing, scars, etc.) ● Recognize that plants and animals closely resemble their parents Ecosystems ● What do living things need to ● Explain how organisms respond to ● ● ● survive? environmental change (survive, ● How have living things reproduce, use their senses to provide adapted to their essential information about their environment? environment, die or move to new ● How is energy moved locations) through the food chain? ● Recognize that plants are producers ● What are decomposers and that make food by using sunlight, air why are they important? and water ● Vocabulary: food chain, food ● Describe the factors necessary for an web, omnivore, producer, organism to survive in its environment consumer (food, shelter, water and space) ● Identify, compare and contrast producer and consumer ● Describe a food chain and explain how important producers are to all organisms’ survival ● Explain how decomposers are important as recyclers of nutrients PLANT GROWTH ● Vocabulary: soil, root, stem, ● Describe the role of the major plant ● ● STC Plant ● AND leaves, germination, growth, structures (root, stem and leaves) growth and

DEVELOPMENT plant growth, life cycle, ● Explain the roles of flowers as the development nutrients, reproduction, reproductive structure of plants that kit photosynthesis make seeds ● Recognize that seeds contain stored food that aids in germination and growth of young plants ● Describe life cycle of plant from seed to pod ● Understand that the length of time from beginning of development to death of the plant is called its “life span” ● Realize that plants closely resemble their parents ● Explain that plants need light, water and nutrients to live and grow ● Understand that plants must be pollinated to produce seeds ROCKS AND ● Vocabulary: pebble, rock ● Rocks are aggregates of minerals, and ● ● STC rocks ● MINERALS characteristics, mineral fossil they may also contain organic matter and minerals ● Different rocks have different kit properties ● The properties of rocks reflect the way they were formed and the minerals in them ● Each mineral is composed of only one substance, and that substance is the same in all samples of the mineral ● Minerals differ in color, texture, smell, luster, transparency, hardness, shape and reaction to magnets ● The properties of rocks and minerals determine how they are used ANALYSIS, Scientific ● Vocabulary: experiment, ● Ask a question about objects, ● ● STC plant ● INQUIRY AND Investigation data analysis, graph, organisms and events in an growth and DESIGN physical properties environment development ● Plan and conduct a simple kit; STC investigation rocks & ● Employ simple equipment and tools to minerals kit gather data and extend the senses ● Use data to construct a reasonable explanation ● Communicate investigations and explanations ● Understand that scientific

investigations involve asking and answering a question and comparing the answer with what scientists already know ● Understand that scientists develop explanations using observations ● Using senses to observe and describe rocks and minerals ● Recording and discussing observations of rocks and minerals ● Sorting minerals on the basis of similarities and differences in identified properties ● Performing and interpreting results of the following tests on minerals: streak, transparency, luster, hardness and magnetism ● Recording and discussing results of tests on minerals ● Reading for more information on minerals and rocks ● Reflecting on experiences through writing and discussion LIFE SCIENCE Health & Human ● ● Health curriculum ● ● ● Body - Drugs - AIDS - Bike Safety - Sexual Abuse

COURSE: Health GRADE LEVEL: 3

MAIN/GENERAL SUB-TOPIC: WHAT THE STUDENTS WILL KNOW OR BE ABLE TO WHEN STUDENT DOES IT: NUMBER OF TEACHERS: TOPIC: DO:

AIDS Where Diseases ● List the different characteristics of bacteria All AIDS curriculum is ● ALL-12 Come From and viruses taught during the 2nd half of the year How Diseases are ● List ways germs are spread (coughing w/out ● Spread covering mouth, air, touch, sharing drinks)

Fighting Diseases ● Compare and contrast the affect medicines ● With Medicine have on bacteria and viruses

Your Immune System ● Discuss the ways in which your immune ● system fights diseases (germs, Killer T-cells, B cells, protein, white blood cells) Making Healthy ● List ways to keep your immune system in ● Choices good working order (balanced diet, exercise)

AIDS: A Specific Viral ● Identify AIDS as Acquired Immune ● Disease Deficiency Syndrome ● Describe how the disease attacks your immune system and how your immune system tries to fight back How AIDS is Spread ● Recite some of the ways AIDS is spread ● (sharing needles, being born from an infected mother, getting a blood transfusion from someone infected with the AIDS virus) Facts and Rumors ● Identify and recall the many ways you cannot ● About AIDS catch the AIDS virus (shaking hands, using a public bathroom, being a friend, hugging, sharing a lunch, going to school with another child) How Polio Was ● Explain how a vaccine prevents disease, but ● Stopped does not cure it

How to Treat a ● Describe appropriate behaviors that may ● Person With AIDS help people with AIDS feel comfortable

CHILD SEXUAL It’s Your Body ● Explain why feelings are important Varies ● 12 ABUSE ● Demonstrate different emotions PREVENTION ● Identify or describe situations that generate specific emotions ● Recall the three types of touch: - heart touch = safe - no touch = unsafe - the ? touch = confusing ● View and discuss the content of an appropriate video such as “Child Sexual Abuse – What Your Child Should Know: Good Touches/Bad Touches It’s Your Body: ● List ways to show your concern and Varies ● 12 Decision Making responsibility toward someone who has Skills confided in you that they’ve been touched inappropriately. (Listen, believe them, show them you care, don’t blame them, tell an adult not another classmate) ● Identify different tricks that are used in potentially abusive situations (“Be my special friend, Want some candy?”) ● Define the word offender to include not just strangers but also people children know and love Telling ● Name various people they can tell if sexually Varies ● 12 abused (teacher, parent, principal, nurse)

It’s Not Your Fault ● Explain it is not their fault if changes occur Varies ● 12 within their family as a result of telling

Obscene Phone Calls ● Describe how to handle an obscene phone Varies ● 12 call

DRUG ABUSE Drugs ● Define the word drugs (change the way you Varies according to ● 12 PREVENTION think, act and feel) schedule ● Describe the uses and abuses of drugs ● Classify drugs and non-drugs ● Discuss how drugs affect organs in your body ● Name and locate the seven organs (brain, lungs, heart, stomach, intestines, kidneys, 18

and liver)

How Drugs Affect the ● Describe how tobacco affects the body and Varies according to ● 12 Body behavior schedule ● State reasons for not using tobacco products ● Describe how alcohol affects the body and behavior ● State reasons for not using alcohol products ● Identify specific effects of marijuana, crack/cocaine, and inhalants on the body and behavior ● State reasons for not using marijuana, crack/cocaine and inhalants Addiction to Drugs ● Explain the meaning of addiction and how it Varies according to ● 12 affects everyone involved schedule ● Name ways you can help a person with an addiction Staying Drug Free ● State strategies for staying drug free (say Varies according to ● 12 "No") schedule

COURSE: Science GRADE LEVEL: 4

MAIN/GENERAL SUB-TOPIC: ESSENTIAL QUESTION/ WHAT THE STUDENTS KNOW OR WILL BE SKILLS: WHEN ASSESSMENTS: TOPIC: VOCABULARY: ABLE TO DO: STUDENTS DOES IT: WATER Properties ● What’s so special ● Explore the properties of water ● ● ● about water? ● Explain the differences between ● How does H20 solutions and mixtures move and change? ● Vocabulary: surface tension, dissolve, solution Phases ● Vocabulary: States ● Explore the states of water (liquid, ● ● ● of water (solid, gas, solid, gas) liquid) evaporation, ● Discover how temperature affects condensation changes of state (role of energy in phase change) ● Describe the water cycle and identify cause and effect, measuring and interpreting data WEATHER AND Water and ● Hot and sticky ● Observe evaporation and ● ● ● CLIMATE Changing ● What is weather condensation Weather and why does it ● Explain how clouds and rain form change? Predicting ● Weather clues ● Summarize the clues that clouds give ● ● ● Weather everywhere about weather ● Explore weather in your area ● List 4 important things to track in weather ● Describe observed weather patterns

Climate ● Starting with the ● Explain what causes seasons ● ● ● sun ● Contrast direct/indirect solar rays and ● How are weather how they affect the earth and climate related? ● What causes seasons? ● Climates, USA ● Vocabulary: seasons, direct/indirect rays, climates, polar, temperature, tropical WATER AND THE Freshwater ● Water: usable ● Explain what makes most of the ● ● ● LAND water earth’s water undrinkable ● Why is fresh H20 so ● Explain what affects how much water precious and how different parts of the earth have do we conserve it? ● Summarize what people can do to ● Vocabulary: ground protect the water supply water, runoff Weathering ● Powerful Water ● Explain how ice changes rock ● ● ● and Erosion changing rocks ● Define the term “weathering” and ● How does land explain how water weathers rock change and what ● Define the term “erosion” and explain causes these how rainwater erodes the land changes? ● Describe how glaciers carve U- ● Vocabulary: shaped valleys weathering – ice and winter, dissolving minerals, erosion, glacier, deposition ● Shaping the land EARTH, SPACE The Moving ● The moving earth ● Describe how the earth moves around ● ● ● & TIME Earth ● How does the earth the sun move and why is ● Explain how the earth rotates on its this movement axis important? ● Explain why the earth is always half ● Light and shadows dark – revolution, rotation, axis Gravity ● The force of gravity ● Explain how the sun and the earth, ● ● ● ● What is gravity and and the moon and the earth each act why is it so together as systems important? ● Define force as push or pull 21

● What causes ● Describe gravity gravity to change? ● Explain the relationship of mass and ● Vocabulary: gravity, distance to gravitational pull mass, force, solar system Planets and ● Planets ● Know there are 9 planets and that ● ● ● the Moon ● Moon they revolve around the sun ● Explore the phases of the moon LIFE SCIENCE Healthy & ● Health Curriculum ● Nutrition ● ● ● Human Body ● Drugs ● AIDS ● Sexual Abuse ● Alcohol/Tobacco Living Things ● What are the cycles ● Describe the life cycles of living things ● ● ● that exist on earth? using key terms

MAGNETISM Magnetism ● What is magnetism ● Review ● ● ● AND and how is it ● Distance of magnet from object ELECTRICITY affected by decreases the force distance and material? Electricity ● What is electricity ● Identify an electric circuit ● ● ● and how does it travel? ● Vocabulary: electric circuit Electrical ● In what ways can ● Electrical energy, like all energy, can ● ● ● Energy electrical energy be be transformed into another energy changed? form. Ex. Electricity to light; Electricity ● Vocabulary: cell to motion (fan) ● Compare how conductors and insulators affect electrical currents ● Identify specific conductors and insulators EXPERIMENTS/ Measurement ● How do we use ● Identify and use tools of measuring ● ● ● ACTIVITIES measuring tools to compare things? ● Vocabulary: pan balance, graduated cylinder, units of measurement (centimeter, inches, ml) capacity, volume 22

Properties ● Vocabulary: ● Describe an object’s physical ● ● ● Properties (size, attributes shape, texture, color) Movement ● ● Describe movements of objects ● ● ● ● Key words:

MOTION AND Concepts ● Vocabulary: friction, ● Friction is a force that occurs when ● ● ● STC Kit DESIGN energy, types of two surfaces rub together. Friction ● Teacher energy, opposes motion. Assessment transformation of ● Energy can be stored energy Skills ● ● Observe motion and changes in ● ● ● STC Kit motion ● Teacher ● Collecting and recording data and Assessment analyzing it to determine representative values ● Recording and comparing ● Solving design problems using previously collected data ● Communicating results of an investigation through record sheets, written observations, drawings and class discussions Attitudes ● ● Recognizing the role that ● ● ● STC Kit technological design plays in daily ● Teacher problem solving Assessment ● Appreciating how science can be used to solve practical problems ● Recognizing the importance of repeating trials to gain valid test results ● Valuing the application of test results to future investigations CHEMICAL Concepts ● Vocabulary – ● Differences in physical and chemical ● ● ● STC Kit TESTS physical properties properties ● Teacher ● Chemicals undergo changes in form, Assessment color or texture when they are mixed together, separated or heated ● Different types of mixtures, such as solutions or suspensions, are created when solids are combined with water ● Evaporation and filtration are methods for separating mixtures of solids and

liquids

Skills ● Vocabulary: ● Observing and describing properties ● ● ● STC Kit hypothesis of materials ● Teacher ● Predicting, observing, describing and Assessment recording results of tests ● Analyzing and drawing conclusions from the results of tests ● Comparing and contrasting test results ● Supporting conclusions with reasons based on experiences ● Communicating results and reflecting on experiences through writing and discussion ● Applying previously learned knowledge and skills to solve a problem ● Reading to enhance understanding of chemistry concepts ● Developing proper laboratory techniques to ensure safety and avoid contamination Attitudes ● ● Developing an interest in exploring ● ● STC Kit and investigating properties ● Teacher ● Recognizing the importance of Assessment (directions) guidelines for experimentation

COURSE: Science GRADE LEVEL: 5

MAIN TOPIC Key idea Performance Concepts/ essential questions Process skills Date Lessons indicator

Scientifi Standard ● 1.1 a,b,c ● What is an experiment? ● formulate Sept./ongoing ● Identify the c Design 1, Key ● 1.2 a,b,c ● How can science be used to questions difference Idea 1: explain the world around me? about natural between an phenomena experiment ● identify ways and an to investigate activity a question ● Observe a ● refine and demonstrat clarify ion and questions, so formulate that they can questions be tested ● Refine the ● formulate a questions hypothesis so it is ● propose a testable model of a ● Formulate natural a phenomenon hypothesis 2.1 a,b,c,d How do we set up and run an ● distinguish as a Key Idea experiment? between proposed 2: What are variables? observations, answer to Identify experimental variable, inferences, the dependent variable, and predictions, question controlled variable and ● Conduct an explanations experiment 3.1 a How do we set up a table or chart and to collect data? identify the Key Idea In what instances would we need parts of 3: a graph to represent data? scientific

Use measuring design tools to collect data such as: graduated cylinder, metric ruler, beaker, microscope, triple beam balance

Record data on tables and charts Construct graphs to represent data Read and interpret graphs to formulate conclusions

Matter/ Standard ● 1.1 a, c, d ● What is a cell? ● Using a October, ● Micro Energy 4 - Living ● How are cells different? microscope, November, Worlds Environm ● What are the two types of understand December ● STC kit ent Key cells? how different Idea 1 1. eukaryote - nucleus with magnification organized DNA s work 2. prokaryote - no nucleus, DNA is unorganized, floating ● Using around magnifiers, What are the observable parts to including a cell? 1. nucleus hand lenses 2. cytoplasm and 3. cell membrane microscope 26

s, to What is the difference between a observe one-celled and a multi-celled living and living thing? nonliving Micro-organisms are widespread in nature. specimens What is the difference between ● Using bacteria and other one celled appropriate organisms? equipment Micro-organisms have their own and food chain. techniques Micro-organisms have structures to prepare that help them survive in specific environmental conditions microscope Micro-organisms grow and slides for reproduce. viewing Changing environmental ● Using a conditions promote the survival microscope of some micro-organisms and to observe others. basic cell

structure ● Communica ting detailed observation s through

writing,

6.1c drawing and discussion Key Idea 6 ● Making measureme nts of small objects

using hair- What is matter? 6.1 a How is matter conserved in a widths and 27

food chain? millimeters 5.1 c, d, e Explain conservation of matter ● Exploring ways to Key Idea 5 slow the

movement Energy flows in 1 direction in an of living food chain microscope 1.2 a, b, c, d, All organisms require energy to specimens f, g, h, i, j survive. Energy is transferred for closer Key Idea 1 ● 4.1a from 1 organism to another observation through food. ● Developing Vocabulary: producers and consumers an interest types of consumers: herbivores, in exploring carnivores, omnivores, microscopic decomposers specimens ● Recognizin g that

microorgani

sms have many of the What is a human system? same needs Identify the systems in a human as other body. living things Skeletal, /Muscular, ● Provide Circulatory/Respiratory/Digestive /Excretory examples Understand the difference of the between excretion and egestion. transfer of Nervous/Endocrine matter from 1 Understand the functions of each organism system. to another. the digestive system consists of organs that are responsible for Understan 28

the mechanical and chemical d that we breakdown of food. are not Cells use food for energy making Locomotion or movement is anything possible by using a combination of systems. new, just What is a species? re- What is the purpose of arranging reproduction? To carry on the the matter species Asexual - 1 parent, Sexual, 2 parents What is a disease? Physical Standard 4 – 3.3 a, b, c, d, What is an atom? Build an atom, January, setting Physical e, f, g What arte the parts of an atom? using phet February Matter Setting, Key How do atoms behave? website, make /energy Idea 3 Atoms and molecules are always model of an atom in motion. The greater the temperature, the greater the motion. What is a molecule? What is an element? What is a compound? Distinguish between an element and a compound. Properties of an element. Each element has individual properties. Periodic table classifies elements by their properties.

Key Idea 4 4.1 e What is potential energy? What is kinetic energy? 4.5a, b Energy cannot be created or destroyed, but only changed from one form to another.

Why does a ball stop bouncing? The energy gets re distributed into different forms such as heat and sound energy. Examples of heat energy transferred from kinetic energy: heat generated by moving hands together, bike skids on a pavement, exercise Focus on definition of conservation of energy: not losing energy, but rearranging it differently. Clear up misconception: distinguish between Key Idea 2 conservation of matter/energy and conservation of natural 2.1a, c, d, resources. March, April, May, June

Atmosphere is a mixture of gases: nitrogen, oxygen, water vapor, carbon dioxide, trace gases and percentages of each. 2.1 g, h, i, j Distinguish between atmosphere, hydrosphere, and lithosphere. Introduce biosphere as any place where life can exist within any of the above spheres.

What is soil? What is erosion? What is weathering?

Identify differences between two processes. What is gravity? How does gravity affect erosion? How does wind and water affect weathering and erosion differently?

Vocabulary: ● Using stream Water cycle_ evaporation, table condensation, precipitation materials to glacier investigate landform the delta interactions tributaries between canyon water and deposition land slope of the la ● Analyzing the materials that make up land and describing these materials on the basis of their properties ● Testing the porous and adhesive qualities of earth materials ● Comparing the changes in land

created by water flowing over and through soil in a stream table ● Relating stream table results to natural processes ● Communicati ng the results of an investigation through record sheets, oral and written observations and drawings ● Investigating the effects of slope, flow and natural land formations on erosion and deposition ● Creating and labeling aerial drawings ● Designing and building

models of dams to test the effects of dams on land and water interactions ● Designing and building models of landscapes, predicting how a landscape will affect the flow of water, ● Relate these modeled effects to land and water interactions on earth ● Implementin g a planned investigation and making and validating predictions ● Identifying evidence within a model to support observations

and conclusions ● Recognizing the importance of models for Last Essential Question of the investigating Year: processes too Is the earth getting bigger? NO! large or Re-teach/Reinforce/Review complex to Conservation of Matter study firsthand ● Developing an interest in the interactions in the real world ● Accepting that humans can attempt to control and affect the interactions between land and water ● Appreciating the role that plants play in curbing erosion and runoff ● Recognizing the role humans’ play in planning

34 and designing landscapes that take into account the natural interactions of land and water.

COURSE: Science GRADE LEVEL: 6

MAIN/GENERAL SUB-TOPIC: ESSENTIAL QUESTION: WHAT THE STUDENTS KNOW OR WILL BE SKILLS: WHEN ASSESSMENTS: TOPIC: ABLE TO DO: STUDENTS DOES IT: CATASTROPHIC ● What does the ● Definition of natural catastrophic ● Cooperative group September - ● Vortex activity EVENTS word natural event work and February ● Vocabulary mean? ● Types of natural disasters partnering definitions ● Does anyone ● Jobs of seismologist, volcanologist, ● Double – column ● Quizzes know what meteorologist, geologist note-taking ● Safety contract catastrophic ● Satellites used to predict ● Model safety rules ● Textbook means? catastrophic events used in a lab. survey ● How does our ● Tornadoes and vortices ● Becoming familiar world map ● Thunderstorm, funnel cloud, tornado, with textbook compare with the hurricane, typhoon, cyclone, eye wall ● Read and interpret image of Earth ● Benefits of a weather alert radio charts and tables from space? ● Distinguish between a storm warning ● How might and a storm watch scientists predict catastrophic events? ● Can we name some types of natural disasters?

Storms ● How are storms ● Earth’s surfaces which absorb & ● Illustrations with Continue ● Sheet 2.1 formed? reflect heat labeled diagrams ● What is a vortex & ● Circulation of liquids or gases around ● its 3 causes? a central axis ● ● What is Tornado ● Earth’s rotation, gravitational pull, & ● Alley? uneven heating of the earth’s surface ● ● What is a tornado, ● Tornado Alley is where two air ● hurricane, & masses of different temperature, ● thunderstorm, & pressure and humidity collide in the ● where do they center of the US, between the Rocky ● occur? Mountains and the Mississippi River ● 36

● What is air ● Definitions of hurricane, tornadoes ● movement like in a and thunderstorms and where they ● tornado? occur most on Earth ● ● What makes ● Relation to water cycle ● hurricanes spiral ● Refer to definition of vortex ● like a cinnamon ● Due to the earth’s rotation air can not ● roll? travel in a straight line ● ● How are hurricanes ● Fujita Scale and Saffir/Simpson ● & tornadoes rated & Scales to measure damage ● categorized? ● How to test the effects of heating and ● ● Inquiry 3.1: ● How does the light cooling on soil and water ● testing effects of the sun affect the ● Recognize differences between ● of heating and temperature of the weather and climate ● cooling on soil earth in different ● and water parts of the globe? ● ● Calculate the ● What is the ● Rotation and revolution of our earth ● overall Autumnal Equinox? and how it relates to day and night, temperature ● Why do we have seasons and years change for seasons? ● Earth’s exact spot in orbit as it heating and ● Why do we have revolves around the sun as it cooling of each day and night? reaches the solstices and equinoxes beaker ● What are time ● Given a US map and 4 time zones ● Soil and Water zones? the students will calculate time Double Line ● Why do we have differences in different locations Graph years? ● We have seasons because the earth ● Sheet 3.1b ● What is a leap is tilted on its axis and its position ● Inquiry 4.1: year? changes in relation to the sun as it Testing temp. ● What is revolves around the sun of earth’s rotation? ● Summer Solstice, Winter Solstice, surface and ● What is Autumnal Equinox, Vernal Equinox effect of air revolution? ● make predictions above it ● What types of ● Test 1 surfaces on Earth ● Use of stop watch ● Inquiry 4.2: heat up quickly? ● Use digital Temp. of ● How do you think ● Understand control and experimental thermometers earth’s surface we could find out variables ● Use of clamp lamps and effects of how soil and water ● follow procedures to complete an ● Measure water in movement of heat and cool? inquiry of the heating and cooling of 250 ml beakers air above it ● Which do you think soil and water ● Read and record will heat up quicker: temperature in soil or water? ● Land heats up faster than water and beakers ● Which will cool cools down quicker than water ● Identify down quicker? ● Definitions of weather and climate experimental ● How will we make ● Climate zones-polar, temperate, & variable and control this race fair? tropical variables 37

● How will we control ● Record this experiment? observations ● What do you know ● Interpret data about graphing? ● Plot two sets of ● What is the data on a double difference between line graph weather and climate? ● Atmosphere-definition and layers ● Why is the atmosphere called a blanket of air? ● Review steps in an ● What is heat ● Heat transfer is the movement of experiment/investig transfer? heat through the earth’s atmosphere. ation: ● What are the 3 ● Heat moves through air and water ● 1. Question I am types of heat around our Earth. trying to answer: transfer? How does ______● How does the ● Conduction, convection, and affect ______? temperature of the radiation 2. Materials earth’s surface ● Above a warm surface the air is 3. Procedure affect the warm, above a cool surface the air is 4. What I will keep the temperature of the cool. The temperature of the air same (control air above it? takes on the temperature of the variables) ● How does solar surface below it. 5. What I will measure energy travel? (the experimental ● How does the variable) temperature of a 6. What I will look for surface affect the when I observe movement of air 7. What I think will above it? happen ( ● How does warm air prediction/hypothes and cool air move? is) ● What is an air 8. Observations mass? 9. Analysis of Data ● What types of air 10. Conclusions Drawn masses affect the ● Warm and cool surfaces on Earth will US? affect the movement of air above it ● How could we test ● Warm air rises and cold air sinks the effects of ● Air masses are a body of air that has colliding air the same temperature and humidity ● Inquiry 5.1: masses? conditions throughout Effects of ● What is a front? ● Continental polar, maritime polar, colliding air ● How does the continental tropical, and maritime masses uneven heating of tropical ● 5.1b sheet: land and water Convection relate to storm Currents 38

formation on Earth? ● Test 2 ● What are 4 types of fronts? ● A boundary line between two air masses ● As a result of uneven heating the temperature of the earth’s surface warms or cools the air above it which causes winds. This causes air masses to move and when they collide storms and unstable weather can occur. ● Cold, warm, occluded, and stationary

CATASTROPHIC ● ● Why does the wind ● Sun warms the Earth, air above land ● continue ● EVENTS blow? heats and rises, as air rises it cools, ● Use of convection ● ● What is convection cold air moves in to replace warm tubes ● current? air, the earth warms this layer, and ● Safety tips in ● ● What can we do to cycle continues: convection currents laboratory when ● model colliding air ● using a flame ● masses in the ● Effects of cold air mass with another ● ● classroom? cold air mass ● ● ● Effects of warm with warm ● ● ● Effects of hot and cold ● ● ● Wind is caused by convection ● ● currents ● ● ● ● ● ● ● ● ● A land breeze is a flow of cool air ● ● from above the land to water ● ● ● Why do we have ● A sea breeze is a flow of cool air ● ● land and sea from above the water to the land ● ● breezes & what are ● monsoon seasons happen mostly in ● ● they? Asia and are distinguished by 3 ● ● ● What is a months or more of heavy rains ● ● monsoon? ● global winds are caused by ● ● ● What are local convection currents ● ● 39

winds and global ● a long narrow current of very strong ● ● winds? winds in the upper troposphere ● ● Inquiry 6.1: ● What is the jet ● ● Temp. of water stream? ● More evaporation and condensation ● and effects on ● How does the happens over warm and hot water ● evaporation temperature of ● Water cycle ● and water affect ● Phase changes of matter specifically ● condensation evaporation and of water, liquid, solid, gas ● ● Inquiry 6.2: condensation? ● Evaporation is abundant over warm ● Make a cloud ● What is the water water near the equator. ● ● Inquiry 6.3: cycle? ● Ingredients of a cloud: dust particles, ● Read weather ● What is a cloud heat energy, water ● maps made of? ● Clouds identified: cumulus, ● ● Tracking ● Do hurricanes cumulonimbus, stratus, ● Follow steps to Hurricane come from the sky nimbostratus, cirrus … making a cloud Andrew or the water? ● Tracking hurricanes can save lives ● Tracking a ● Sheet 6.3: ● Why do hurricanes ● The weight of air or the force air hurricane using Recording form over warm exerts on everything on earth lines of latitude and information off water, near the ● The height above sea level longitude of weather equator? ● ● Read and interpret maps into ● Why do your ears ● a weather map charts pop? ● ● Reading a ● What is air ● The greater the air pressure the less hurricane tracking pressure? the clouds, the better the weather is chart ● What is altitude? the lower or less the air pressure is, ● Reading a data ● How does air the more the clouds are, the worse table about a ● Altitude/air pressure affect the weather is hurricane pressure CRQ cloud formation? ● The higher the altitude the lower the ● What is the air pressure, and lower the altitude relationship of air the higher the air pressure pressure and ● ● Illustration of altitude and how is ● relationship it related to cloud ● between formation? ● altitude and air ● What is a ● pressure barometer? ● ● Which clouds are ● which? ● Weather map symbols: cold front, ● How and why do warm front, high pressure, low we need to know pressure, precipitation key, how to track temperature bar, which direction Hurricane Andrew? symbols are facing ● What do all these ● symbols mean in ● the weather section ● 40

of the newspaper? ● ● Use potassium ● What direction does ● permanganate our weather come ● To reduce the risk and keep people safely from? safe and prepared ● Construct a Venn ● What is an ocean ● Diagram current? ● ● Label ocean ● What is a surface ● currents on a world current? ● West to east following the jet stream map ● What are trade ● Ocean currents are rivers of water ● Observe a winds? that flow in a definite direction demonstration, ● What is the effect of ● record observations temperature on ● and predictions as ● Inquiry 7.1: ocean currents? ● How ocean currents move and affect part of a Effect of Temp. ● How does the weather patterns performance based on Ocean temperature affect ● El Nino assessment Currents the way water ● Identify 5 ocean currents ● Sheet 7.1b: moves? ● Storms Review ● How do winds ● ● Weather affect ocean ● forecast currents? ● ● Venn Diagram: ● What is upwelling? ● Hurricanes and ● What is El Nino? ● Warm water rises and cold water Tornadoes ● At what point is our sinks ● Identify and earth in orbit today, ● label 5 ocean the first day of ● currents on Winter? ● world map ● Warm water currents can bring warm ● Storms moist air north, and cold water Assessment currents can bring cold moist air Part A south ● Storms ● Upwelling is the rising of cold nutrient Assessment rich water from the sea bottom which Part B gets forced upward to the surface by surface winds. ● Periodic warming for the oceans surface temperature every 3-7 years ● Review: seasons ●

CATASTROPHIC Earthquakes & ● What are rocks? ● Color, luster, streak, hardness ● Using identification ● Read “About EVENTS Volcanoes ● What are minerals? ● How do rocks and minerals react to tests and a flow Earthquakes ● What are the acid chart, identify and “What is an physical properties ● Describe igneous, sedimentary and mineral samples Earthquake of rocks and metamorphic rock and placement in ● Use a diagram of ● Watch: The minerals? the rock cycle the rock cycle to Day the Earth ● What is the rock determine Shook cycle? geological ● What is an processes that led ● Inquiry 11.1: earthquake? ● to the formation of Relate ● Why does the earth ● Earthquakes occur as a result of a specific rock type movement in a quake? plates moving along their boundaries spring to ● Has an earthquake ● Outermost layer of earth-crust earthquake ever affected Glens ● Earthquake prone regions ● Work in waves Falls? ● Results of Plattsburgh earthquake cooperative groups ● Build ● How can we use a ● Myths of earthquakes origin earthquake slinky to model or ● Formation and movement of waves resistant house simulate wave in water with group movement of ● Primary waves, secondary waves ● Test house earthquake waves? and surface waves ● How is earthquake ● Earthquake resistant buildings ● Mid-Term motion detected? ● Control variables and experimental Exam ● What is a variables of the earthquake test ● Inquiry 12.1: seismograph? ● Model use of seismograph ● Observations of Use of ● What is the ● Read seismogram spring movement Seismograph to difference between ● Using a stopwatch detect a seismograph and ● Recording times earthquake a seismogram? ● Drawing motion ● How do scientists ● Asthenosphere and lithosphere illustrations for plan ● read seismograms? of design of ● Inquiry 12.2: ● What are the layers ● Facts about Alaska Earthquake of earthquake Reading a of the earth? 1964 resistant house Seismogram ● What is oceanic ● How to read a seismogram: times ● Write prediction ● Questions crust? that 1st p-waves and 1st s-waves ● Note taking from answered ● What is continental reach a location and minute marks Plate Tectonics- about crust? on a seismogram CDRom magnitude and ● How do scientists ● Time for p-waves and s-waves to ● intensity find the epicenter of travel ● Read and interpret ● Inquiry 12.3: an earthquake? ● Aftershocks a data table Locating the ● What is Continental ● Inner core, outer core, mantle, crust ● Plot points of Epicenter of an Drift? latitude and earthquake ● What evidence longitude on ● Virtual supports the theory Catastrophic earthquake on- of Continental Drift? Events Large World line ● What is Pangaea? Map ● virtual 42

● What is Plate ● Cooperative group seismologist Tectonics? work certificate ● What is a plate? ● Designing and earned ● How do plates performing an ● Plotting 30-40 move? ● Alfred Wegener’s theory of experiment with a earthquakes on ● Why do plates Continental Drift and supporting partner in a timed world map with move? evidence: Fit of continents, fossils, situation as a test group ● Where on earth do climate, rocks. ● Reading directions, most earthquakes ● Wegener’s theory that the continents interpreting, occur? fit as one super continent called- answering follow- ● Plot 30 ● What and where Pangaea up questions earthquakes on are the 3 seismic world map with belts? group ● What is a hot spot? ● Understand ● How was Hawaii ● Theory of Plate Tectonics and reflect on formed? ● 3 types of plate movement contents of CD ● How are mountains (divergent, convergent, transform) Rom: Theory of formed? Plate Tectonics ● What are – Earth’s volcanoes? ● convection in the mantle Interior ● Where in the U.S. ● Label seismic are some belts on world volcanoes located? ● Earthquakes that occur along the map ● What are the coast are near mountain ranges ● Performance positive and ● The pattern of earthquakes in the Based negative effects of ocean match the shape of Assessment: volcanoes and continental coastlines Investigate the molten rock? ● Earthquakes occur along plate effects of loose ● Why and how do boundaries in the earth soil versus you think rocks ● Seismic Belts-Ring of Fire, packed or melt? Mediterranean-Himalayan Belt, Mid- hardened soil ● What is lava? Atlantic Ridge on the ability of ● What is magma? ● Chains of volcanoes formed from a buildings to ● What are the plume in the mantle withstand different shapes of ● Folding, faulting and volcanic earthquakes volcanoes? eruptions ● Inquiry 18.1 ● What is brittle? ● a cone shaped landform which and questions ● What is ductile? releases erupted material on pgs. 202 & 203. ● In the US along the west coast of ● Inquiry 19.1 North America and the states of and Q's on pg. ● What is the rock Alaska, California, Washington, 214. cycle? Oregon and Hawaii ● Inquiry 19.2 ● Students will recall and Q's on pg. ● Mountain formation and nutrient rich facts from the 219. 43

soil. Natural Disaster ● Inquiry 20.1 video: earthquakes and Q's on pg. ● Can volcanoes be ● Catastrophic events. can cause 227. predicted or volcanoes, ● Inquiry 21.1 & prevented? volcanoes can 22.1. ● Define magma and lava. cause mudslides, ● Inquiry 23.1 and flooding and 24.1 ● ● Dome, cone, shield, composite, and ● cinder cone. ● ● Identify in photographs landforms ● View: In the created by molten rock. Path of a Killer ● Classify images of volcanoes on the Volcano basis of observable properties, ● including shape and size. ● ● What is viscosity?

● Describe igneous, sedimentary and metamorphic rock and placement in the rock cycle ● What is ash? ● Identify properties of rocks

● Analyze scientists' ability to forecast volcanic activity and explore the challenges they face in making such forecasts ● Identify other catastrophic events related to volcanoes ● Classify the effects of volcanic eruptions as either destructive (negative) or constructive (positive). ● ● ● ● ● ● Identify and compare how three different liquid flow. ● Define viscosity. ● Relate the viscosity of lava to the type of volcano formed, and model 44

the formation of each type. ● Analyze the properties of a volcanic ash sample from Mt. St. Helens and discuss how these properties reveal its composition and its potential effects on people, property, and the environment... ● Observe two rock samples formed from ash and other fragments of volcanic material.

Energy ● What is energy? ● The ability to do work. ● Students will list On-going ● ● What are the types ● Mechanical, chemical, heat, nuclear, and identify the and ● Phases of of energy? electromagnetic, and light. forms of energy, embedded ● Matter/ ● What is Potential and cite examples. in curriculum ● Phase Energy? ● where it is ● Changes/ ● What is Kinetic ● Energy in position. ● Identify and draw most ● Convection/ Energy? illustrations of appropriate ● Heating and ● Can energy be ● Energy in motion. potential and at that time ● Cooling converted? kinetic energy. ● CRQ –Coal events/ ● What is a fossil ● and Oil use Convection/ fuel? ● Energy conversion—mechanical to ● Read and interpret with a pie Air Pressure ● Why is it called a light, chemical to mechanical, etc... a diagram of coal graph and Altitude fossil fuel? ● Fossil fuels origin and oil use ● Construct a pie ● Can some sources ● Coal, oil, natural gas ● Read a pie graph graph of energy of energy be used ● Renewable and non-renewable ● Construct a pie use in the U.S. over and over again energy sources graph ● or be recycled? ● Alternatives to fossil fuels ● Ice Cube ● What can we use ● Awareness of acid rain problem and Melting Race for energy instead solutions of fossil fuels? ● What is a pollution allowance? ● Why are companies 45

given the permission to pollute? ● When a snowball is melting, what phase change is happening? ● Can you melt an ice cube using only your body parts in 1 minute or less?

CATASTROPHIC Curriculum ● What are some ● A research project focusing on a ● Reading science February- ● Curriculum Fair EVENTS Fair topics of research? specific catastrophic event from research March ● Where will we seek history with the effects on human ● Writing information information to lives, natural environment, man- in own words answer the made structure, responses to the ● Individual or essential event, and reducing the risk. partnership questions? (interdisciplinary) ● Complete research ● What are sources? ● Internet, periodicals, books, packet ● What does reference books… response mean? ● How to cite sources ● Revising, editing, ● What are man- re-writing report made structures? ● Planning and ● What does reduce creating project the risk mean? and/or model ● What is the natural ● Planning and environment? creating poster ● What are some board/backdrop examples of how ● Examples of how to reduce risks people respond to associated with a catastrophic event: ● Presenting catastrophic rescue efforts, preventative Catastrophic event events? measures, state of emergency to class and declared, funding, building plans, community with the forecasts, etc. purpose of teaching ● What are some ways to reduce the risks associated with a catastrophic event? ASTRONOMY ● What are some ● Night, day, seasons, months, years. ● Cooperative group March ● Earth’s travel cyclical changes on ● The earth spins once on its tilted work distance earth? axis. ● Journal response calculations ● Why do we have ● The earth revolves around the sun. writing ● Summarized

day and night? ● Calculating readings ● Why do we have mathematical ● Quiz: years? distances in km Rotation/Revol ● Why do we have ● Practice gleaning ution seasons? information off of a ● Questions from ● What does Earth ● Earth is tilted on its axis and its chart Chart of solar look like in outer position changes in relation to the ● Practice answering system space? sun as it revolves around the sun question: Which ● Individual and ● What would happen ● statement is best group concept if the earth stopped ● Earth’s exact spot in orbit as it supported by the maps rotating? revolves around the Sun, as it data in the table? ● Globe toss ● What would happen reaches the solstices and equinoxes ● Calculating weight activity if the earth stopped ● Earth’s exact spot in orbit as each on moon ● Rotation and revolving? holiday occurs ● Recognize Revolution ● How far does the ● A web site to access what our planet differences in activity with earth travel in 1 looks like from outer space diagrams of earth students role- minute? 1 hour? 1 ● Earth’s travel distance as it rotates and sun playing day? 1 year? daily and revolves yearly ● Concept mapping planetary ● Why is it that earth ● Day, night, seasons, years ● Ratio of water to motion and some other ● Tilt of earth’s axis and other planet’s land is 3 to 1 ● Paragraph planets have tilted axis ● Drawing explanation of seasons, but other ● Summer solstice, winter solstice, illustrations rotation and planets do not? vernal equinox, autumnal equinox ● Answering CRQs revolution ● Where does the and Extended ● Illustration of moon come from? Response the path of ● How does gravity Questions Earth as it on Earth compare ● Recording lunar orbits the sun, to gravity on the observation with seasons moon? labeled. ● What is a solar ● Moon’s origin ● Lunar eclipse? ● Weight on moon Observations ● What is a lunar Chart eclipse? ● Activity: Tie a ● Why do we have rubber stopper tides on Earth? to a string and ● What is the force swing over that keeps planets heads – to in orbit around the ● Solar eclipses model the sun and the moon Earth revolving in orbit around the ● Lunar eclipses around the sun earth? ● Reason for tides is due to the moon or the moon ● What is the sun? and earth’s gravitational pull upon revolving ● How does our sun each other around the compare with other ● Gravity is the force that keeps earth stars? planets and moons in orbit 47

● What shape is ● Earth’s orbit? ● ● ● ● ● ● ● ● The sun is an average sized star ● The sun is more than a million times greater than the earth ● Other starts are like the sun but they are so far away that they look like little points of light. ● Distances between stars are huge, compared to distances in the solar ● Quiz system ● The earth’s orbit is elliptical ECOLOGY ● What is ecology? ● The study and identification of living ● Measuring with a April - June ● Develop and ● What is an and non-living things in an metric ruler in cm maintain an environment? environment ● Cooperative group ecology ● What is an ● The surroundings (climate and land work portfolio ecosystem? or water) in which plants and animals ● Make observations ● Label, ● What is habitat? live ● Record measure, mark ● What two ● The function of the biotic and abiotic observations bottles for environments will relationships in a habitat ● Construct a Venn cutting we study? ● Provides living things with what they Diagram ● Re-state in a ● How do plants and need to sustain life ● Use, read, interpret paragraph what animals depend on ● Aquarium elements a food chain wheel we will be living and non-living ● Terrarium elements ● Teach to the class learning in the things? ● Develop a K-W chart ● Record facts heard ecosystem unit ● How are micro- ● Biotic and Abiotic relationships using from classmates ● Collect leaf organisms and a picture of a “riverbank ● Double-column matter, twigs, bacteria important environment” note-taking rocks, dirt in an ecosystem? ● Plant and animal dependency Micro- ● Assemble ● What is a producer, organisms and bacteria as terrarium consumer, decomposers ● Assemble decomposer, ● Roles of producers, consumers, aquarium scavenger? decomposers, scavengers in the ● Read and ● What is autotroph? ecosystem summarize ● What is a ● Processes of respiration and p.17-20 heterotroph? photosynthesis ● Write ● What is respiration definitions of and producer, photosynthesis? ● Any organism that makes its own consumer, 48

● What is the food (glucose or sugar) from energy respiration, difference between from the sun (producer) photosynthesis, a food chain and a ● A consumer ecology, food web? ● Life processes ecosystem, ● What is energy flow ● The way that the energy flows; the environment, in a food chain? food chain is horizontal and the food organism, ● How will the two web is more realistic with many decomposers ecosystems affect interconnected relationships and each other? scavengers & ● What would share in groups happen if all the ● Sheet 2A : plants and animals Terrarium in the ecosystem illustrations/ died? observations ● What is the most ● Terrarium important source of observation energy in the sheet ecosystem and ● Portfolio check environment? ● Sheet 3A: ● How does the Aquarium water cycle work in ● Illustrations/ the ecocolumn? ● The sun, and it is at the bottom of the observations ● Why is the food pyramid. Plants are making ● Read and list 3 aquarium green food in order to respirate. facts from p. and have an odor? 26-28 ● Venn Diagram ● What is a pollutant? of terrarium ● Why is pollution a and aquarium problem? ● Add animals to ● What is acid rain? the terrarium ● What is fertilizer? ● Biological oxygen demand ● Read p.38-40 ● What is road salt? and write a 5 ● How do we sentence measure acidity? paragraph ● What is the road about crickets salt sand debate? and isopods ● Aquarium sheet ● It limits the number of producers in 4A: an ecosystem observations ● Pollutants in an ecosystem ● Terrarium Sheet 6A: observations ● Connect eco- ● PH scale column ● Pros and cons of each substance ● Ecocolumn 49

observation sheet ● Prediction essay ● Quiz ● Self- Assessment ● Read an article, state the problem addressed, state the advantages and disadvantages and state opinion and support it ECOLOGY ● What is invisible ● Point and non-point source water ● Work cooperatively continue ● Invisible pollution? and land pollution in groups Pollution ● What is stream ● Watershed ● Double column Activity monitoring? ● Water cycle note taking ● Stream ● What is a ● Bio-indicators of stream ● Read and record Monitoring watershed? temperature Field Trip ● Identify macro ● Water Cycle invertebrates using Poster key ● Energy/Water ● record data Cycle Quiz

SCIENTIFIC ● How do we make a ● Road Race analogy to an experiment ● Research using a continue ● Notebook RESEARCH race fair? ● Experimental and Control groups data base Assessment REPORT OF ● How shall we set up ● Problem statement ● Cooperative group ● Record Sheet POLLUTION an experiment? ● Identified pollutant work 10A EXPERIMENT ● What is an ● Hypothesis ● Design a data chart ● Mix pollutants experimental ● Facts about acid rain, fertilizer, and ● Record ● Follow plan and variable? road salt observations procedure ● What is a control ● Procedure ● Write information in ● Recorded group? ● Materials own words observations of ● What effect will ● Data to be collected: Ph, level of ● Metric measuring in 5 days of each pollutant have water, fish movement cm polluting on our ● Types of charts and tables ● Test Ph ● Data chart ecosystems? ● Research databases ● Analyze data ● Sheet 13A ● What is a problem ● How to mix a pollutant ● Make a T chart to ● Scientific

statement? ● The effects of acid rain, fertilizer, and record effects in Report ● How should we road salt on terrarium and aquarium. terrarium and ● Watch meteor write a hypothesis? ● Steps to writing a conclusion aquarium showers ● What does it mean ● Chesapeake Bay ecosystem ● Write a conclusion ● Role play to describe a ● Trade-offs, points of view ● Present proposed different pollutant? ● Review of energy solutions to community ● How is a list of ● Heat and mechanical energy Chesapeake Bay positions in materials written? ● Phase change ● Analyze strengths Chesapeake ● How is a procedure ● Heat transfer and weaknesses of Bay area similar to a recipe? ● Conduction graded Scientific ● Record Sheet ● What will be the ● Hypothesis, experimental variable, report 15A data that we will control, procedure, phase changes, ● Group record? heat energy, water cycle, convection presentations ● Where can we current, role of bacteria in an ● Lab Report research to find out ecosystem, potential energy, kinetic ● Reflect and the most energy, renewable and write 5 information the nonrenewable energy sources strengths and 5 quickest? ● Advantages and disadvantages of weaknesses ● What is a using two different pollutants in our ● From Scientific database? community report ● How can we design ● Producer, consumer, pollutants, 5 ● Pop quiz: a chart or table to forms of energy altitude/air record our data? ● Review for Final Exam: pressure and ● How can we Answering Constructed Response Convection examine our data Questions, Rotation and Revolution, ● Predictions of as a whole and Reading Weather Maps, Reading locations of recognize Data Charts, Using Latitude and catastrophic relationships? Longitude, Ecosystem concepts, events on Earth ● What conclusions Energy ● Simulated Lima can be drawn from ● Summer Solstice – Earth’s position Bean or paper it? in orbit airplane ● What elements do experiment to we include to write review parts of a conclusion in a scientific scientific report? method for final ● What is a meteor exam shower? ● Draw water ● What environmental cycle – review problems does the ● Read and write Chesapeake Bay a response to have? an article about ● What is a trade-off? a relevant ● What is a point of pollution topic view? ● Review for Final Exam: Answering in Glens Falls ● Topic Review Constructed Response Questions, ● Illustration of a 51 questions: Rotation and Revolution, Reading convection ( see *) Weather Maps, Reading Data current on land Charts, Using Latitude and and sea Longitude, Ecosystem concepts, ● Final Exam: Energy Multiple choice, ● Summer Solstice – Earth’s position CRQ,s in orbit

COURSE: Science 7 (Physical Science) GRADE LEVEL: 7 2018-2019

TOPIC KEY IDEA/ LESSONS HOMEWORK ASSESSMENTS: PERFORMANCE INDICATOR

Spiral Tie-ins. Measurement · includes microscope

Living vs. Non · living, Abiotic vs. Biotic, Organic vs. Inorganic, Organic Molecules and their Building Blocks,

Matter includes · cell, tissue, organ, organelle, system interaction.

Plate Tectonics · and Conservation of momentum, Newton’s third law

Energy · Transfers: Ecosystem energy flow. Food web, living non-living,

Phase Changes: · Water Cycle and Weather

Cycles: Matter is · cycles Energy is not.

Photosynthesis · and Respiration

Science Inquiry Vocabulary: · Clicker Quiz Scientific Method, Controlled Experiment, Independent Variable, Dependent Variable, Hypothesis, Factors Held Constant, Observation, Inference, Conclusion, Procedure, Results, Conclusion, Data

Identify and · (40 min) · Clicker name Laboratory Science Equipment Worksheet Lab Question equipment Equipment

Recognize safe · The following · Part 2 of Clicker practices in a can be done in one safety Question science lab 40 minute period. Do worksheet part 1 of Lab Safety Worksheet in class and assign part 2 for HW · Lab Safety Videos · In Da Lab · Lab Safety Video

The scientific · Notes Factors Held Clicker method consists Overview of Constant Question of defining a Scientific Method (10 problem, forming min) a hypothesis, · Example forming a Experiment procedure, (Basketball testing the Experiment) hypothesis, collecting results and forming a conclusion

Observation vs. · Notes (5 min) Observation vs. Inference Inference

A hypothesis is a · Notes (5 min) Forming a testable Hypothesis statement: A prediction put forth to force the testing of an idea.

Experimental · Design: Independent vs. Dependent Variable

Experimental · Design: Factors Held Constant

Experimental · Notes Design: (Example Data Collection Experiment) How to make a data table

Experimental · Design: Forming a Conclusion

Measurement Tools are used to · Notes extend our ability to make observations. Tools allow us to make Quantitative observations instead of Qualitative observations.

Convert milli to · Metric Length centi to base to Study Sheet kilo

Length is a · measurement of distance. The base unit of Length is a meter

Volume is the · amount of space an object occupies The base unit of volume is a liter. One ml = Once cc

Mass is the · amount of matter in an object. The base unit of mass is the g. One ml of H2O is one gram.

Ruler: · Rulers are used to measure length in cm and mm Measure to nearest millimeter Estimate values between labeled lines Determine metric vs. English side of ruler

Balance: · Balances are used to measure mass in grams Measure to nearest tenth of a gram Zero before using How to use a tare

Stopwatch · Stopwatches are used to measure time in minutes and seconds Measure time to nearest 10th of a second

Graduated · Cylinder Used to measure volume in ml. Read the bottom of the Meniscus Measure to nearest line on Graduated Cylinder Estimate values between labeled lines Measure volume or irregular solids using volume displacement

Overflow Beaker · Used to measure volume of large irregular solids. Not as accurate as volume displacement in GC.

Thermometer · Used to measure temperature in F or C Measure to nearest whole degree. Use digital and alcohol. Estimate values between labeled lines

Spring Scale · Used to measure force in newtons and pounds Measure to nearest line Estimate values between labeled lines

Voltmeter · Used to measure voltage Measure using digital and analog

Estimating · Measure to nearest unmarked line on any scale Estimate values between unmarked lines on any scale

Microscopes · Know the parts of a microscope and their function Make a wet mount slide Convert mm to um

Motion ·

5.1a The motion · Demo: · of an object is Constant Speed car always judged on cart moving in with respect to opposite directions some other · HW: p.300-301 object or point. #1-4 The idea of absolute motion or rest is misleading.

5.1b The motion · Distance and · of an object can Displacement WS. be described by · its position, direction of motion, and speed.

Speed, a scaler · Lab: Calculate · quantity, is equal your speed doing to distance various things divided by time. (walking skipping When graphed etc..) with distance on the y axis and time on the x axis, the slope is equal to the speed.

Velocity is a · · vector quantity with a direction and magnitude.

Acceleration is · Acceleration · change in course. With tape on velocity over floor. time. This may · Constant result from a Speed vs. Changing change in speed speed graphs. or direction. · Acceleration problems. a = delta V / delta · Roll a marble t down a low angle ramp timing every ten cm. Graph class average. Predict shape of graph if ramp was steeper.

FORCES · ·

KI 5 Motion · Demonstration Dec 14 · results from of two people interactions pushing against between energy each other in and matter. balance. Then one person pushing less and more than the other.

KI 5 Force is a · Notes and Dec 14 · push or pull that demonstrations with gives energy to rings on a balance an object, being pulled on a flat sometimes table, hanging, by causing a magnets and by a change in the pinky. motion of the object.

5.2 Forces · Notes and Dec 14 · include gravity, demonstrations with electric current, rings on a balance friction, normal being pulled on a flat force, and table, hanging, by magnetism magnets and by a pinky. Also bowling ball on a table not moving. Vs. Bowling ball in air moving. Compare this to the balance of two people pushing against each other.

1.1d Gravity is the · · force that keeps planets in orbit around the Sun and the Moon in orbit around the Earth. (TIDBIT)

5.1 When the · Demonstration Dec 14 · forces are of two people balanced, the pushing against motion of that each other in object will balance. Then one remain person pushing less unchanged. and more than the other.

A spring scale · Notes and Dec 14 · can be used to demonstrations with measure forces. rings on a balance being pulled on a flat table, hanging, by magnets and by a pinky.

5.1 When the forces acting on an object are unbalanced, changes in that object’s motion occur. The changes could include a change in speed or a change in direction. Understanding the laws that govern motion allows us to predict these changes in motion.

5.1c An object’s · Stack of Read 329-331 · motion is the pennies on a hoop result of the on a bottle P 335 # 1 combined effect · Table Cloth of all forces · Penny on acting on the paper on a cup object. A moving · Inertia Ball object that is not subjected to a force will continue to move at a constant speed in a straight line. An object at rest will remain at rest.

Newton’s first law: Inertia

Inertia is directly affected by mass.

Rotational Inertia · Solid vs. · hollow cylinder · Various spheres on ramp large vs. small, different densities, be sure their surfaces are similar to insure similar rolling friction. Which will roll furthest? · Spinning on a turntable with arms out and arms in. Use a weight to exaggerate effect.

Momentum = · Car accident Read 313 – 314 · mass times videos P 316 # 1,3,4 velocity · Power rangers Momentum is the on carts smashing inertia of moving into things. objects.

Law of · Sphere of Read 314-316 · conservation of Death P 316 # 2,5 momentum: · Conservation of Momentum Worksheet

5.1d Force is · Read 331-333 · directly related P335 # 2 to an object’s mass and acceleration. The greater the force, the greater the change in motion.

Newton’s second Law: F = m a

5.1e For every · Newton’s Read 333-335 · action there is an Cradle P 335 # 3 equal and · opposite reaction.

Newton’s third law

5.2a Every object · Time and plot a Read 335 – 342 · exerts falling object. P. 342 #1-5 gravitational · Falling objects force on every in a vacuum other object. · Bowling ball Gravitational vs. Marble from roof force depends of school on how much · mass the objects have and on how far apart they are. Gravity is one of the forces acting on orbiting objects and projectiles.

Weight is the pull · Calculate your Read 335 – 342 · of gravity on a weight on different P. 342 #1-5 mass planets

5.2d Friction is a · Ramp with Read 326-328 · force that smooth surface and P. 328 # 1-3 opposes motion. rough surface. Then Factors that students try to make Read 338-339 affect friction the lowest friction include surface ramp. texture, and · Friction ramp weight. Surface with block and block area has no + weight affect on friction. · Tow stacked washers vs. flat washers for SA. · Phonebook demo

There are three · Dropping Read 326-328 · types of friction: paper slowest P. 328 # 1-3 Sliding friction, contest. rolling friction, · Rolling friction and fluid friction. activity needed. Air resistance is a type of fluid friction and is affected by surface area and shape.

· Students · investigate physics in everyday life, such as at an amusement park or playground.

Simple Machines 5.2c Machines · · transfer mechanical energy from one object to another.

5.2f Machines · Lever activity · can change the · Pulley stations direction or · Pully with two amount of force, strong kids demo. or the distance or speed of force required to do work.

5.2g Simple · Lever activity · machines · Pulley stations include a lever, a · Pully with two pulley, a wheel strong kids demo and axle, and an · Discussion inclined plane. about complex A complex machines. machine uses a combination of interacting simple machines, e.g., a bicycle.

· Students build · Rube Goldberg type devices and describe the energy transformations evident in them. (End of Year?)

Density 2.2k convection in · · the mantle and weather are a result of changes in density and bouancy.

3.1h Density can be · · described as the amount of matter that is in a given amount of space. If two objects have equal volume, but one has more mass, the one with more mass is denser.

3.1i Buoyancy is · · determined by comparative densities.

· ·

Matter · ·

3.3a All matter is · · made up of atoms. Atoms are far too small to see with a light microscope.

3.3c Atoms may · · join together in well-defined molecules or may be arranged in regular geometric patterns.

3.3d Interactions · · among atoms and/or molecules result in chemical reactions.

3.3e The atoms of · · any one element are different from the atoms of other elements.

3.3f There are · · more than 100 elements. Elements combine in a multitude of ways to produce compounds that account for all living and nonliving substances. Few elements are found in their pure form.

3.3g The periodic · · table is one useful model for classifying elements. The periodic table can be used to predict properties of elements (metals, nonmetals, noble gases).

· ·

3.1a Substances · · have characteristic properties. Some of these properties include color, odor, phase at room temperature, density, solubility, heat and electrical conductivity, hardness, and boiling and freezing points.

3.1b Solubility can · · be affected by the nature of the solute and solvent, temperature, and pressure. The rate of solution can be affected by the size of the particles, stirring, temperature, and the amount of solute already dissolved.

3.1c The motion of · · particles helps to explain the phases (states) of matter as well as changes from one phase to another. The phase in which matter exists depends on the attractive forces among its particles.

3.1d Gases have · · neither a determined shape nor a definite volume. Gases assume the shape and volume of a closed container.

3.1e A liquid has · · definite volume, but takes the shape of a container.

3.1f A solid has · · definite shape and volume. Particles resist a change in position.

3.1g Characteristic · · properties can be used to identify different materials, and separate a mixture of substances into its components. For example, iron can be removed from a mixture by means of a magnet. An insoluble substance can be separated from a soluble substance by such processes as filtration, settling, and evaporation.

· ·

1.1b The way in · · which cells function is similar in all living things. Cells grow and divide, producing more cells. Cells take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs. (INTRO THIS)

1.1a Living things · · are composed of cells. Cells provide structure and carry on major functions to sustain life. Cells are usually microscopic in size.

1.1c Most cells · · have cell membranes, genetic material, and cytoplasm. Some cells have a cell wall and/or chloroplasts. Many cells have a nucleus.

1.1d Some · · organisms are single cells; others, including humans, are multicellular.

1.1e Cells are · · organized for more effective functioning in multicellular organisms. Levels of organization for structure and function of a multicellular organism include cells, tissues, organs, and organ systems. (INTRO THIS)

1.2b Tissues, · · organs, and organ systems help to provide all cells with nutrients, oxygen, and waste removal. (INTRO THIS)

· ·

2.1a The · · atmos-phere is a mixture of gases, including nitrogen and oxygen with small amounts of water vapor, carbon dioxide, and other trace gases.

2.1e Minerals are · · identified on the basis of physical properties such as streak, hardness, and reaction to acid.

· ·

Change 2.1g physical · · and chemical weathering are examples of physical and chemical changes

3.2a During a · · physical change a substance keeps its chemical composition and proper-ties. Examples of physical changes include freezing, melting, condensation, boiling, evaporation, tearing, and crushing.

3.2b Mixtures are · · physical combinations of materials and can be separated by physical means.

3.2c During a · · chemical change, substances react in characteristic ways to form new substances with different physical and chemical properties. Examples of chemical changes include burning of wood, cooking of an egg, rusting of iron, and souring of milk.

3.2d Substances · · are often placed in categories if they react in similar ways. Examples include metals, nonmetals, and noble gases.

3.2e The Law of · · Conservation of Mass states that during an ordinary chemical reaction matter cannot be created or destroyed. In chemical reactions, the total mass of the reactants equals the total mass of the products.

4.3a In chemical · · reactions, energy is transferred into or out of a system. Light, electric-ity, or mechanical motion may be involved in such transfers in addition to heat.

Electromagnetism Energy can · Phet Waves · and sound travel in waves · Demo Slinky in which can be Hallway described by · Video Lecture their frequency, · Bill Nye Waves wavelength and amplitude. Sound and light are examples of energy that travels in waves.

4.4a Different Video Lecture · forms of Worksheet electromagnetic Book Chapter 25 energy have Prism Activity different Bill Nye Light and wavelengths. Some Color exam-ples of electromagnetic energy are microwaves, infrared light, visible light, ultraviolet light, X- rays, and gamma rays.

4.4b Light passes Video Lecture · through some Demonstration Ideas materials, Demo’s sometimes Worksheet refracting in the Book Chapter 26 process. Materials Bill Nye Light and absorb and reflect Bending light, and may Phet Color Vision transmit light. To see an object, light from that object, emitted by or reflected from it, must enter the eye.

4.4c Vibrations in Video Lecture · materials set up Book Chapter 24 wave-like Worksheet disturbances that Ringing bell in spread away from vacuum chamber the source. Sound Demo waves are an Tuning Fork Lab example. Phet Sound Vibrational waves Bill Nye Sound move at different speeds in different materials. Sound cannot travel in a vacuum.

4.4d Electrical Video · energy can be Worksheet produced from a Book Chapter 19 variety of energy Bill Nye Electricity sources and can be transformed into almost any other form of energy.

4.4e Electrical Video Lecture · circuits provide a Build a Circuit Lab means of Worksheet transferring Phet Build a Circuit electrical energy. Book Chapter 19-4

4.4f Without Static Electritiy · touching them, Demos material that has Video Lecture been electrically Worksheet charged attracts Vandegraph uncharged Generator material, and may Book Chapter 19-2 either attract or Phet Static repel other Electricity charged material.

4.4g Without Phet Magnet and P. 517 – 520, # · direct contact, a Compass 1-5 on 520 magnet attracts Magnet Demo certain materials Video Lecture and either attracts or repels other magnets. The attractive force of a magnet is greatest at its poles.

5.2b Electric Video lecture · currents and Worksheet magnets can Book Chapter exert a force on Lab or Demo each other. Phet Magnets and Electric current Electromagnets is a force. Bill Nye Magnetism

Energy 1.2d During · Worksheet · respiration, cells · Video Lecture use oxygen to · Bill Nye release the energy Respiration stored in food. The · Bill Nye Plants respi-ratory · Flipped system supplies Photosynthesis and oxygen and Respiration removes carbon dioxide (gas exchange). (INTRO THIS)

KI 4 Introduction: · Lecture/Notes. · An underlying Trace energy from principle of all nuclear rxn’s energy use is the through heat leaving Law of earth. Make a Conservation of concept map. Energy. Simply · Bill Nye Energy stated, energy cannot be created or destroyed.

KI 4 Energy can be · Concept map. · transformed, one · Examples: form to another. Cafeteria temp These during a dance transformations · Rub hands produce heat together. energy.

· ·

4.5a Energy cannot · Notes, book, · be created or follow energy from destroyed, but only sun through food changed from one web and out to space. form into another. · Fossil fuels are

solar energy.

4.5b Energy can · Concept map. · change from one · Examples: form to another, Cafeteria temp although in the during a dance process some · Rub hands energy is always together. converted to heat. · NEED Some systems ACTIVITY FOR transform energy ENERGY with less loss of EFFICIENCY heat than others. · Phet Energy Transfer

4.1a The Sun is a · Video Lecture. · major source of Fusion in sun vs. energy for Earth. Fission in earth. Other sources of Nuclear rxn’s are always the source of energy include energy because they nuclear and destroy mass to geothermal energy. create energy.

4.1b Fossil fuels · Video Lecture · contain stored solar energy and are considered nonrenewable resources. They are a major source of energy in the United States. Solar energy, wind, moving water, and biomass are some examples of renewable energy resources.

4.1c Most activities · Video Lecture · in everyday life involve one form of energy being transformed into another. For example, the chemical energy in gasoline is transformed into mechanical energy in an automobile engine. Energy, in the form of heat, is almost always one of the products of energy transformations.

4.1d Different · JASON society · forms of energy video include heat, light, · TED Types of electrical, Energy mechanical, sound, nuclear, and chemical. Energy is transformed in many ways.

4.1e Energy can be · JASON society · considered to be video either kinetic · Phet energy, which is Skateboarder the energy of motion, or potential energy, which depends on relative position.

· ·

2.2a plate · · tectonics is an example of energy transfers. Convection in mantle, eq’s, volcanoes

2.2b the rock · · cycle is an example of energy transfer and mass conservation.

2.1j streams are · · examples of KE and PE systems

5.1 …and explain · · the need for a constant input of energy for living organisms.

5.1d The methods · Food · for obtaining web/chain lesson nutrients vary · Food web from among organisms. a video Producers, such as · Food web / green plants, use pyramid from a video light energy to · Owl pellet lab make their food. Consumers, such as animals, take in energy-rich foods.

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5.1e Herbivores · Food · obtain energy from web/chain lesson plants. Carnivores · Food web from obtain energy from a video animals. · Food web / Omnivores obtain pyramid from a video energy from both · Owl pellet lab plants and animals. Decomposers, such as bacteria and fungi, obtain energy by consuming wastes and/or dead organisms.

5.2a Food provides · · molecules that serve as fuel and building material for all organisms. All living things, including plants, must release energy from their food, using it to carry on their life processes.

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5.2b Foods contain · · a variety of substances, which include carbohydrates, fats, vitamins, proteins, minerals, and water. Each substance is vital to the survival of the organism.

5.2d Energy in · · foods is measured in Calories. The total caloric value of each type of food varies. The number of Calories a person requires varies from person to person

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KI 6. · Food · Introduction: An web/chain lesson environmentally · Food web from aware citizen a video should have an · Food web / understanding of pyramid from a video the natural world. · Owl pellet lab All organisms interact with one another and are dependent upon their physical environment. Energy and matter flow from one organism to another. Matter is recycled in ecosystems. Energy enters ecosystems as sunlight, and is eventually lost from the community to the environment, mostly as heat.

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6.1a Energy flows · Food · through web/chain lesson ecosystems in one · Food web from direction, usually a video from the Sun, · Food web / through producers pyramid from a video to consumers and · Owl pellet lab then to decomposers. This process may be visualized with food chains or energy pyramids.

6.1b Food webs · Food · identify feeding web/chain lesson relationships · Food web from among producers, a video consumers, and · Food web / decomposers in an pyramid from a video ecosystem. · Owl pellet lab

6.1c Matter is · · transferred from one organism to another and between organisms and their physical environment.

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PI 7.2Energy · sources for human civilization have an impact on the environment.

Heat KI 4 Heat is a · Notes. · calculated value · which includes the Demonstration: temperature of the Which has more heat material, the mass 100ml of 20oC of of the material, 100ml of 100oC. See and the type of the which cools off material. faster. · Demonstration: Place 100ml of water and 500ml of water on a burner next to each other and observe temperature change. · What foods heat up and cool off fastest?

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Heat KI 4 Temperature · Notes. · is a direct measurement of the average kinetic energy of the particles in a sample of material. It should be noted that temperature is not a measurement of heat.

Heat 4.2a Heat moves in · · predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature.

Heat 4.2b Heat can be · Cooking · transferred escargot through matter by · Burner in front the collisions of of Projector atoms and/or · Conga Line mole-cules Conduction (conduction) or · Heat Lamp through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection).

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Heat 4.2c During a · Making Ice · phase change, heat Cream energy is absorbed · Evaporating or released. water from a paper Energy is absorbed towel on a hot or when a solid cold plastic bag changes to a liquid · ACS Videos and when a liquid changes to a gas. Energy is released when a gas changes to a liquid and when a liquid changes to a solid.

Heat 4.2d Most · Metal Sphere · substances expand and Ring Demos when heated and · ACS Videos contract when · Freeze a cooled. Water is an plastic water bottle exception, expanding when changing to ice.

Heat 4.2e Temperature · Diffusion · affects the demo, food coloring solubility of some and tea. · ACS Videos substances in water.

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Heat 3.3b Atoms and · Diffusion · molecules are demo, food coloring perpetually in and tea. motion. The · ACS Videos greater the temperature, the greater the motion.

COURSE: 7th Grade Honors Science GRADE LEVEL: 7H

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M SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENTS WILL KNOW OR BE SKILLS: WHEN ASSESSMENTS: A ABLE TO DO: STUDENT I DOES IT: N / G E N E R A L

T O P I C : M Properties of ● What is matter made ● All matter is made of particles ● Determine density of Sept. ● Oobleck lab A matter of? ● Observe and describe properties liquids, regular ● Quiz/Test T ● What is the structure of of materials such as density, shaped solids, and explaining T matter? conductivity, and solubility irregular shaped general E ● What are the ● Substances have characteristic solids properties of R observable physical properties such as: color, odor, ● Determine the matter properties of materials? phase, density, solubility, volume of regular conductivity, and hardness and irregular solids using water displacement

States of ● What are the states of ● Motion of particles helps explain ● Using Periodic table, Sept./Oct ● Water phase Matter matter? the phases of matter identify elements as change lab ● The motion of particles helps a metal, nonmetal, explain the states of matter or noble gas ● Phases of matter depend on the ● Determine the attractive forces among its identity of an particles unknown element ● Gases have neither a using physical and determined shape nor volume chemical properties

Density ● How is density ● A liquid has definite volume but ● Using appropriate ● Bread described? takes the shape of a container resources, separate density Lab ● A solid has definite shape and the parts of a ● Crayon/Can volume mixture dy bar Lab

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● Density is described as the ● Floating amount of matter that is given in blocks Lab an amount of space ● Density ● Comparative densities determine Test/Quiz buoyancy

Chemical and ● What is the difference ● During physical changes ● Identify elements, October ● Alka seltzer Physical between a chemical substances keep their chemical compounds, and Lab Changes and physical change? composition and properties – mixtures in lab ● Separating this includes: freezing, melting, setting mixtures boiling, etc. ● Create a model of Lab ● Mixtures are physical an atom using the ● Rock candy combinations of materials and Bohr structure experiment can be separated by physical ● Conduct ● Solubility lab means experiments that ● Corrosion ● Chemical changes create new demonstrate Lab substances with different physical and ● Test/Quiz physical and chemical properties chemical changes -examples include: wood- burning, iron-rusting and milk- souring

Atomic ● What are the roles of ● During chemical reactions matter ● Bohr Diagrams Oct/Nov ● Atomic Structure atoms during chemical can either be created or Model reactions and phase destroyed Building changes? ● All matter is made up of atoms ● Bohr beans ● Atoms are perpetually in motion lab ● Atomic motion increased with ● Solubility increased temperature and ● Interactions among atoms result Temperatur in chemical reactions e Lab ● Atoms of one element are ● Periodic different from atoms of other Table elements Scavenger ● Elements combine to produce hunt/ compounds that account for all Webquest living and non-living substances ● The periodic table is a useful model for classifying elements and can be used to predict properties of elements

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A ● How are living things ● Living things are composed of ● Manipulate a Nov./Dec ● Cell models P both similar and cells compound . ● Onion and P different from each ● Cells are microscopic and microscope to view Human cell L other and from non- carryout major functions to microscopic objects Lab I living things? sustain life ● Determine the size ● Frog C ● Know and label cell organelles of a microscopic dissection A and their functions object using a ● Froguts T ● Some organisms are single- compound Online I celled while others are multi- microscope Activity O cellular ● Prepare a wet- ● Bacteria N ● Multi-cellular organisms often mount slide using Sorting Lab have similar organs and appropriate staining ● Mini O specialized systems for carrying techniques Biosphere F out major life processes ● Use a dichotomous Lab ● Living things are characterized key to identify an ● Kingdoms M by shared characteristics unknown organism Project A ● Understand basic taxonomy of ● Classify living things ● Leaf T living things according to a Identification T ● Understand and explain the student generated Lab E functioning of human organ and established R systems and their interactions scheme ● Identify human organ systems and their functions A Dynamic ● Describe how dynamic ● Plants and animals have a great ● Interpret and/or Dec. ● Photosynthe P Equilibrium equilibrium is met using variety of structures that help illustrate the energy sis and P basic life functions? maintain equilibrium flow in a food chain, respiration L ● What is the importance ● All organisms need energy to energy pyramid, or experiments I of nutrients, vitamins survive food web ● Tests and C and minerals in ● Methods for obtaining nutrients Quizzes A maintaining vary among organisms ● Pulse rate T equilibrium? ● Survival of an organism depends lab I on its ability to respond to its O environment N ● Food provides molecules that serve as fuel and building O materials for all organisms F ● All living things must release energy from their food E N E R G Y 111

Plant and ● What is the importance ● Foods contain a variety of ● Identify pulse points Dec/Jan ● You are Animal of the flow of energy substances and pulse rates what you Interactions and matter through ● Energy from food is measured in eat Lab food chains and food Calories ● Energy in webs? ● Energy flows through Food Lab ecosystems in one direction ● CRQ's starting with the sun. ● Organisms can be classified as: producers, consumers or decomposers

Human impact ● How do living things ● Food webs show feeding ● Identify structure January ● Creating on the including humans relationships among organisms and function food chains environment depend on the living ● Green plants and other relationships in and Webs and non-living organisms containing chlorophyll organisms ● Pond Life environment for carry out photosynthesis Observa- survival? ● Understand the steps of tions Lab photosynthesis ● Coral Reef ● Understand what populations Web Activity and communities are and how ● Tests/Quiz they interact in an ecosystem ● Pollution ● Know the different types of Project relationships among organisms ● In ecosystems, balance is the result of interactions between community members and their environment ● The environment can be altered by activities of organisms ● Understand the effects of overpopulation, pollution and other human activities that can harm the environment

E Forms of ● What are the sources of ● The sun is a major source of ● Determine electrical Feb/Mar/ ● Home N Energy energy? energy for the earth conductivity of April energy use E ● How can we describe ● Fossil fuels contained stored materials using a project R heating and cooling? solar energy that are considered simple circuit ● Boyles Law G ● How does energy non-renewable resources ● Use Boyle's Law calculations Y change during chemical ● Most daily activities involve the and Charles's Law and web reactions? transformation of energy from to calculate the activity ● What are the properties one form to another temperature, ● Phase of sound, light, ● Know the different forms of pressure, and/or change lab

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magnetism and energy volume of a system ● Conduction, electricity? ● Understand how heat flows ● Create and interpret Convection, ● What is the principle of between objects phase change Radiation the conservation of ● Understand how heat affects the graphs of several Lab energy? particles of matter different substances ● Condensa- ● Understand how energy flows ● Analyze personal tion Lab during a chemical reaction energy consumption ● Slinky Lab ● Know the different forms of ● Temperature ● Reflection/R electromagnetic energy and its conversions efraction properties between scales Lab ● Understand the properties of ● Be able to read and ● Test/Quiz waves interpret the ● Describe why energy cannot be electromagnetic created or destroyed spectrum ● Understand how energy is ● Draw and label converted from one form to properties of waves another

C Genetics ● What is the difference ● Hereditary information is ● Draw and label a April ● DNA Double O between sexual and contained in genes in the form of DNA strand Helix Model N asexual reproduction? DNA ● Who's your T ● How are traits inherited ● Understand that cells contain all Daddy Lab I between parents and the genes of the organism ● Create-A- N offspring? ● Understand the differences Kid Lab U between sexual and asexual I reproduction as they relate to the T passing of genes to offspring Y

O F

L I F E Evolution ● What are the sources of ● Understand the importance of ● Design and use a April ● Yeast Baby variation among gene variation through sexual Punnett square Lab organisms? reproduction and mutation ● Design and use a ● Punnett ● What are the factors ● Changes in environmental pedigree chart to square and responsible for conditions affect the survival of predict the Pedigree competition among individual organisms probability of certain Quiz species? ● Become familiar with selective traits ● GSLC ● What is the significance breeding and genetic webquest

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of competition? engineering as it relates to individual species

Reproduction & ● What are the variations ● Understand that competition ● Use fossil evidence April/May ● Click and Development of reproductive patterns affects organisms in all and timelines to Clone Lab of organisms? environments predict evolutionary ● Bird Beak ● What role do sperm ● Know the causes and patterns Competition and egg cells have in commonality of extinction Lab sexual reproduction? ● Understand the importance of ● Plant ● What is the importance fossil evidence Adaptation of cell division? ● Change usually takes place over Lab a long period of time ● Follow the ● All organisms need to reproduce Fossil Lab in order to continue the survival ● Plant of the species Cloning Lab ● Understand that there are many ● Seed Labs methods of reproduction, both ● Cancer sexual and asexual Project ● Know the function of the male and female sex cells ● Understand the process of fertilization and its variations ● Understand the process of growth and development of multi-cellular organisms ● Cell division is responsible for all growth and development ● Cancer is the result of abnormal cell division

I ● What are the different ● Understand that the motion of ● Determine constant May/ ● Calculating N patterns of motion of any object is relative to some and average speeds June speed lab T objects? other object of moving objects ● Constant E ● What effects do forces ● Be able to describe motion using ● Use ruler to speed R have on the motion of position, direction, and speed measure distance activity A objects? ● The motion or non-motion of ● Determine ● Change in C objects is a result of the net appropriate units for velocity T forces acting on that object linear measurement experiment I ● Understand the difference ● Determine mass of ● Kinetic vs O between constant speed and objects using a triple Potential N acceleration conceptually and beam balance energy lab graphically ● Read and interpret ● Friction Lab O ● Be able to describe Newton's 3 displacement vs ● Elephant vs 114

F laws of motion time graphs Mouse ● Have an understanding of the ● Use stopwatch to Experiment F effects of various forces determine average ● Air Pressure O including gravity, electric current, speeds Lab R magnetism, friction ● Measure forces ● Grape C ● Understand that simple using spring scales Crush E machines make work easier ● Use simple Challenge S ● Know the types of simple machines effectively ● Simple machines and their functionality ● Use appropriate Machines A mathematical Webquest N formulas to explain ● Conservatio D Newton's Laws n of ● Draw and use Momentum M vectors to describe Activity A the motion of an ● Horsepower T object Lab T ● Tests/Quiz E R

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COURSE: Life Science GRADE LEVEL: 8

MAIN/G SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENTS WILL KNOW OR BE SKILLS: WHEN ASSESSMENTS: ENERAL ABLE TO DO: STUDENT TOPIC: DOES IT: OBSER Measurement ● Why is the metric system ● Determine mass, volume, ● Use balance, Sept./ ● Lab VATION and the best measurement distance and temperature using graduated Oct. performance Recording system? the metric system and metric cylinder On test measuring tools ● Metric ruler and Going ● Teacher Celsius observations thermometer SCIENTI ● How do you design a good ● Identify and develop components ● Experimental Sept./ ● Standards FIC experiment? of an experiment. State the design Oct. Based METHO problem, develop a hypothesis, ● Quantitative/ On Grading D collect data, analyze data, draw Qualitative Going throughout conclusions observations unit ● Lab Reports ● Germination lab

SCIENTI ● Is a hypothesis just a ● Develop and write a standard lab ● Create graphs Oct./eb. ● Lab Reports FIC guess? paper by integrating all of the and data tables On ● Graphing WRITIN ● How do I show my data? required components of a ● Write lab report Going Packet G ● Is the conclusion to an properly written lab: title page, ● Use 2018 experiment really the end, statement of the problem, experimental or is it only the beginning? hypothesis, data, analysis of data, design sheet ● How do you know for sure analysis and conclusions if your results are true? CHARA Nature of ● How do you know you’re ● Apply the 6 criteria to specimen to ● Bread Mold Lab- Oct. ● Standards CTERIS Living alive? Prove it! determine whether the specimen conservation of Based TICS OF Things/ ● What are living things is living or non-living: mass (cross Grading LIFE Chemistry of made of? ● Uses energy cutting throughout Life (metabolism/nutrition) concepts) unit ● Reproduce ● growth/development ● Respond to stimuli ● Made of cells ● NEEDS Requirement ● How can we prove an ● Know and recall the needs of ● Bread Mold Lab Oct. ● Quiz on needs OF LIFE s of Living organism is alive? living things: food and water, of living things Things living space, homeostasis, ● Standards 116

energy, oxygen Based Grading throughout unit CELL Building ● What am I made of? ● Cells contain organelles including ● Bread mold lab Oct./No ● Cell models THEOR Blocks of Life ● What’s inside a cell? cell wall, cell membrane, nucleus, ● Microscopes v. ● Cell analogy Y ● How are plant cells cytoplasm, chloroplast, and and Pond water project different from animal cells? mitochondria. ● ● Are all cells created ● Animal cells and Plant cells equal? contain different structures. ● ● Explain the specific roles that some cells play in living systems MENDE Biological ● Why do I look like me? ● Know the difference between ● Punnett squares Nov. ● Family LIAN Inheritance ● What might my children dominant and recessive traits, ● Pedigree charts Pedigree GENETI look like? and the difference between ● Inherited traits Project CS ● What does DNA do? asexual and sexual reproductive lab ● CRQs for ● How are DNA, genes and methods ● DNA models chromosomes related? ● Explain the concept of mutation ● Cloning ● Why sex? ● Identify the basic structure of ● ● How does growth happen? DNA ● Blood type lab ● Should cloning be ● Create and interpret a Punnett allowed? square ● Describe the processes used in recombinant DNA and cloning technology ● Identify pro’s and con’s of genetic engineering VIRUSE Host/ ● Are viruses alive? ● Explain the basic components of ● Dec. ● Virus quiz S Parasite ● Why can a virus be a virus and their mode of ● Virus and Relationships described as ”the perfect reproduction Bacteria Test parasite”? ● Determine if a virus is alive ● Why is AIDS still here? through the application of the characteristics of life DIVERSI Classification ● Why bother classifying ● Explain the criteria of ● Dichotomous Dec./ ● Keying TY OF of Life organisms? classification of living things, and keys Jan. Organisms LIVING the classification of groups from ● Classification THINGS general to specific Quiz ● Kingdoms Quiz THE ● How can I look at very ● Gain proficiency in the use of the ● Microscope Oct. ● Teacher MICROS small things? microscope and slide preparation operation and Observations COPE slide preparation ● Slide Prep. & Microscope Operation

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● Performance Test

MONER Bacteria ● Are all bacteria bad? ● Recognize distinguishing ● **Change to Oct ● Bacteria in our ANS ● If you can’t see bacteria, characteristics of monerans, and October along School Lab how do we know they their importance in ecology and with Bread mold ● Bacteria and exist? society lab and Food Lab ● How are bacteria different characteristics ● Virus and from viruses? of life Bacteria Test ● Data collection and analysis PROTIS ● How are protists different ● Contrast and compare protists ● Pond water, Oct/Jan ● Keying TS from bacteria? and monerans characteristics Protists Lab ● Why are protists here? ● Compare and contrast autotrophs of living things, ● Protist Quiz ● Are all protists the same? and heterotrophs kingdoms ● What has a protist done ● Explain the methods of ● Revisit protists for me lately? locomotion, reproduction, and with energy acquisition of protists dichotomous ● Identify the important roles that keys before protists play in ecology and ecology. society FUNGI ● How many fungi do you ● Explain the structures of a fungus ● Metric March ● Root Beer think have had an effect ● Recognize roles fungi play in measurement Lab, on you today? ecological systems ● Fungi Quiz ● Is the part of the ● Describe the anaerobic process ● Fun with fungi mushroom you eat on your of alcoholic fermentation lab pizza the whole fungus? ● Identify the importance of fungi in ● Why do we need a fungus food production among us? ● Got beer? (Root, that is.) PLANTS ● What would we do without ● Describe the important role that ● Metric March ● Seed plants? plants play in all ecological measurement Germination ● Why are mosses so small systems ● Data collection Lab and trees so large? ● Compare vascular and non- and analysis ● Photosynthesi ● Do plants have sex? vascular plants ● Write lab report s Lab ● Do all organisms run on ● Identify the various methods of ● Respiration solar energy? reproduction used by plants Lab ● How does a plant eat? ● Contrast and compare the ● Plant Test ● To breathe or not to processes of photosynthesis and breathe… How does aerobic respiration respiration release ● Relate the importance that plants energy? have in society and the local economy

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ANIMAL ● Why do animals need to ● Recognize the heterotrophic ● Library research March/ ● Animal Phyla S eat? nature of animals April ● Poster Project ● Are animals created ● Describe how separate groups of equal? animals perform life functions INTERA Ecology and ● What are we doing to this ● Describe the major roles that ● Dichotomous May/ ● Water Quality CTIONS Energy Flow planet? organisms play in ecosystems keys June Analysis OF ● How can some organisms ● Explain the flow of energy and ● Data collection Project LIVING live together when others matter through food chains and and analysis ● CRQs for THINGS cannot? food webs Food Webs ● Are we really eating ● Describe some of the interactions ● Ecology Test sunlight? and consequences of human and ● Compost lab ● What effect does one environmental relationships extinction have on the planet? NATUR ● Did evolution happen? ● Explain the concepts of mutation, ● May ● Create a AL ● Why must species change environmental changes, Species SELECT over time? competition, extinction and the Project ION ● Are human activities changes of organisms over time ● Natural speeding up evolution? ● Effect of humans on rates of Selection Lab evolution ● Antibacterial Products Position Paper ● Evolution Test THE Anatomy and ● How do you build a ● Explain the basic anatomy and ● Library research June ● Human HUMAN Physiology human? physiology of the major human ● PowerPoint systems BODY ● How do your body’s organ systems and their presentation Research systems work together to interactions: skeletal, muscular, Project, keep you alive? digestive, circulatory, immune, ● System respiratory, excretory, endocrine, Quizzes nervous, and reproductive ● CRQs on body system integration ● ● ● ●

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COURSE: The Living Environment GRADE LEVEL: 9

MAIN/GENERAL SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENTS WILL KNOW OR BE SKILLS: WHEN ASSESSMENTS: TOPIC: ABLE TO DO: STUDENT DOES IT:

WHAT IS ● What is science? ● Make scientific observations ● Recognize and September ● Scientific SCIENCE? ● How are scientific ● Become familiar with scientific lab know the uses Equipment observations made? equipment of scientific lab Observation Lab ● What are some of the ● equipment ● Materials of instruments scientists ● Science Lab use in their work? ● SCIENTIFIC ● What are the essential ● Know the steps of a scientific ● Understand September ● Scientific Inquiry INQUIRY steps of a scientific investigation and be able to Lab investigation? ● Understand what is meant by a design ● Scientific Inquiry ● What is meant by a controlled experiment experiments Quiz controlled experiment? ● Define the terms hypothesis, theory, and scientific law

EVOLUTION ● How is the survival of a ● Understand Charles Darwin’s ● Create September/ ● Comparative species through the ● Theory of Evolution evolutionary October Anatomy Lab generations linked to its ● Be able to compare Darwin’s charts and ● Evolution Packet ability to adapt to a ● theory to those of modern phylogenetic ● Peanut Variation changing environment? ● evolution trees Lab ● What happens to ● Question Sheet species that do not ● Evolution Quiz #1 adapt to a changing ● Bird Beak environment? Adaptations ● How are similarities in ● Compare Skulls structure and Lab biochemistry of species ● Evolution Quiz #2 evidence of evolution? ● ● What are the six main points of Darwin’s Theory of Evolution? TAXONOMY ● Despite many ● Explain the function of ● Use a November ● Salamander differences, how can classification systems dichotomous Classification Lab organisms be grouped ● Explain how the theory of key ● according to common evolution has affected taxonomy traits? 123

ORGANIC ● How do chemicals in ● Understand organic and inorganic ● Perform lab November ● Molecular Models CHEMISTRY living things play ● compounds experiments to Lab essential roles in the ● Identify the four major types of recognize ● The Food Lab processes of life? ● organic compounds found in organic ● living chemicals ● things ● Know how micro molecules make ● up macromolecules ENZYMES ● What are the functions ● Describe the lock-and-key model ● Create graphs November ● The Catalase Lab of enzymes in living of enzyme action and data tables ● Enzyme Graphing cells? ● Explain the effects of Lab temperature, pH, and enzyme- ● Lactase lab substrate concentration CELLS Microscope ● Why is the microscope ● Understand how compound and ● Focus December ● Microscope Lab so important to stereo microscopes work microscopes scientists? and measure specimens under both kinds of scopes CELLS ● What are the basic ● Understand that cells are the ● Draw and label December ● Cells and Scopes features of a cell? smallest unit of life plant and Packet ● What are the different ● Know that cells make up tissue animal cells ● levels of organization in ● Explain the levels of organization: ● Identify organisms? cells-tissues-organs-organ structures and systems-organism understand functions TRANSPORT ● How is the internal ● Understand how cells maintain ● Define diffusion December ● The Diffusion Lab environment of a cell homeostasis with the environment and osmosis ● Transport Packet able to remain relatively and other cells ● Draw cells in ● Cells and constant at all times? ● Distinguish the difference distilled water Transport Quiz between active and passive and salt water ● NYS Lab: transport Diffusion and Osmosis ENERGY ● How do all living things- ● Understand how energy for life is ● Diagram January ● Energy Transfer animals, plants, and created from the chemical energy photosynthesis ● ATP Construction single cells-obtain the in food and cellular Lab energy they need to ● Describe the role of ATP in respiration ● live? energy transfer DISEASE ● What are the lines of ● Explain how diseases disrupt ● Distinguish February ● Immune defense in the human homeostasis characteristics Response lab body against disease- ● Understand how the immune among the ● causing organisms? system fights viruses, various microorganisms, and pathogens pathogens

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DNA ● How does the DNA ● Understand why DNA is referred ● Match DNA February/ ● DNA Structure genetic code determine to as a “blueprint” or “code of life” bases together March Lab the traits of all living ● Know that genes are located on ● Match DNA ● DNA things? chromosomes with RNA Electrophoresis ● How does DNA control ● Know that humans have 46 ● Read and Lab the mechanism for chromosomes interpret the ● DNA Fingerprint passing on traits to new codon chart ● DNA Packet generations? ● Protein Synthesis ● What roles do DNA and Introduction RNA play in making ● proteins? GENETICS ● Why do family ● Differentiate between gene ● Determine the March ● Dragon Lab members often look presence and gene expression results of ● Design a Face alike? genetic crosses Lab ● How are traits passed ● Bug Karyotype from parents to lab offspring? ● Genetics Quiz GENETIC ● How can scientists alter ● Understand that humans and ● Genetically March ● Genetic ENGINEERING the DNA of some nature can manipulate genes engineer live Engineering organisms, controlling ● Describe selective breeding ● E. coli Packet the way they function? ● Explain different ways that bacteria ● Bacteria Glow ● How can plant and humans are using genetic Lab animal breeders engineering in treating disorders ● improve their crops and animals? ● What are some ways genetic engineering can be used to benefit people? REPRODUCTION ● What are the different ● Compare and contrast asexual ● Calculate March ● Mitosis Onion kinds of reproduction? and sexual reproduction chromosome Root Tip Lab ● How do cells reproduce ● Compare and contrast mitosis number in cells ● Cellular Division in preparation for and meiosis ● Label and know Packet reproduction? ● Understand human reproduction reproduction ● Starfish ● What are the body and development diagrams Development Lab systems and processes ● Cellular Division involved in human ● Fetal Growth ab reproduction? ● Cleavage of Zygote ● Cellular Division Packet ● Sparky Reproduction Story

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HUMAN BODY ● What are the systems ● Know all the human body systems ● Label human March/April ● Human Body of the human body? and how they interact body systems Review ● How do the systems of ● Measure pulse ● Lung Capacity the human body work ● Measure Lab together to keep the muscle fatigue ● Reproduction body alive? Quiz ● Pig Dissection ● NYS Lab: Making Connections ECOLOGY Interactions ● What are the jobs that ● Description of ecosystems ● Be able to April ● “Hoo Eats Who?” among need to be filled in an ● Trophic organization of recognize the lab organisms ecosystem? ecosystems various niches ● Pt Go Home ● What factors make an ● Biotic roles in ecosystems organisms ● Biome Real ecosystem stable? ● Stability of ecosystems belong to Estate ● What are the types of ● Discuss the advertisement symbiotic relationships? characteristics of each biome ● Understand the pathways of the oxygen/carbon, water and nitrogen cycles ECOLOGY Limiting ● Why are there more ● Energy flows through an ● Recognize a May ● Owl Pellet lab Factors individuals of plants ecosystem limiting factor in ● Eagle lab than predators? ● Atoms and molecules cycle an ecosystem ● Energy through ● How come deer do not among the living and nonliving ● Be able to an ecosystem over populate where factors of an ecosystem interpret an quiz they live? ● Energy passes through food webs energy pyramid ● Kaibab lab as demonstrated by food pyramids ● Carrying capacity is limited by the amount of resources and the amount of nutrient recycling ● Organisms compete for resources ● Growth and survival depend on physical conditions ● Competition limits population size ● Relationships between organisms can be competitive or beneficial Succession ● What will happen to the ● The interrelationships of ● Predict which May ● Succession Quiz front yard of the school organisms affect ecosystem community will if they stopped mowing stability replace the the lawn? ● Organisms may alter the current

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environment community and ● Altered ecosystems may reach why this occurs stability over time ● Secondary succession restores ecosystems Species ● What is biodiversity? ● Biodiversity results from evolution ● Use the internet May ● Endangered Preservation ● Why is biodiversity and increases the stability of to learn about species report important to an ecosystems endangered ecosystem? ● Biodiversity provides for future species agricultural and medical discoveries ● Biodiversity ensures survival of life in changing environments ENVIRONMENTAL Human Impact ● How has Humans ● Humans are stressing the earth’s ● Debate the June ● NYS Required ISSUES impacted the finite resources pros and cons lab: Relationships environment? ● Ecosystems provide an array of of various and Diversity of basic processes that affect environmental living organisms humans issues ● Human activities can alter the equilibrium in ecosystems Technological ● What is extinction? ● Human degradation of ● Recognize how June ● Unit test Development ● How does extinction ecosystems results in a loss of energy flow change an ecosystem? diversity pyramid is ● Serious consequences may result disrupted in the from altered ecosystems presence of ● Demand for additional energy Humans may impact ecosystems negatively ● Many factors influence environmental quality Morals and ● Do we have a ● By applying ecological principles ● June ● Propose and Ethics responsibility to fix any we may preserve the planet present a method environmental problems ● Individuals must assess society may we created? environmental impact of new adopt to fix an technologies environmental problem

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COURSE: Biology A1 (The Living Environment) GRADE LEVEL: 9

MAIN/GENERAL SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENTS WILL KNOW OR BE SKILLS: WHEN ASSESSMENTS: TOPIC: ABLE TO DO: STUDENT DOES IT: WHAT IS ● What is science? ● Make scientific observations ● Recognize and September ● Scientific SCIENCE? ● How are scientific ● Become familiar with scientific know the uses of Equipment observations made? lab equipment scientific lab Observation ● What are some of the equipment Lab instruments scientists ● Materials of use in their work? Science Lab SCIENTIFIC ● What are the essential ● Know the steps of a scientific ● Understand and be September ● Scientific INQUIRY steps of a scientific investigation able to design Inquiry Lab investigation? ● Understand what is meant by a experiments ● Scientific ● What is meant by a controlled experiment Inquiry Quiz controlled experiment? ● Define the terms hypothesis, theory, and scientific law EVOLUTION ● How is the survival of a ● Understand Charles Darwin’s ● Create evolutionary September/ ● Long-Necked species through the Theory of Evolution charts and October Giraffe Story generations linked to its ● Be able to compare Darwin’s phylogenetic trees Lab ability to adapt to a theory to those of modern ● Comparative changing environment? evolution Anatomy Lab ● What happens to ● Evolution species that do not Packet adapt to a changing ● Variation Lab environment? ● Mimicry Video ● How are similarities in Question Sheet structure and ● Peanut biochemistry of species Evolution Lab evidence of evolution? ● Evolution Quiz ● What are the six main #1 points of Darwin’s ● Bird Beak Theory of Evolution? Adaptations ● Industrial Revolution/ Peppered Moth Worksheet ● Skulls Lab ● Evolution Vocabulary 128

● Modern Theory of Evolution ● Evolution Group Assignment Lab ● Evolution Quiz #2 TAXONOMY ● Despite many ● Explain the function of ● Use a dichotomous November ● Salamander differences, how can classification systems key Classification organisms be grouped ● Explain how the theory of Lab according to common evolution has affected taxonomy ● Classification traits? Notes ORGANIC ● How do chemicals in ● Understand organic and ● Perform lab November ● Organic CHEMISTRY living things play inorganic compounds experiments to Chemistry essential roles in the ● Identify the four major types of recognize organic Notes processes of life? organic compounds found in chemicals ● Molecular living things Models Lab ● Know how micro molecules ● The Food Lab make up macromolecules ENZYMES ● What are the functions ● Describe the lock-and-key model ● Create graphs and November ● The Catalase of enzymes in living of enzyme action data tables Lab cells? ● Explain the effects of ● Enzyme temperature, pH, and enzyme- Graphing Lab substrate concentration ● Enzyme Picture MICROSCOPE ● Why is the microscope ● Understand how compound and ● Focus microscopes December ● Microscope so important to stereo microscopes work and measure Lab scientists? specimens under both kinds of scopes CELLS ● What are the basic ● Understand that cells are the ● Draw and label December ● Cells and features of a cell? smallest unit of life plant and animal Scopes Packet ● What are the different ● Know that cells make up tissue cells ● Cells, Cells, levels of organization in ● Explain the levels of ● Identify structures Cells Lab organisms? organization: cells-tissues- and understand organs-organ systems-organism functions TRANSPORT ● How is the internal ● Understand how cells maintain ● Define diffusion December ● Dead Body environment of a cell homeostasis with the and osmosis Diffusion able to remain relatively environment and other cells ● Draw cells in ● The Diffusion constant at all times? ● Distinguish the difference distilled water and Lab between active and passive salt water ● Transport transport Packet ● Cells and Transport Quiz

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● NYS Lab: Diffusion and Osmosis

ENERGY ● How do all living things- ● Understand how energy for life is ● Diagram January ● Energy animals, plants, and created from the chemical photosynthesis and Transfer single cells – obtain the energy in food cellular respiration ● ATP energy they need to ● Describe the role of ATP in Construction live? energy transfer Lab DISEASE ● What are the lines of ● Explain how diseases disrupt ● Distinguish January ● Disease defense in the human homeostasis characteristics Research body against disease- ● Understand how the immune among the various ● HIV Coloring causing organisms? system fights viruses, pathogens Lab microorganisms, and pathogens DNA ● How does the DNA ● Understand why DNA is referred ● Match DNA bases February/ ● Chromosomes, genetic code determine to as a “blueprint” or “code of together March DNA, Genes the traits of all living life” ● Match DNA with ● DNA Song things? ● Know that genes are located on RNA ● DNA Structure ● How does DNA control chromosomes ● Read and interpret Lab the mechanism for ● Know that humans have 46 the codon chart ● Hospital Mix- passing on traits to new chromosomes Up Lab generations? ● DNA ● What role does DNA Electrophoresis and RNA play in Lab making proteins? ● DNA Fingerprint ● DNA Packet ● Protein Synthesis Introduction ● Translation GENETICS ● Why do family ● Differentiate between gene ● Determine the March ● Dragon Lab members often look presence and gene expression results of genetic ● Design a Face alike? crosses Lab ● How are traits passed ● Genetics Quiz from parents to offspring? GENETIC ● How can scientists alter ● Understand that humans and ● Genetically March/ ● Gene Splicing ENGINEERING the DNA of some nature can manipulate genes engineer live E. coli April Lab organisms, controlling ● Describe selective breeding bacteria ● Genetic the way they function? ● Explain different ways that Engineering ● How can plant and humans are using genetic Packet animal breeders engineering in treating disorders ● Growth improve their crops and Hormones 130

animals? ● Genetic ● What are some ways Engineering genetic engineering can Article Reviews be used to benefit ● Limb people? Regeneration Article ● Bacteria Glow Lab REPRODUCTION ● What are the different ● Compare and contrast asexual ● Calculate April/May ● Mitosis Onion kinds of reproduction? and sexual reproduction chromosome Root Tip Lab ● How do cells reproduce ● Compare and contrast mitosis number in cells ● Cellular in preparation for and meiosis ● Label and know Division Packet reproduction? ● Understand human reproduction reproduction ● Starfish ● What are the body and development diagrams Development systems and processes Lab involved in human ● Cellular reproduction? Division ● Regents Reproduction Diagrams ● Cleavage of Zygote ● Cellular Division Packet ● Sparky Reproduction Story HUMAN BODY ● What are the systems ● Know all the human body ● Label human body June ● Human Body of the human body? systems and how they interact systems Review ● How do the systems of ● Measure pulse ● Flexibility Lab the human body work ● Measure muscle ● Reproduction together to keep the fatigue Packet body alive? ● Human Fetal Growth Lab ● Kidneys Coloring Lab ● Body System Challenge ● Respiratory System ● Lung Capacity Lab ● Reproduction Quiz

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● Brain Lab, Part 1 ● Brain Lab, Part 2 ● Human Body Quest Project ● Human Body Trivia ● Bioglyph Lab ● NYS Lab: Making Connections

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COURSE: Basic Electricity/Electronics GRADE LEVEL: 9 - 12

MAIN/GENERAL SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENTS WILL KNOW OR BE ABLE SKILLS: WHEN ASSESSMENTS: TOPIC TO DO: STUDENT DOES IT: INTRODUCTION Electronic ● ● Discuss various uses of electricity in the ● Week 1 ● Age home, industry, transportation, communication and medical fields What is ● ● Distinguish between potential and ● Week 1 and ● Electricity? kinetic energy 2 ● Recognize matter ● Define atoms ● Compare and contrast electrical current with static electricity Electrical ● ● Identify electrical hazards ● Week 1 ● Safety - short circuits - electrical shock - fire safety/proper fire extinguishers Short ● ● Identify fuses and circuit breakers ● Week 1 ● Circuits and Protection Devices PARTS AND Inventory ● ● Become familiar with the individual ● Week 1 ● SYMBOLS electrical components of the trainer storage board ● Complete an inventory Component ● ● Associate component names, ● Week 2 ● s and schematic symbols and actual symbols components ● Draw schematic symbols Wiring ● ● Learn good wiring methods ● Week 2 ● Procedures ● Understand how proper wiring methods contribute to safety and better circuit operation CIRCUITS Conductors ● ● Understand factors that determine the ● Week 2 ● and electrical characteristics of materials Insulators ● Define and differentiate conductors, insulators, semiconductors Electrical ● ● Learn some of the units of ● Week 2 and ● Quantities measurement used in electricity ongoing (voltage, current, resistance,

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conductance and power) ● Use measuring instruments properly ● Read meter scales ● Understand resistor color code chart Power ● ● Know power sources ● Week 2 ● Sources - chemical - photovoltaic - piezoelectric - mechanical - thermocouples ● Demonstrate/experiment with each Complete ● ● Read and draw schematic diagrams ● Week 2-3 ● Circuits ● Identify complete, open and short circuits ● Connect and observe electrical circuits ● Know four parts of electrical circuits POWER, WORK ● ● Know relationships between E, 1 and R ● Week 3 ● AND OHM'S LAW in a circuit ● Know electrical power and computation ● Read a kWh meter TYPES OF Series ● ● Understand the basic characteristics of ● Week 3 ● CIRCUITS series circuits ● Verify characteristics with actual circuits Parallel and ● ● Understand the basic characteristics of ● Week 3 ● Compound parallel and compound circuits ● Verify characteristics with actual circuits CONTROL Switches ● ● Connect SPST & DPDT switches in ● Week 4 ● circuits Variable ● ● Construct circuits containing rheostats ● Week 4-5 ● Resistors and potentiometers to control E and I ● Measure electrical quantities and observe circuit operation ● Recognize the physical and operational differences between rheostats and potentiometers ● Identify real world applications for these devices MAGNETISM Poles and ● ● Observe magnetic fields ● Week 5 ● Fields Temporary ● ● Induce magnetic fields in iron object ● Week 5 ● and ● Demagnetize temporary magnets Permanent several different ways Magnets ● Use a magnetic compass to determine magnetic poles 134

Magnetic ● ● Observe magnetic permeability of ● Week 6 ● various materials ● Recognize ____ as unit of measure for permeability ● Discuss the dipole theory ELECTRO- Magnetic ● ● Determine the relationship between ● Week 6 ● MAGNETISM Fields and current flow and magnetism Current ● Observe electromagnetism using wires, coils and compasses ● Use the left hand rule to determine flux line direction and direction of current flow in a DC circuit Solenoids ● ● Learn about solenoids and their ● Week 6 ● applications ● Use a relay to control a lighting circuit ELECTRIC MOTOR Construction ● ● Use various tools safely and properly ● Week 7 ● ● Use drawings, materials and parts list to construct a simple motor ● Develop soldering skills ● Consider factors affecting motor efficiency ● Fine tune the motor to achieve peak performance ● Identify motor parts by name ● Explain motor operation BASIC HOSEHOLD Service ● ● Identify these parts of a service ● Week 8 ● WIRING Entrance entrance: - SE cable - kWh meter - ground rods - ground cable - service panel - main breaker ● Explain how 220 volt power is broken in 110 volt branch circuits In-House ● ● Identify Romex wire and explain the ● Week 8 ● Wiring printed code ● Recognize hot, common and ground wires ● Wire duplex receptacles and switches using common electrical tools and materials ● Explain some portions of the electrical code (switch and receptacle location,

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regulations regarding GFI's, proper grounding, etc.) SEMICONDUCTOR Diodes ● ● Be familiar with materials used to ● Week 9 ● DEVICES fabricate diodes ● Test diodes to determine if they are "good" or "bad" ● Observe characteristics of standard and zener diodes ● Construct rectification circuits and observe input and output with an oscilloscope FABRICATION ● ● Construct an electronic device from ● Week 10 ● scratch or a kit ● Read circuit diagrams ● Identify components by type and capacity ● Connect components properly and safely with soldering equipment and supplies ● Test, troubleshoot and repair malfunctioning devices ● Explain basic circuit operation

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Course: Earth Science Grade Level: 10

MAIN/GENERAL SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENT WILL KNOW OR SKILLS: WHEN ASSESSMENTS: TOPIC: BE ABLE TO DO: STUDENT DOES IT: OBSERVATION Measurements ● How do we ● How to use a balances, rulers, ● Use senses to make Sept. ● Observation Tools observe? etc., to generate quantitative observations. Quiz Math Functions ● What tools do we data. ● Use tools to measure ● Observation use to make ● Use math formulae and lab observations? scientific notation to calculate ● Classification properties of the Earth. lab ● Rock Observation lab ● Properties of ● How do we find the ● Understand density ● Use various tools to Sept. ● Density of Matter density of an earth ● Collect information and gather data and Solids material? interpret data and compare calculate density. ● Density of Earth materials liquids ● Units lab ● Test Observations and density. Nature of ● How do we use ● Construct and interpret graphs ● Students will develop Sept ● Graphing Change graphs to interpret to predict change and graphs and interpret packet and change? determine if the change is data from those graphs. lab. cyclic or noncyclic ● Graphing test Scientific ● How do we make ● How to design, implement, and ● Design a controlled Ongoing ● Lab Reports Process meaningful analyze a controlled scientific experiment ● Observations explanations for our experiment. ● Identify controls and observations? ● Analyze data through Conversations graphs and tables during labs ● Compare results to references. EARTH Shape of the ● Is the earth a perfect ● Understand the shape of the ● The students will Oct. ● Ratso lab DIMENSIONS Earth sphere? Earth demonstrate the ability ● How did ● Calculate the circumference of to calculate the earth's Erastosthanes a model circumference because calculate the shape of its shape. of the earth 2000 years ago? 137

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Earth ● How can we locate ● Pinpoint positions on the Earth ● Students will develop Oct. ● Bullseye lab Coordinates points on the earth’s with latitude/longitude systems to find points on Latitude- surface? a flat map. longitude lab ● Students will understand ● Quiz lat-long latitude and longitude ● Plotting points to the nearest Hurricanes minute. ● NYS Lat and Long Topographic ● How do we show ● Interpret geographic relief with ● Students will understand Oct. ● Making a Maps three dimensions on a topo map what information can be contour map a two dimensional ● Understand stream flow, derived from a lab. map? direction, and symbols on a topographic map. ● Contour ● What information map. mapping pkt. can we find on a ● Calculate gradient ● Glens Falls topographic map? ● Construct a contour profile topos Isolines ● What information do ● Use collected data to construct ● In the field students will Oct. ● Temp fields we need to construct field maps using different gather data and lab maps and how do isosurface data construct actual maps ● Test mapping we make a map? for temperature and an ● Crandall Park area. Contour Map Lab ENERGY Kinetic, ● What are the ● Understand the types and ● Demonstrate different Oct. ● Energy lab Potential, and different types and conservation of various forms forms of energy and Related Forms forms of energy? of Earth’s energy changes. Energy ● How does heat ● Understand conduction, ● The student will gather Nov. ● Conduction Transfer travel? convection, and radiation data to show heat lab. ● ● Explain how energy travels travels from hot to cold. ● Energy ● What direction does from a source to a sink ● The student will Absorption heat travel? ● Predict the types of transfer for demonstrate convection lab. different energy sources ● Energy quiz Heat Energy ● What is latent heat? ● Understand That phases, ● The students will boil Ice Nov. ● Heating and ● How is latent heat specific and latent heat are and plot data to Cooling of demonstrated in properties of matter and may demonstrate latent heat. Land and phase change? be measured. ● Students will understand Water lab how ice cream freezes. ● Latent heat lab ● Ice Cream lab Electro- ● What is the ● Diagram a light wave ● The students will Nov. – ● Spectrum lab magnetic difference between ● Know the different compare colors to find April ● Energy Energy light waves and wavelengths of various types the difference in Absorption sound waves? of light absorption rate. lab. 138

● What surfaces ● Predict absorption properties ● The students will "Look" ● Heating and absorb energy for different surfaces at light to see different Cooling of better? ● Predict a Doppler shift wavelengths. land and water lab. INTENSITY OF Maximum ● What part of the ● Know that the sun’s maximum ● The students will Nov. ● class notes THE SUN Intensity spectrum strikes the intensity is in the visible range understand the graph of earth with greatest solar radiation intensity? absorption. Angle of ● What causes the ● Understand the change in ● The students will use Nov.– ● Modeling the Insolation change in the which the sun’s rays strike the models to demonstrate May Seasons lab altitude of the sun Earth over the course of a year the change in angle of over a year? and how it is related to Earth’s insolation throughout the tilt and motion year. Duration of ● How does the ● Know that daylight changes ● The students will Nov. ● Sunrise Insolation change in the length over the course of the year for observe from the sunset lab of night and day most Earth locations internet the change in effect the earth’s ● Relate this to Earth’s length of night and day. surface? revolution ● Students will graph change in length of night and day. EARTH MOTIONS Earth Shape ● If the earth were not ● Know the evidence for ● We will demonstrate ● Worksheets round what would be predicting Earth’s actual shape coriolis effect, Foucault ● Altitude of different? ● Topics include: altitude of pendulum, and altitude Polaris Lab Polaris, photos from space of Polaris. ● Erastostanses and GPS Lab Rotation ● What does rotation ● Explain Earth’s daily motions ● The students will Nov. – ● Earth motions cause? ● Explain the day/night cycle understand that as the May work sheet. over the course of a year earth rotates it causes ● Time Zones ● Coriolis effect, Foucault’s specific events to occur. Worksheet pendulum ● Earth motions test Revolution ● What does the ● Know the Earth’s motion ● The students will Nov. ● Eccentricity revolving of the around the sun understand as the lab earth around the sun ● Topics include: constellation position of the earth in cause? changes, Kepler’s Laws of its orbit changes planetary motion observations made from earth will change. Tilt ● How does the ● Know the effects of the Earth’s ● Students will Nov ● Angle of change in angle tilt on the sun’s angle, demonstrate as angle Insolation lab. cause the change in duration, and how it affects the changes temperature ● Duration of the length of day? seasons changes. Insolation lab. ● Students will demonstrate that as duration changes energy

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Seasons ● What causes ● Know that both angle and ● Demonstrate how the Nov. ● Modeling the Seasons? revolution together cause the changes in position of season's lab. change in seasons. the earth on its orbit ● Path of the ● Know that the change in the create the changes in sun lab length varies by latitude and seasons. ● sunrise sunset causes seasons. lab ● Radiative Balance Lab ● Unit test. METEOROLOGY Greenhouse ● What does the ● Know the wavelengths of ● The students will Nov. ● Greenhouse Effect atmosphere do? energy, gases, and conditions diagram the greenhouse diagram ● What causes the that cause this effect effect and understand its ● Atmosphere greenhouse effect properties. lab

Atmospheric ● What are the ● Interpret a reference table ● Using the ESRT Nov. ● Weather Layers properties of the chart of different properties of students will understand properties atmosphere? the atmosphere how to read the charts worksheet and graphs associated with the atmospheric properties Measurement ● What factors ● Understand the daily ● The students will Dec. ● Weather data and Description determine weather? temperature cycle (maximum understand what factors collection lab ● How do we observe and minimum), humidity, determine weather and weather properties? pressure, dew point, and wind how to collect data. direction and magnitude Related ● When properties ● Know how the following are ● Using graphs students Dec. ● Dew point lab Weather change in the related: temperature and will find correlations Factors atmosphere how do humidity, temperature and between weather they affect other pressure, pressure and factors. properties? humidity, humidity and dew point temperature, and dew point temperature and precipitation Latent Heat ● What happens to ● Use the latent heat graphs to ● Students will observe Dec. ● Latent heat energy when phase understand the energy and graph the phase lab changes? changes that occur during changes of water. phase changes of water ● Use known values to calculate heat gain or loss

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Clouds and ● How do clouds ● Explain how clouds form ● The students will Dec. ● Adiabatic Precipitation form? ● Recognize the different cloud understand cloud change lab. ● How do the types formation and create ● Cloud properties of the ● Explain the theories of rain clouds using pressure formation atmosphere change formation changes. demonstration as you go up in the ● Diagram how adiabatic change atmosphere? occurs ● Predict the base of clouds using chart on the reference table Frontal ● How do fronts ● Identify the four different fronts ● The students will Dec. ● Development Systems develop and what ● Explain the types of weather diagram the different of a front lab. type of weather is they bring fronts and understand associated with the weather associated each? with each. Air Motions in ● What is cyclonic air ● Understand the air movement ● The students will Dec. ● Development High/Low flow? in a cyclone and anticyclone diagram air flow around of a front lab Pressure a high and low pressure ● Energy Systems system. release in the Atmosphere lab Air Masses ● What are air masses ● Predict characteristics based ● using the ESRT students Dec. ● Prevailing and where do they on source areas and prevailing will understand the winds diagram form? winds characteristics associated with the source regions for air masses. Forecasting ● How can we use ● Construct station models ● The students will use Dec. ● Station weather data to ● Read weather isolines their ESRT to draw models lab make predictions? ● Use current data (satellite station models and ● Large Scale maps, air patterns) to make interpret information Atmospheric general weather predictions from weather maps. Fields lab ● Weather Data Collection Lab Hazardous ● What factors create ● Study hurricanes, tornadoes, ● The students will graph Jan. ● Hurricane lab Weather the different forms of thunderstorms – the causes the different factors that ● Tornado lab hazardous weather? and the effects occur as hurricanes ● Severe pass. Weather ● The students will watch Videos videos of different forms ● Weather test of hazardous weather. CLIMATE Factors That ● What Factors Affect ● Study prevailing winds effect ● The students will identify Jan. ● Marine Affect Climate the climate of an on climate and understand the Influence on area? ● Study the effect of altitude, factors that change Climate lab

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latitude, on climate climate. ● Latitude ● Study the effect of mountain Effects on barriers on climate Climate lab ● Study how the closeness to ● Imaginary large water bodies affects the continent lab climate of an area ● Global Climates Lab Water Budgets ● How do we ● Define climate using water ● Students will use P and Feb. ● Water budget determine climate budget information Ep data to calculate lab from P and Ep (precipitation and potential climate. values? evapotranspiration) HYDROLOGIC Water Cycle ● What can happen to ● Know that water may ● Students will understand Feb. ● Test water, CYCLE water when it hits evaporate, infiltrate, be stored, the hydrologic cycle energy and the earth’s surface? or runoff climate Ground Water ● What factors ● Explain porosity, permeability, ● The students will collect Feb. ● Soil water Movement determine the rate of capillarity, water table, data from soil samples movement lab infiltration? aquifers, and drainage basins and transform that data to a usable form. WEATHERING Physical and ● What is weathering? ● Know optimal conditions ● The students will March ● Alka seltzer Chemical ● What conditions will necessary for both types of compare the factors that lab promote the different weathering effects weathering to ● Rock abrasion types of weathering? ● Explain factors that affect rates determine what forms lab of weathering: particle size, are most prevalent. surface area, mineral composition and climate Soil ● What are soil ● Know profiles, regolith, ● The students will March ● Weathering horizons? horizons, transported and understand the Quiz ● What causes some residual difference between areas to have transported and residual horizons and others soil. not to? EROSION Agents ● What are the agents ● Know gravity, glaciers, wind, ● Students will create March ● Stream of erosion? How is water diagrams of evidence of erosion lab. the earth’s surface ● Discuss the main factors erosion. ● Work sheets. changed? affecting NYS erosion in the past Stream ● How does water ● Understand that water is the ● Students will Model March ● Stream table shape the earth? major agent of erosion and erosion by running water lab deposition on the earth today. in a stream table ● Prospectus ● Understand the relationships Lab between particle size, velocity, and discharge

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Glaciers ● How have Glaciers ● Know effects of glacial ● Students will recognize March ● Glacier lab impacted our deposition and erosion on topography produced by landscape? NYS landscapes glaciers. DEPOSITION Factors ● What factors affect ● Know size, shape and density ● Students will time March ● Deposition of the rate of erosion of particles, speed of medium, particles dropped in a sediments in and deposition? and agents of deposition column and graph quiet water affecting sorting results. lab. ● Erosion test Landforms ● How do the agents ● Know canyons, floodplains, ● The students will match March ● Review book of erosion and deltas, graded bedding, valley pictures of landscapes work deposition create shape and the agents of the different types of ● Explain how deposit erosion and deposition landscapes? characteristics are related to that created them. agents of erosion MINERALS Types ● How can minerals ● Group by elemental ● Students will understand April ● Mineral be identified? composition: silicates, sulfates, mineral properties. properties ● What causes oxides, etc.; crystal structure, ● Students will understand worksheet. minerals to have arrangement and bonding that the arrangement of different properties? atoms creates many mineral properties. Properties ● Given different ● Know cleavage and fracture, ● The students will be April ● Mineral minerals and an hardness, luster, streak, color, given twelve different Identification ESRT, what series heft minerals to identify. lab of tests can you use to identify them? ROCKS Rock Cycle ● How are the three ● Know origins, types and ● Using the ESRT the April ● ESRT types of rocks methods of formation and students will understand worksheet formed? texture how to follow the Rock cycle. Igneous ● What are properties ● Recognize intrusive/extrusive ● Students will understand April ● Rock of Igneous rocks? using reference table chart, the difference between Identification cooling rate and crystal size intrusive and extrusive lab igneous and how to use ● Sulfur Lab the ESRT to identify them. Metamorphic ● What are the ● Understand formation, ● The students will use the April ● Rock properties of banding, temperature and ESRT to identify Identification Metamorphic rocks pressure, contact and regional Metamorphic rocks. lab Sedimentary ● What are the ● Understand formation, clastic ● The students will use the April ● Rock properties of and nonclastic, particle size ESRT to identify Identification Sedimentary rocks? and cements, properties, Sedimentary rocks. lab fossils, horizontal layering, ● Rock Test evaporites, and organics

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ENVIRONMENTAL Agriculture ● How is farming ● Irrigation methods ● Design an organic March/ ● STUDIES essential to NYS? ● Subsidies farm...write up a scheme April ● What are some ● Types of agricultural systems for non-chemical plant alternatives to ● Chemical use and animal production modern methods? ● Organic alternatives Land ● US Departments in ● US Dept of Agriculture ● Be able to identify the March/ ● Management charge ● US Dept of Interior different US agencies April ● of public lands that regulate the ● Current Policies different public lands Groundwater ● Where do we get it? ● Sources of fresh water ● Diagram a regular March/ ● ● How plentiful is it? ● Problems with continued ● and artesian well April ● How do wells work? withdrawal ● Take a topo map and or ● How do drainage ● Well diagrams outline a drainage Ongoing basins work? basin Soil ● What conditions ● Components of soil ● Make a soil profile March/ ● caused the dust ● Climate effects on soil ● Use a soil testing kit April bowl? ● nutrient depletion ● to analyze a soil sample ● What is permafrost? ● permafrost Deforestation ● How can forest fires ● Modern tree cutting methods ● Watch forest fire video March/ ● Reforestation be beneficial? ● Modern replanting methods and fill in worksheet April ● What happens to the ● Why Adirondack Park was set or ecosystem when up Ongoing you cut down the ● US policies on tree cutting trees? Tropical Rain ● What is the problem ● Where they are ● March/ ● Forest with cutting down ● Why they are getting cut down April these forests? ● How they can grow back or ● How do they grow ● Larger concerns Ongoing back? Wetlands ● What are the ● The advantages of wetlands ● Diagram a productive March/ ● conditions needed ● How they are reduced wetland April for a productive ● The problems with reduction wetland? ● US current policies ● How can reducing these be a bad thing? Mining ● What materials do ● Different types of mines, ● March/ ● we get out of the quarries April ground? ● Leftover slag or or ● What methods do tailings...disposal Ongoing we use to extract ● Reclamation these materials?

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Oil Spills ● How do oil spills ● Exxon Valdez ● Watch a video of Exxon March/ ● affect the immediate ● Wildlife effects Valdez and fill in a April environment? ● Ecological effects worksheet. ● How are oil spills ● Methods of clean-up cleaned up? ● How can spills be prevented? Toxic Wastes ● What are some ● Love Canal ● Watch the Hudson March/ ● methods of toxic ● PCBs Chronicle Video and fill April waste disposal, past ● Moreau groundwater in a worksheet or and present? ● E. coli Ongoing ● What are the health hazards of toxic spills? Flood Control ● Is it always a good ● Nile River/Aswan Dam ● March/ ● thing to keep a river ● Mississippi River problems April from flooding? or ● What are some side Ongoing effects of river containment? Septic Wastes ● What happens to the ● Municipal sewage treatment ● Visit the GF Water March/ ● stuff you flush down ● Rural septic/leach fields Treatment Plant April the toilet? ● Fill in a lab sheet ● Human ● What affect has ● Types of pollution ● March/ ● Centers urbanization had on ● Population concentration April the US? problems ● What affect has ● Regrowth of old farms leaving farmland ● Change in animal habitat unattended had on the landscape? Energy ● What are the ● Conventional fossil fuel, ● Fill in a diagram of a March/ ● Production different ways that nuclear, wood, garbage conventional power plant April electrical energy is ● Hydroelectric, wind or produced? ● Solar and Photoelectric Ongoing ● What are some alternative ways to produce energy that don't involve fossil fuels? Home Energy ● What are some ● Home insulation, air ● Draw a schematic March/ ● ways to prevent heat circulation, condensation diagram of a well- April loss in a modern prevention insulated house, and home? ● Insulated windows and doors discuss the features ● How do fireplaces ● Types of stoves and how they

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and woodstoves work work? ● Types of fuel for stoves

Garbage ● How do you ● Types of landfills and their ● Go on a field trip to the March/ ● construct a modern construction Warren County April landfill? ● Eminent domain ● Landfill site...fill in a lab ● What are some ● Trash burn plants and ocean sheet other methods of dumping ● Go on a field trip to a disposal other than ● Recycling, reduce, reuse grocery store and dumping? analyzed packaging and ● How can we reduce make suggestions for our garbage? reducing packaging Civic ● What can you do as ● Community Service ● Write a letter to a March/ ● Open note Responsibility a concerned citizen ● Reducing impact lawmaker on some issue April essay test and taxpayer? ● Composting of importance to the outlining and ● What are some ● Conservation student discussing any ways that you can ● Activism six subjects change you lifestyle we covered to reduce your negative impact on the environment? DYNAMIC CRUST Plate Tectonics ● What are plates and ● Understand evidence fit of ● Students will assemble April ● Earthquake how do they move. continents, sea floor and label a map of the and Volcano ● What evidence do spreading, isostacy, plate different plates. cutout lab we have to prove boundaries ● Students will re- ● Piecing the the theory of Plate ● Describe plate movement assemble Continents lab Tectonics. direction according to Gondwanaland and reference table understand the fit of the continents Earth Interior ● How is the interior of ● Understand lithosphere, ● Using the ESRT April ● Journey to the the earth asthenosphere, moho, mantle, students will identify the center of the subdivided? outer core, inner core – different divisions and earth ● Where does the pressures, densities, properties of the earth’s worksheet evidence for the temperature interior. composition of the ● Recognize meteorite evidence core come from? of core’s composition Crust Features ● What is the ● Understand continental crust ● Using the Igneous rock May ● Isostacy work difference in ocean granitic, thicker; ocean crust chart in the ESRT sheet and continental crust basaltic, thinner students will identify and how does this differences in granite support the theory of and basalt. Isostacy?

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Earthquakes ● What causes ● Understand seismic waves, ● Using earthquake data May ● Earthquake earthquakes? seismographs students will; subtract lab ● How do earthquake ● Derive wave arrival time time, use the ESRT to waves differ? according to reference table determine distance and ● How can we and locating an epicenter locate earthquakes by determine the ● Understand tsunamis, drawing circles. distance to prediction, fault types, Mercalli earthquakes? and Richter scales Volcanoes ● What causes the ● Understand three main types ● Students will plot May ● Volcano lab difference in and formations, types of volcanoes and interpret volcanoes and magma, eruptions, locations differences from their ● Crustal eruptions? ● Use earthquake information to location on the plates. change test ● Can eruptions be predict eruption pattern ● Using data from Mt. St. predicted? Helen plot data for earthquakes to predict eruptions. GEOLOGIC Geologic ● How can relative ● Understand superposition, ● Students will infer the May ● Rock layers HISTORY Sequence age be determined horizontally, uniformitarianism, geologic history from a lab ● How can the past be unconformities, intrusions, set of rock layers. interpreted from extrusions, folding and faulting what happens ● Interpret a geologic profile today? ● How can we “walk an Outcrop”? Correlation ● What tools do ● Use correlation tools such as ● Using diagrams of layers May ● Interpreting scientists use to walking the outcrop, which include index Geologic correlate rocks? comparing rocks and fossils, fossils students will History lab index fossils, volcanic ash to determine the geologic match profiles history of and area. Time Scale ● How is the geologic ● Know the Eras and ● The students will use May ● Geologic Time time scale broken representative fossils, periods, register tape to develop lab down and what are epochs, evolutionary a time line of there own the bases for the succession of life forms and find that the resent divisions? has too much information for the scale. Absolute Age ● How can absolute ● Apply radiometric dating, half- ● Students will use the May ● Radioactive age be determined? life and decay product ratio ESRT to find half-lives dating work ● Describe carbon-14 uses and determine absolute sheet age. ● Geologic History test LANDSCAPES New York State ● How are the ● Know how bedrock affects ● Students will match May ● Review book Landscapes of New landscape development pictures to landscape work (not York different? ● Understand how weathering types and drainage found in texts) and erosion effects landscape patterns.

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● Use reference table to identify different geologic regions

ASTRONOMY Earth in Space ● How did Ptolemy ● Explain heliocentric, ● Students will draw May ● Eccentricity and Copernicus geocentric models models of Elliptical orbits lab arrive at their ● Calculate eccentricity of orbits and calculate different theories? Eccentricity. Gravity ● What are Kepler’s ● Understand causes of orbits, ● Students will model area May ● Eccentricity three laws of ● Explain how distance between of sweep on an elliptical lab planetary motion? bodies affect orbital speed diagram. ● How does Gravity ● Understand the mathematical ● Students will calculate effect Kepler’s third relationship between mass gravity. law? and distance Moon ● What causes the ● Model phases and eclipses, ● Students will diagram May ● Lunar cycles moon to change ● Diagram the moon’s effect on and match pictures of lab shape? tides the phases of the moon. ● How long for each ● Know the length of rotation Students will diagram cycle of the moon? and revolution Lunar and Solar ● What causes the ● Describe characteristics of the eclipses. different eclipses? moon due to the lack of atmosphere ● Discuss human exploration Planets ● How do the planets ● Obtain dimensions and data ● Students will use the May ● Dimensions of differ? from reference table ESRT to obtain data for the solar ● Describe the main features the different planets. system lab ● Model retrograde motion ● Solar System Quiz Galaxies ● What is the ● Identify our galaxy as the Milky ● The students will May ● Work sheets organization of the Way understand the Red/Blue universe? ● Understand red shift as shift. ● How do we know evidence of receding galaxies celestial bodies are moving? Universe ● How did the ● Know expanding universe, ● Students will place stars June ● HR diagram Theory Universe evolve? black holes, pulsars, H-R on a chart that classifies lab ● What are the diagram, constellations, them. ● Astronomy evidences of the big spectral analysis, Big Bang, test bang theory? Big Crunch, background radiation OCEANOGRAPHY Ocean Floor ● Is the ocean floor ● Graph features of the ocean ● The students will create June ● Contour of the Topography flat? floor a graphic representation Ocean Floor ● Relate ocean floor features to of the ocean floor. Lab plate tectonics

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Currents ● Where are the ● Understand surface and deep ● Students will use the June ● Review book different ocean ocean currents from the ESRT to identify the test questions. currents? reference table different ocean currents. ● Understand the relationship between El Nino and weather patterns

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COURSE: A2 Earth Science GRADE LEVEL: 10

Highlighted areas are possible eliminations from regents earth science curriculum. This map will need to be revised significantly during and after the first year of instruction.

MAIN/GENERAL SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENTS WILL KNOW OR BE SKILLS: WHEN ASSESSMENTS: TOPIC: ABLE TO DO: STUDENT DOES IT: PRE- ● ● ● ● ● Cubes and ASSESSMENTS Liquids ● Sun and Shadows Estimation OBSERVATION ● Measurements ● How do we observe? ● How to use a balances, rulers, ● Use senses to Sept. ● Observation quiz ● Tools ● What tools do we use etc. to generate quantitative data make observations ● Observation vs. ● Math Functions to make ● Use math formulae and scientific ● Use tools to Inference observations? notation to calculate properties measure Worksheet of the Earth ● Metric ● Calculate % Deviation Measurement ● Relay Lab and Worksheet ● Properties of ● How do we find the ● Understand density ● Use various tools Sept. ● Density of Solids Matter density of an earth ● Collect and analyze data on to gather data and ● Test material? density of solids calculate density Observations and ● Explain effect of M and V on density Density ● Density practice ● Density is constant for an earth problems material unless pressure or ● Volume and temperature changes Density worksheet ● Scientific ● How do observation ● Define and apply the concepts of ● Ongoing ● Informal and Process and classification lead Observation, Classification, and Ongoing through us to inferences? Inference labs

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● Nature of ● How do we use ● Construct and interpret graphs to ● Students will Ongoing ● Graphs for each Change graphs to interpret predict change and determine if develop graphs lab change? the change is cyclic (sunspots, and interpret data ● Graphs on tides, seasons) or noncyclic from those graphs Quizzes and (atmosphere CO2) Exams ● CO2 and Sunspot Graphs EARTH ● Shape of the ● Is the earth a perfect ● The shape of the Earth is an ● The students will Oct. ● Ratso lab DIMENSIONS Earth sphere? Oblate Spheroid evidence for demonstrate the ● Notes ● How did Eratostanese this includes altitude of polaris, ability to calculate calculate the shape of photos from space, ships sinking the earth’s the earth 2000 years over the horizon, eclipse circumference ago? shadows because of its ● Calculate the circumference of a shape model using Eratostanese Technique ● Earth ● How can we locate ● Pinpoint positions on the Earth ● Students will Oct. ● Latitude- Coordinates points on the earth’s with latitude/longitude develop systems to longitude lab surface? ● Latitude and Longitude are find points on a flat ● Plotting based on earth’s rotation and the map Hurricanes angle of the stars ● Students will ● Quiz – latitude – understand latitude longitude and longitude ● NYS Latitude and points to the Longitude nearest minute ● Topographic ● How do we show ● Use a topographic map to ● Students will Oct. ● Making a contour Maps three dimensions on a measure distance and elevation understand what map lab two dimensional ● Understand stream flow, information can be ● Contour mapping map? direction, and symbols on a map derived from a Work Sheets ● What information can ● Calculate gradient topographic map ● Map to Mountain we find on a ● Construct a contour profile and Mountain to topographic map? ● Draw a topographic map from a map Labs model ● Make a 3-D model from a topographic map ● Use a topographic map to plan a rescue ● Determine drainage patterns around the school and create plans to deal with drainage

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● Isolines ● What information do ● Isolines connect points of equal ● In the field Oct. ● Crandall Park we need to construct value students will gather Contour Map Lab maps and how do we ● Use collected data to construct data and construct ● Test mapping make a map? field maps using different field actual maps for an data area ● Determine the source of pollution using isolines ENERGY ● Electro- ● What is the difference ● Compare and contrast ● The students will Nov. – ● Spectrum lab magnetic between light waves transverse and compressional compare colors to April ● Energy Energy and sound waves? waves find the difference Absorption lab ● What surfaces absorb ● Know the different wavelengths in absorption rate ● Heating and energy better? of various types of light ● The students will Cooling of land “Look” at light to and water lab see different wavelengths ● Heat Energy ● How does heat ● Heat energy is transferred by ● The student will Jan. ● Energy on the Transfer travel? conduction, convection, and gather data to move lab ● What direction does radiation show heat travels ● Energy heat travel? ● Conduct calorimeter lab and from hot to cold Absorption lab suggest improvements ● The student will ● Convection ● Energy travels from a source to demonstrate Demos and Quiz a sink convection ● Energy Quiz ● Predict the types of transfer for different energy sources ● Convection ● What causes wind? ● Convection occurs when heat ● ● caused changes in density of fluids and their movement due to buoyancy ● The suns heat causes convection in the atmosphere and ocean causing wind and ocean currents ● The earth’s internal heat engine causes convection in the mantle and plate tectonics ● Heat Storage ● What is latent heat? ● Heat is stored in materials by ● The students will Jan. ● Heating and ● How is latent heat specific heat and in phase boil Ice and plot Cooling of Land demonstrated in changes by latent heat data to and Water lab phase change? ● Latent heat storage and release demonstrate latent ● Latent heat lab ● How does SH affect in the water cycle transfers the heat wind? suns energy to the atmosphere ● Specific heat of materials causes them to heat and cool at different rates

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THE EXTERNAL ● Insolation ● What part of the ● The sun is powered by fusion ● The students will Nov. ● Class notes HEAT ENGINE spectrum strikes the and this energy is transferred to understand the earth with the the earth as electromagnetic graph of solar greatest intensity? energy radiation ● Insolation is incoming solar absorption radiation ● The sun’s maximum intensity is in the visible range ● Intensity of insolation varies by time of day, time of year, and latitude ● Surface ● What determines if ● Color, Texture, Transparency, ● ● Characteristics insolation heats a State of Matter, and Specific surface? Heat determine if the suns energy can be absorbed or reflected ● Atmospheric transparency, Cloud Cover, Dust, Volcanic ash, CO2, ozone, water vapor, CH4 determine what light hits the earth’s surface ● Angle of ● What causes the ● Understand the change in which ● The students will Nov. – ● Modeling the Insolation change in the altitude the sun’s rays strike the Earth use models to May Seasons Lab of the sum over a over the course of a year and demonstrate the year? how it is related to Earth’s tilt change in angle of and motion insolation ● The length and compass throughout the direction varies by time of day, year time of year, and latitude and is opposite the sun ● Duration of ● How does the change ● The length of daylight changes ● The students will Nov. ● Sunrise sunset Insolation in the length of night by season and by latitude observe from the lab and day effect the ● Relate this to Earth’s revolution internet the change earth’s surface? in length of night and day ● Students will graph change in length of night and day ● Greenhouse ● How is the ● The atmosphere is heated by ● The students will Nov. ● Greenhouse Effect atmosphere heated? long wave radiation from the diagram the diagram earth radiating out to space after greenhouse effect ● Atmosphere lab the earth is heated by the sun. and understand its This radiation is absorbed by properties greenhouse gasses such as

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CO2, H2), and CH4 ● Increased gasses causes global warming ● Energy is transferred to the atmosphere by conduction, convection, radiation, and evaporation EARTH MOTIONS ● Rotation ● What does rotation ● The earth rotates 360 degrees in ● The students will Nov. ● Earth motions cause? roughly 24 hours understand that as work sheet ● Evidence for the earth’s rotation the earth rotates it ● Time Zones are the Foucault pendulum and causes specific worksheet Coriolis effect events to occur ● Earth motions ● The rotation explains the cyclical ● We will test apparent daily motion of celestial demonstrate objects and tides corolis effect, ● Rotation results in the use of Foucaults time zones to adjust local time pendulum, evidence for rotation and evolution ● Revolution ● What does the ● The earth revolves around the ● The students will Nov. ● Eccentricity Lab revolving of the earth sun in one year or roughly 1 understand as the ● Angle of around the sun degree per day position of the Insolation lab cause? ● The earth’s orbit is in the shape earth in it’s orbit ● Duration of of an ellipse and follows Kepler’s changes Insolation lab Laws observations made ● The earth is closest to the sun in from earth will December change ● Evidence for revolution includes ● Students will the cyclic annual change of demonstrate as constellation positions in the sky, angle changes the changing path of the sun temperature over the year, and retrograde changes motion ● Students will ● The earth’s axis is tilted at 23.5 demonstrate that degrees as duration changes energy changes ● Seasons ● What causes ● Know that both angle and ● Demonstrate how Nov. ● Modeling the Seasons? revolution together cause the the changes in season’s lab change in seasons position of the ● Path of the sun ● The type of and time of seasons earth on its orbit lab varies by latitude and create the changes ● Radiative hemisphere in seasons Balance Lab

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● Seasons are caused by changes ● Seeing the of heat and density Seasons unit test

ASTRONOMY ● Earth in Space ● How did Ptolemy and ● The geocentric model is based ● Students will draw Dec. ● Eccentricity lab Copernicus arrive at on obvious evidence such as the models of Elliptical their different apparent daily motions of orbits and calculate theories? celestial objects Eccentricity ● The heliocentric model is based on tricky and mathematical evidence such as kepler’s laws, retrograde motion, seasonal change in the position of celestial objects ● Calculate eccentricity of orbits ● Orbits ● What are Kepler’s ● Draw and calculate the ● Students will model Dec. ● Eccentricity lab three laws of eccentricity of ellipses area of sweep on planetary motion? ● The sun is at one foci of any an elliptical ● How does Gravity planets orbit diagram effect Kepler’s third ● Orbits are caused by a balance ● Students will law? between gravity and inertia calculate gravity ● As a planet approaches its perihelion it will accelerate and it will decelerate near its aphelion ● Mass (directly) and distance (inversely) both affect gravity ● More distant planets revolve slower ● Moon ● What causes the ● Model phases and eclipses ● Students will Dec. ● Lunar cycles lab moon to change ● The earth’s rotation through the diagram and match shape? moon’s and sun’s gravity causes pictures of the ● How long for each the tides on the earth phases of the cycle of the moon? ● Spring and neap tides are moon. Students ● What causes the caused by cyclical changes in will diagram Lunar different eclipses? the alignment of the earth, sun, and Solar eclipses and moon ● Know the length of rotation and revolution ● The moon and many artificial satellites orbit the earth

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● Planets ● How do the planets ● Obtain dimensions and data ● Students will use Dec. ● Dimensions of differ? from reference table the ESRT to obtain the solar system ● The solar system originated from data for the lab a cloud of gas and debris nearly different planets ● Scale model of 5 bya the solar system ● Gravity layers planets by density lab ● The location of the planets and ● Solar System their gravity determines the Quiz characteristics of the solar system ● The planets can be grouped into terrestrial and jovian planets based on their characteristics ● Make a scale model of celestial bodies ● Asteroids ● Will an asteroid end ● Asteroids orbit the sun near ● ● the human species? mostly between mars and Jupiter ● Some asteroids cross the earths orbit and occasionally they hit the earth ● A meteor is an asteroid that hits the earth. 5 of these have caused mass extinctions, while tiny ones cause meteor showers ● Galaxies ● What is the ● Identify our galaxy as the Milky ● The students will Dec. ● Worksheets organization of the Way and our location in the understand the universe? galaxy Red/Blue shift ● How do we know ● Compare the size of the sun, celestial bodies are solar system, galaxy, and moving? universe ● Sun and Stars ● What is a star? ● Fusion fuels stars ● ● ● Stars vary in size, temp, and age as shown by the HR diagram ● The sun is an average star

● Universe ● How did the Universe ● Red Shift of distance galaxies ● Students will place Dec. ● HR diagram lab Theory evolve? provides evidence for an stars on a chart ● Astronomy test ● What are the expanding universe and the big that classifies them ● Field Trip to NYC evidences of the big bang ● Students will use bang theory? ● Humans are able to infer the age Doppler effect/red of the universe to be greater shift – blue shift to than 10 by. and speculate the explain big bang future of the universe 156

● Technology helps us learn about astronomy

WEATHER ● Atmospheric ● What are the ● Interpret a reference table chart ● Using the ESRT Jan. ● Weather Layers properties of the of different properties of the students will properties atmosphere? atmosphere understand how to worksheet ● Layers of the atmosphere are read the charts and sorted by density graphs associated with the atmospheric properties ● Measurement ● How do we observe ● Weather variables include ● Jan. ● and Description weather properties? temperature, pressure, RH, DP, wind speed and direction, precipitation, cloud cover ● Thermometers, barometers, anemometers, psychrometers, wind veins, and precipitation gauges are used to monitor weather variables ● Weather variables are recorded on station models ● Related ● When properties ● Know how the following are ● Using graphs Jan. ● Dew point lab Weather change in the related: temperature and students will find ● Weather data Factors atmosphere how do humidity, temperature and correlations collection lab they affect other pressure, pressure and humidity, between weather properties? humidity and dew point factors temperature, and dew point temperature and precipitation, air pressure gradient and wind velocity/direction ● Understand the daily temperature cycle (maximum and minimum), humidity, pressure, dew point ● Clouds and ● How do clouds form? ● Explain how clouds form ● The students will Jan. ● Cloud formation Precipitation ● How do the properties ● Recognize the different cloud understand cloud demonstration of the atmosphere types formation and change as you go up ● Vertical movement of air affects create clouds using in the atmosphere? DP, cloud formation, expansion pressure changes and contraction of air, ● Diagram how precipitation, and temp adiabatic change 157

occurs

● Frontal ● How do fronts ● Identify the four different fronts ● The students will Jan. ● Development of a Systems develop and what ● Explain the types of weather diagram the front lab type of weather is they bring different fronts and associated with each? ● Identify the location of fronts understand the from weather map data weather associated with each ● Air Motions in ● What is cyclonic air ● Understand the air movement in ● The students will Jan. ● Development of a High/Low flow? a cyclone and anticyclone diagram air flow front lab Pressure ● Cyclones travel along the jet around a high and ● Energy release in Systems stream low pressure the Atmosphere system lab

● Air Masses ● What are air masses ● Predict characteristics based on ● Using the ESRT Jan. ● Prevailing winds and where do they source areas and prevailing students will diagram form? winds understand the ● Relate air masses to their characteristics preceding fronts associated with the source regions for air masses ● Forecasting ● How can we use ● Weather movements and ● The students will Jan. ● Station models weather data to make systems occur in observable use their ESRT to lab predictions? patterns draw station ● Long Term ● Read current data including models and Weather isolines, radar images, satellite interpret Observations Lab images, weather maps, cross information from sections, and station models to weather maps predict weather ● Hazardous ● What factors create ● Study hurricanes, tornadoes, ● The students will Jan. ● Severe Weather Weather the different forms of thunderstorms, monsoons, and graph the different Notes and Videos hazardous weather? flooding – the causes and the factors that occur ● Hurricane effects as hurricanes pass Plotting Lab ● Explain how early warning can ● The students will ● Weather test protect from these severe watch videos of weather phenomenon different forms of hazardous weather

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CLIMATE ● Case of ● What causes climate? ● Climate is a result of the ● ● Climate insolation’s interaction with the surface and clouds, topography, and rotation ● Climate can be described in terms of temperature and precipitation ● Factors that ● What factors affect ● Prevailing winds, altitude, ● The students will Jan. ● Global Climates affect climate the climate of an mountain barriers, latitude, identify and lab area? closeness to large water bodies, understand the ● Imaginary land masses, ocean currents, factors that change continent lab vegetation effect climate climate

● Climate ● Is climate constant? ● Climate changes cyclically ● ● Change because of factors like el nino, and non-cyclically because of factors like volcanoes, plate tectonics, CO2 levels, and meteor impacts ● Human Impact ● How are humans ● Humans are adding greenhouse ● ● on Climate changing the climate? gasses by urbanization, deforestation, and other activities

HYDROLOGIC ● Water Cycle ● What can happen to ● Know that water may transpirate, ● Students will Feb. ● Test water, CYCLE water when it hits the evaporate, infiltrate, precipitate, understand the energy and earth’s surface? be stored, or runoff hydrologic cycle climate ● 70% of the earth’s surface is covered in water

● Ground Water ● What factors ● Explain porosity, permeability, ● The students will Feb. ● Groundwater Movement determine the rate of capillarity, and retention collect data from movement lab infiltration? ● Climate, slope, soil, rock type, soil samples and porosity, permeability, and transform that data saturation affect runoff and to a usable form infiltration ● Water Sheds ● ● A watershed is a body of water, ● ● its tributaries, and the area that feeds it

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WEATHERING ● Physical and ● What is weathering? ● Weathering is the physical and ● The students will March ● Alka seltzer lab Chemical ● What conditions will chemical breakdown of rocks compare the ● Rock abrasion promote the different ● Know optimal conditions factors that effects lab types of weathering? necessary for both types of weathering to weathering determine what ● Explain factors that affect rates forms are most of weathering: particle size, prevalent surface area, mineral composition and climate ● Soil ● What are soil ● Know profiles, horizons, ● The students will March ● Weathering Quiz horizons? transported and residual understand the ● What causes some ● Soil is a product of weathering difference between areas to have and biological activity transported and horizons and others residual soil not to? EROSION ● Agents ● What are the agents ● Gravity, glaciers, wind, water are ● Students will March ● Stream erosion of erosion? the four primary agents of create diagrams of lab ● How is the earth’s erosion evidence of ● Worksheets surface changed? ● Water and wind erosion are erosion powered by solar energy ● Each type of erosion leaves specific characteristics on rocks and landscapes ● In NYS, glaciers were the primary agent of erosion in the past and streams are the primary agent of erosion now ● Stream ● How does water ● Understand that water is the ● Students will model March ● Erode This! shape the earth? major agent of erosion and erosion by running (Stream Table deposition on the earth today water in a stream Lab) ● Understand the relationships table between particle size, velocity, and discharge (volume), channel shape and slope ● Streams round particles by abrasion, form v shaped valleys, deltas, meanders, and floodplains ● Glaciers ● How have Glaciers ● Evidence of glacial erosion ● Students will April ● Glacier lab impacted our include U shaped valleys, groves recognize landscape? in bedrock, parallel scratches in topography bedrock produced by ● Evidence of glacial deposition glaciers include outwash plains, morains,

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drumlins, kettle lakes, finger lakes, and unsorted till

● Wind ● Where and how does ● Wind erosion occurs in arid ● ● wind erosion occur? climates and shorelines ● Evidence of wind erosion are dunes, pitted and sand blasted rocks, and erosion at the base of a rock ● Wave Action ● What kind of erosion ● Waves move sand parallel to ● ● occurs along beaches shore in the zone of breaking waves ● Waves round sediments by abrasion ● Waves and ocean currents change shorelines features including beaches, sand bars, and barrier islands ● Mass ● What is mass ● Mass movement is the ● ● Movement movement? movement of earth materials down slope by gravity

DEPOSITION ● Factors ● What factors affect ● Know size, shape and density of ● Students will time March ● Deposition of the rate of erosion particles, speed of medium, and particles dropped sediments in and deposition? agents of deposition affecting in a column and quiet water lab sorting graph results ● Erosion test ● Sorting is a result of loss of energy ● Depositional environments have an accumulation of organic and inorganic sediments ● Erosional and Depositional Systems are in a state of equilibrium OCEANOGRAPHY ● Ocean Floor ● Is the ocean floor flat? ● Graph features of the ocean ● The students will April ● Contour of the Topography floor create a graphic Ocean Floor Lab ● Relate ocean floor features to representation of plate tectonics the ocean floor

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● Currents ● Where are the ● Understand surface and deep ● Students will use April ● Review book test different ocean ocean currents from the the ESRT to questions currents? reference table identify the ● Understand the relationship different ocean between El Nino and weather currents patterns MINERALS ● Types ● How can minerals be ● Minerals are inorganic naturally ● Students will April ● Mineral identified? occurring solid elements, understand mineral properties ● What causes minerals compounds, and mixtures from properties worksheet to have different which rocks are made ● Students will properties? understand that the arrangement of atoms creates many mineral properties ● Human Use ● How do humans ● Minerals and fossil fuels are ● ● impact the earth? important to economics and the environment. They must be used wisely because they are in limited supply ● Investigate global distribution of rock and mineral resources and fossil fuels ● Analyze local energy needs/ issues and make a plan to provide energy ● Consider social and environmental impacts of solutions to environmental problems ● Formation ● How do minerals ● Minerals form inorganically by ● ● form? cooling and solidification, precipitation from water, and rearrangement of atoms in existing minerals by heat and pressure ● Properties ● Given different ● Physical and chemical mineral ● The students will May ● Mineral minerals and an properties, human use of be given twelve Identification lab ESRT, what series of minerals are determined by the different minerals tests can you use to arrangement and composition of to identify identify them? atoms in the mineral ● Observable properties include cleavage and fracture, hardness, luster, streak, color, density,

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crystal shape, and reaction to acid ● Flow charts can be used to identify minerals based on the above characteristics

ROCKS ● General ● What are rocks and ● Rock properties determine how ● ● why are they they and the land they are made important? of are used ● Rocks are identified by their origin, composition and texture ● Rocks are formed by plate tectonics and erosional depositional systems ● Rocks are made of minerals ● Rock Cycle ● How are the three ● Know origins, types and ● Using the ESRT May ● ESRT worksheet types of rocks methods of formation and the students will formed? texture understand how to follow the Rock cycle

● Igneous ● What are properties ● Recognize intrusive/extrusive ● Students will May ● Rock of igneous rocks? using reference table flow chart understand the Identification Lab ● Cooling rate determines crystal difference between size intrusive and extrusive igneous and how to use the ESRT to identify them ● Metamorphic ● What are the ● Understand formation, banding, ● The students will May ● Rock properties of temperature and pressure, use the ESRT to Identification lab Metamorphic rocks contact and regional identify ● Identify using ESRT flow chart Metamorphic rocks

● Sedimentary ● What are the ● Understand formation, clastic ● The students will May ● Rock properties of crystalline and bioclastic, particle use the ESRT to Identification lab Sedimentary rocks? size and cements, properties, identify ● Rock Test fossils, horizontal layering, and Sedimentary rocks organics ● Identify using ESRT flow chart ● Sedimentary rocks form by chemical precipitation, or cementation and compaction after erosion deposition and 163

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DYNAMIC CRUST ● Plate Tectonics ● What are plates and ● Understand evidence fit of ● Students will May ● Earthquake and how do they move? continents, sea floor spreading, assemble and label Volcano cutout ● What evidence do we new crust at ridges, isostacy, a map of the lab have to prove the plate boundaries different plates ● Piecing the theory of Plate ● Describe plate movement ● Students will re- Continents lab Tectonics? direction according to reference assemble table Gondwanaland ● Predict past and future plate and understand the locations fit of the continents ● Convection in the mantle causes convergent, divergent and transform plate boundaries ● Earth Interior ● How is the interior of ● Understand lithosphere, ● Using the ESRT May ● Journey to the the earth subdivided? asthenosphere, moho, mantle, students will center of the ● Where does the outer core, inner core – identify the earth worksheet evidence for the pressures, densities, different divisions composition of the temperature and properties of core come from? ● Earth layers are sorted by the earth’s interior density as a result of gravity ● Recognize meteorite evidence of core’s composition ● The earth’s internal heat engine is powered by nuclear fission and residual heat from the earth’s formation this energy causes convection in the mantle and plate tectonics ● Crust Features ● What is the difference ● Understand continental crust ● Using the Igneous May ● Isostacy in ocean and granitic, thicker and less dense; rock chart in the worksheet continental crust and ocean crust basaltic, thinner and ESRT students will how does this support more dense identify differences the theory of ● Hotspots, Mid ocean ridges, in granite and Isostacy? magnetic/age patterns in the basalt ocean floor, trenches, subduction zones, rifts, island arches, mountain ranges, and surface rock are all formed by plate tectonics

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● Earthquakes ● What causes ● Understand seismic waves, ● Using earthquake May ● Earthquake lab earthquakes? seismographs data students will; ● How do earthquake ● Seismic waves tell us about the subtract time, use waves differ? phase of matter and density of the ESRT to ● How can we the earth’s interior determine distance determine the ● Earthquake location and depth and locate distance to tells us the location and type of earthquakes by earthquakes? plate boundary drawing circles ● Derive wave arrival time, origin time, distance to, and magnitude of earthquakes according to reference table and locating an epicenter ● Understand tsunamis, prediction and Richter scales ● Make an emergency action plan for how an early warning system can protect from earthquakes, tsunamis, and volcanoes ● Volcanoes ● What causes the ● Use earthquake information to ● Students will plot June ● Volcano Lab difference in predict eruption pattern volcanoes and ● Crustal change volcanoes and ● Volcanoes and mountain ranges interpret test eruptions? tell us the location of plate differences from ● Can eruptions be boundaries their location on predicted? the plates ● Using data from Mt. St. Helen plot data for earthquakes to predict eruptions GEOLOGIC ● Ancient Earth ● How did the earth and ● The ancient atmosphere formed ● ● HISTORY life form? by out gassing ● Ancient ocean formed 4bya by cooling and precipitation evidence is sedimentary rocks of that age ● There was no 02 in the atmosphere until life made it ● The fossil record shows a wide variety of life, most of which is extinct ● Plat tectonics causes changes in evolution, global geography, and climate

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● Humans have existed for a very brief portion of the earth’s history ● Fossils are the evidence for evolution on the earth ● Analyze two fossils to see how they change over time ● Geologic ● How can relative age ● Understand superposition, ● Students will infer June ● Rock layers lab Sequence be determined? horizontality, uniformitarianism, the geologic history ● How can the past be unconformities, intrusions, from a set of rock interpreted from what extrusions, folding and faulting, layers happens today? inclusions, cross cutting, contact ● How can we “walk an metamorphism Outcrop”? ● Interpret a geologic profile ● Rocks, minerals and fossils tell use about their origin environment and help us understand the history of the earth by their properties and distribution ● Correlation ● What tools do ● Use correlation tools such as ● Using diagrams of June ● Interpreting scientists use to walking the outcrop, comparing layers which Geologic History correlate rocks? rocks and fossils, index fossils, include index lab volcanic ash, meteor debris to fossils students will match profiles determine the geologic history of and area ● Time Scale ● How is the geologic ● Know the Eras, how they are ● The students will June ● Geologic Time time scale broken named, representative fossils, use register tape to lab down and what are periods, epochs, evolutionary develop a time line the bases for the succession of life forms of there own and divisions? ● Make a scale model of the find that the resent geologic time line has too much information for the scale ● Absolute Age ● How can absolute ● Apply radiometric dating, half-life ● Students will use June ● Radioactive age be determined? and decay product ratio to the ESRT to find dating worksheet determine absolute age half-lives and ● Geologic History ● Describe carbon-14 uses determine absolute test age

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LANDSCAPES ● New York State ● How are the ● Know how bedrock formed by ● Students will match June ● Review book Landscapes of New plate tectonics affects landscape pictures to work York different? development landscape types ● Understand how weathering and and drainage erosion effects landscape patterns ● Use reference table to identify different geologic regions ● Interactions between climate and bedrock form plateaus, valleys, mountains, plains, ridges, escarpments, and stream drainage patterns FINAL EXAM ● Lab Practical ● ● ● Students will June ● Regents demonstrate their performance test ability to accomplish basic lab skills

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COURSE: Chemistry GRADE LEVEL: 11

MAIN/GENERAL SUB-TOPIC: ESSENTIAL WHAT THE STUDENTS WILL KNOW OR BE SKILLS: WHEN ASSESSMENTS: TOPIC: QUESTIONS: ABLE TO DO: STUDENT (IN MOST CASES DOES IT: PRACTICE QUESTIONS AND EXAMS ARE GIVEN FOR EACH SUB- TOPIC) COURSE Elements ● What are the ● Elements/Atoms make up matter ● Determine p, n, e Sept. ● Q&A INTRODUCTION building blocks ● Atoms are made up of protons, ● Determine metals, ● Quiz of the Universe? neutrons and electrons nonmetals, ● What are the ● Elements exist as metals, nonmetals semimetals different types of and metalloids (semi-metals) elements? Periodic Table ● How was the ● Brief historical perspective on the ● Use lab skills to ● Blank P.T. fill in (Brief) Periodic table origins of the P.T. determine ● Atomic # & Mass created? ● Groups are based on valance properties of wks ● How is the table electrons and chemical reactivity elements and ● Element arranged? ● Rows are based on number of shells design a P.T. of classification lab ● Is every atom of ● The only difference between isotopes their own ● Quiz a particular of an element are the number of ● Fill in empty P.T. element the neutrons ● Calculate average same? ● How to calculate average atomic atomic mass mass and the atomic number Physical & ● How do you ● A physical property can be ● Compare physical ● Homework Chemical describe a tree? determined by your senses and chemical ● Quiz Properties ● How do you ● Physical change does not change the properties describe fire? nature of the matter ● Compare physical ● A chemical property can be and chemical determined through conducting a changes reaction ● Chemical change alters the nature of the substance to another Phases of ● What are the Liquids: ● Illustrate at the ● Observations Elements three phases of ● Perform calculations using heat of molecular level the and discussion elements? vaporization and heat of fusion appearance of during in class ● How can we Solids: each phase of practice describe them? ● Identify substances that sublime and matter (s, l, g) problems and ● How much heat describe the forces associated with ● Draw and explain homework does it take to the phase change. Phase change ● Phases of water go from a solid ● Gases: diagrams in terms lab 168

to a gas? ● No set volume or shape of matter and ● Quiz ● Highest energy level of the 3 phases energy ● ● Work with phase diagram formulas on Table B ● Identify the solid, liquid & gas elements at STP ● Allotropes ● What is an ● Define allotrope as different atomic ● Draw and explain ● Sulfur Allotrope allotrope? arrangements of a given element the three lab ● How do ● allotropes of ● Quiz graphite, carbon diamond and ● Buckminsterfulle rene compare? LABORATORY Significant ● How do we keep ● Purpose of significant figures ● Calculate and ● Class & home SKILLS Figures ourselves ● Rules for determining and maintain round to the practice honest during significant figures correct number of ● Lab write-ups lab ● Rules of Metric conversions significant figures throughout the measurements ● Rules for calculating with scientific ● year and notation calculations? Percent Error ● How far off am I ● Determine percent error where ● Work with % error ● Use of formula from the applicable formula on Table T on labs accepted value? Measuring ● What tools help ● Lab safety procedures and equipment ● Use lab and safety ● ● Bunsen Burner Devices us analysis the ● Location of all equipment in the lab equipment Lab world of ● Names and terminology related to properly and follow ● Al Foil Lab chemistry? each piece of equipment safety procedures (Inquiry) ● Properly measure ● Accuracy & with a balance, precision Lab graduated ● Density Lab cylinder, (Inquiry) thermometer, ● Informal buret, etc. observation of ● Determine students physical properties ● Quarterly lab in lab (density, practical mass, volume, ● boiling point, etc.) WATER QUALITY Types of Matter ● What is matter? ● Identify and differentiate between ● Draw particle Oct. ● Concept ● How can we types of matter: substances, models to mapping of classify matter? elements, compounds & mixtures differentiate Matter

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● What happens elements, relationships when we mix compounds, ● Quiz those mixtures chemicals? Solutions and ● Why does water ● Define polarity ● Interpret Solubility ● Solubility Curve Solubility “dissolve” salt? ● Identify the polarity of a given curve table in the lab ● How can get for molecule CRT ● Solubility of a stuff to dissolve ● Understand and use the percent by ● Create a solubility Salt lab in a solvent? mass and parts per million formulas curve by analyzing ● Polarity Test lab ● What does on Table T crystallization ● Solubility and concentration ● Factors that effect solubility points at various dissolved O2 mean and how ● Rules for determining solubility concentrations. levels activity do we represent ● Working knowledge of Table F ● Sports drink it? article response

Mixtures ● Are all mixtures ● Compare and contrast homogeneous ● Separate a mixture Nov. ● Mixtures lab created equal? and heterogeneous of Fe, SiO2 & NaCl ● Candy ● What else is in ● Describe filtration, distillation, using proper lab chromatography the water we chromatography procedure lab drink? ● Ionic compounds consist of metal and (filtration, ● Ion Testing lab ● What is salt? nonmetal ions that transfer electrons evaporation ● Heating curve ● Why do we put to satisfy their valence electrons ● Write balanced lab salt on the roads ● Ionicly bond atoms will have a large formulas for ionic ● Homework and and in cooking difference in electronegativity (>1.7) compounds quiz water? ● Define colligative properties ● Describe and ● Colligative perform all properties lab – calculations CBL involving colligative properties: boiling point elevation, freezing point depression, abnormal behavior of electrolytes Acid Rain ● What causes ● The source of acid rain and its effects ● Use lab Dec. ● Acid rain article acid rain? on soil and water procedures and response ● Why is acid rain ● How nature can provide natural observations to ● Indicator lab harmful to the buffers against Acid rain determine the ● Relative environment? ● Acid-Base Definitions (Arrhenius and relative strength of strengths of ● What Bronsted/Lowry) acids and bases Acids (Inquiry) determines if a ● Observable characteristics of Acids ● Titration labs substance is and Bases ● Hudson River acidic or basic? ● Use CRT to determine how common Analysis

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● What is PH and PH indicators help determine the PH how do we of a solution determine it? ● What it means to neutralize an acid ● Is there a what and base and describe the resulting to get rid of an reaction acid or base ● The foundation and meaning of the safely? PH scale ● Rules for naming acids and bases and apply it both ways (formula <> name) ● Use CRT to determine some common acids and bases THE CHEMISTRY ● How is ● Understanding chemical concepts is ● Use lab skills and ● Case 1: OF CRIME chemistry used essential for solving crimes chemical concepts labs A1-A3 SOLVING to solve crimes? ● Detailed data collection is essential to solve a crime ● Case 2: for forming meaningful, valid ● Prepare a “court” labs B1-B3 conclusions document ● Case 3: ● Science is a process to be involved representing labs C1-C3 in, not a set of facts to “know” data/findings ● Science involves discussion and interpretation of data ● Many chemical concepts: chromatography, mixtures, solubility, molecular structure, acids & bases, etc. NUCLEAR POWER Atomic ● What was the ● General historical perspective of ● Draw diagrams of Jan ● Response to (ATOMIC Structure historical atomic theory (will know Dalton, the five atomic Atomic Café STRUCTURE & (Greeks to pathway to the Thompson, Rutherford, Bohr, models (Dalton, video NUCLEAR today) present model of Quantum Mechanical Cloud models Thompson, CHEMISTRY) the atom? and relevant experiments) Rutherford, Bohr, Quantum Mechanical Cloud)

Reactions and ● Why is nuclear ● Compare chemical and nuclear ● Write balanced ● Radiation emissions radiation reactions. transmutation shielding lab dangerous? ● Describe alpha and beta decay and equations for ● Transmutation ● How long will gamma radiation alpha and beta and Half-life nuclear waste ● Explain the dangers of each emission decay and gamma practice stay dangerous? ● Compare ionizing and non-ionizing radiation ● Are there any radiation ● Solve various for benefits to ● Compare and contrast fission and various variables nuclear fusion related to half-life radiation? ● Describe the mass/energy ● What is nuclear relationship (Einstein)

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power? ● Understand behavior of particles in ● Why does the particle accelerators sun produce energy? ● Can energy become matter? Electron Focus ● How is light ● Compare ground state atoms to ● Identify 4 unknown ● Atomic Emission produced? excited state atoms solids based on Spectrum lab ● How are ● The arrangement of the electrons can there emission ● Flame test electrons be described through several spectrum ● Smoke detector arranged around configurations. ● Write principle article the nucleus? ● Understand the theory behind Lewis energy level ● How can we Dot structures configurations describe the ● Describe the shapes of s and p ● Create a concept electron orbitals map for the levels configuration? of electron configuration (Principle energy level to orbital) ● Draw Lewis dot diagrams ● Diagram s and p orbital shapes PERIODIC TABLE Modern ● What is the ● Explain the basis of the modern ● Interpret the Feb ● Homework Periodic Law Periodic Table periodic table Periodic Table ● Quiz and why is it ● Define modern periodic law called “periodic”? ● How is the Period Table arranged? Chemistry of a ● How can the ● Locate and name the families of the ● Use Periodic Table ● Library Family Periodic Table Periodic Table to identify the Research of a give use clues ● Identify and explain properties of chemistry of an Periodic Group about the elements of a family. element based on ● Properties of chemistry of an ● Define metals, non-metals, and what group it is in Halogens lab atom? semimetals and know their location on the Periodic Table Periodic Trends ● What information ● Define atomic radius, ionization ● Find trends in ● Period Table can we get from energy, and electronegativity. seemingly Logic Puzzle the Periodic ● Describe vertical and horizontal unrelated items Table? trends in atomic radius, ionization ● Use CRT to collect energy, electronegativity, and valence information on the electrons trends of the

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● Describe electron shielding. Periodic Table and present graphically PETROLEUM The role of ● What is ● Explain the varied ways society ● Draw a concept ● Concept map of (ORGANIC Petroleum petroleum and depends on petroleum as a fuel and map Petroleum use CHEMISTRY AND how is it building material ● "Oil Crunch" ORGANIC important to ● Contrast organic and inorganic article response RESOURCES) you? substances ● October Sky ● How do organic response and inorganic substances differ? Types of Bonds ● How do ● Define and use electronegativity to ● Draw Lewis dot ● Procedure to Nonmetals determine type of chemical bond diagrams depicting identify 4 interact? (ionic, polar covalent, nonpolar bonds substances as ● Why are the covalent) ● Write molecular ionic, molecular, movements of ● Identify coordinate covalent bonds formulas network solid, or the electrons ● List and describe characteristics and metallic (Inquiry) important to type of bonding for ionic, molecular, bonding? network and metallic solids ● How do we depict a molecule? Molecular ● How do covalent ● Define dipoles, hydrogen bonding, ● Draw particle ● Hydrogen bond Attraction molecules week force attraction, molecule-ion diagrams wks interact? attraction depicting ● Identify and explain various forms of molecular molecular attraction interactions Definitions & ● How do we ● Define, identify, become familiar with ● Write and identify Feb- ● 3D modeling Characteristics identify and organic compounds and their names and March Lab depict organic properties formulas ● Alkane Boiling compounds? ● Recognize general formulas for the (molecular and Point lab ● How can homologous series of hydrocarbons structural) for all ● Isomer Lab something made ● Define and identify isomers organic ● Relative from the same ● Differentiate between saturated and compounds Strength of element look so unsaturated hydrocarbons Alcohols lab different? ● Recognize and name functional (Inquiry) ● What is groups – organic alcohols and acids saturated and as well as others located in the CRT. unsaturated fat? Organic ● How do organic ● Know products and reactants of ● Write the different April ● Ester Lab Reactions molecules organic reactions types of organic ● Saponification interact? ● Recognize and identify the different reactions: Lab types of organic reactions: substitution, ● Polymer Activity

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substitution, addition, fermentation, addition, ● Calorimeter Lab esterification, saponification, fermentation, polymerization, combustion esterification, saponification, polymerization, combustion ● Make a calorimeter out of a soda can and find the amount of energy stored in food MATERIALS & Equation ● How do ● An equation should identify the ● Manipulate and ● Bottleneck RESOURCES writing – types inorganic reactants, products, their phase, the use Heat formula article response of reactions compounds ratio between the species and the on CRT ● Exothermic/End and formula interact? change in energy ● Write balanced othermic Lab writing (review) ● What are the ● Recognize and explain the workings inorganic ● Silver Lab I four main of synthesis, decomposition equations for (single reactions (analysis), single replacement, and synthesis, replacement between double replacement decomposition, reaction) inorganic single and double ● Silver Lab II compounds and replacement how do we write them? Chemical ● What is collision ● Explain how various factors (nature of ● ● Kinetics theory and how reactants, concentration, temperature, does it relate to surface area and presence of reaction rates? catalyst) affect the rate of a reaction in terms of the collision theory Chemical ● What is dynamic ● Define equilibrium ● Write mass-action May ● Equilibrium and Equilibrium & equilibrium? ● Interpret and apply solubility tables expressions & You – a Reaction ● How can we ● Use Le Chatelier’s principle to predict interpret the reflection on Spontaneity make a reaction the shift in equilibrium when a stress meaning of the how equilibrium do what we is applied various forms of plays a role in want? ● Predict the shift in equilibrium using equilibrium everyday life ● What the common ion effect constants ● Entropy in my determines if a ● Use equilibrium constants to ● Apply the concept house activity reaction will determine whether products or of entropy to help occur or not? reactants are favored at equilibrium explain why things ● What is entropy ● Define and use enthalpy to predict the break down and how does it stability of a compound relate to ● Define entropy enthalpy? ● Use phase changes to interpret entropy changes

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Fuel Cell ● What is fuel ● That fuel cells are essentially ● Use the internet ● A guest speaker Technology cell? batteries that use hydrogen and and other from Plug Power (intro to ● How do fuel oxygen gas to produce water and resources to will present to electrochem) cells work? energy research a topic the class ● Where is fuel ● That fuel cells work when ● Present research ● Students will cell technology spontaneous chemical reaction in written and/or research currently being between hydrogen and oxygen verbal format essential used? How? produce water and electric current. questions 1-6 ● What is the This reaction is catalyzed in a variety and report to future role of of ways and the hydrogen source peers/class fuel cell varies ● Students will technology in ● NASA has been using fuel cells in build and our society? space for several decades. Plug operate a fuel ● What are the Power, a local fuel cell company, cell powered possible currently provides fuel cells for model car difficulties commercial use associated with ● The use of fuel cell technology in our using fuel cells future is promising, but uncertain. to replace fossil Both large and small scale integration fuels as our of fuel cells is being researched in primary energy detail source, i.e. ● Current infrastructure and politics automobiles provides a large hurdle that must be ● What are the jumped in order to use fuel cell power possible as a replacement for fossil fuels environmental, ● Changing from a fossil fuel powered economic, social society to on powered by alternative and political energy sources could impact all ramifications of aspects of society. moving into a fuel cell powered society? Reduction – ● Why does metal ● The more reactive a metal the easier ● Use CRT to ● Activity Series Oxidation rust? it is oxidized determine relative Lab Reactions ● What do ● Define oxidation/reduction, oxidation activity of metals oxidation and number and redox reaction ● Write balanced reduction mean? ● Assign oxidation numbers Redox equations ● Identify redox reactions ● Write balanced half reactions Electro- ● How does a ● Identify half cell reactions ● Write and perform ● Voltaic Cell Lab chemistry battery work? ● Use standard electrode potentials to calculations ● Electroplating ● How do you calculate cell potentials dealing with half Lab make cheap ● Describe the basic operation of reactions

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jewelry? batteries and electrolytic devices ● Label different parts of an electrochemical and electrolytic cell ● Using half reactions, balance redox equations The Mole: ● Are all moles ● Define Mole in terms of particles ● Perform all ● 3-step Mole Lab Stoichiometry small and cute? ● Define gram atomic mass, gram calculations ● Percent water in ● What is formula mass involving the mole a hydrate lab stoichiometry including: percent, ● Crash of Flight and how the composition, 143 article heck do you use empirical formula, response it? determination, mole-mole conversions, mass-mass conversions (all stoichiometry problems) ● Collect a precipitate using a funnel and filter Titration ● I understand ● Define Molarity ● Using proper June ● Titration Lab neutralization, ● Calculate the Molarity of solutions titration technique but how do I do ● Use titration formula to determine and glassware it? needed concentration and volumes of identify the acids and bases in neutralization Molarity of an reactions unknown base Gas Laws ● Air, Air your ● Describe the Kinetic Molecular theory ● Perform all ● Boyle and everywhere, but in terms of gases calculations Charles Lab how do you ● Fully describe the relationship involving the ● Sample behave? between volume, temperature and combine gas law homework ● How does pressure as related to behavior of problems using temperature, gases the combine gas pressure and ● Know where the relevant information law formula volume effect and formulas are located in the CRT gas behavior? to perform all calculations involving the combine gas laws COURSE REVIEW ● What are my ● Using a practice exam determine ● Perform item ● Practice exam & FINAL EXAM strengths and those areas of the content that need analysis on results weakness? the most improvement practice regents ● Personal ● How can I ● Describe ways that will improve test test conference with

176 improve my scores on the Physical Setting / each student testing scores? Chemistry exam

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COURSE: Environmental Science GRADE LEVEL: 11,12

*Course Essential Question: Why is the health of planet Earth dependent on every living thing?

MAIN/GENERAL SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENTS WILL KNOW OR BE SKILLS: WHEN ASSESSMENTS: TOPIC: ABLE TO DO: STUDENT DOES IT: ECOLOGY Introduction ● Why should we all ● Definition of Ecology (Ecos--Home) ● Perspective of September ● Personal learn about the ● Understanding of "home" drawings environment? "environmentally ● Outline sheet ● aware" Ecosystems ● How do living ● Key terms relating to ecosystems ● Ability to September ● Lab: organisms interact ● Biotic and abiotic factors analyze biotic Identification with each other and and abiotic Keys the physical factors ● Writing samples environment? ● Use ● Quiz identification ● Field study in keys Crandall Park

Biodiversity ● Why is maintaining ● Meaning of biodiversity ● Critical September ● Writing biodiversity so ● Interdependence of all species thinking in exercises on important to the ● Effects of losing even one species comparing biodiversity of long-term health of ● Importance of biodiversity plants with life planet Earth? high diversity, ● Comparative compared to charts low Endangered ● How have plants and ● The meaning of threatened, ● Group work in October ● Lab: Modeling a species animals become endangered, or extinct organisms rating animals Bald Eagle endangered or ● Causes of species becoming close to Population extinct? endangered extinction ● Group charts ● Human impact on habitats ● Problem ● Endangered solving in how species puzzle to save the ● Extended animals computer research on specific species ● Quiz Imported/Alien ● How do alien ● Key terms relating to alien species ● Ability to October ● Lab: species species contribute to ● How alien species are transported analyze and Comparison of the loss of native ● Human causes of introduction of interpret data Alien Species 178

species? alien species on alien/native ● Charts of alien ● Problems associated with alien species species species ● Group work in ● Critical thinking identifying and writing response sketching alien on introduction species of alien species Succession ● How is the earth ● Key terms relating to succession ● Ability to October ● Lab: Succession able to change from ● Stages of succession compare and in Aged Pond bare rock or simple ● Stages in development of a swamp contrast Water pond to a full forest ecosystem stages of ● Critical thinking or full pond ● Energy pathways in changing succession response to bird community over ecosystems evolution time? identified over time in island succession Flow of Energy in ● How does energy ● Key terms relating to ● Ability to October ● Lab: Growth of Ecosystems enter ecosystems? photosynthesis, producers, construct food Different ● How is energy consumers, decomposers webs Decomposers on transferred through ● Transfer of energy in pathways Different Food organisms in ● Food webs ecosystems? ● Quiz Cycles in the ● How does all matter ● Key terms relating to the water, ● Ability to October- ● Lab: Plants and Ecosystem cycle through the carbon, oxygen, nitrogen, and diagram and November the Water Cycle earth? mineral cycles explain cycles ● Quiz ● Understanding of how and why matter cycles ● Human impact on resources and cycles Summary ● ● ● November ● Computer research on Ecology topic THE Composition of the ● What makes up the ● Key terms relating to the gases and ● Use charts to November ● Diagrams of ATMOSPHERE Atmosphere atmosphere? composition of the atmosphere understand layers of the the layers of atmosphere atmosphere Weather Patterns ● What is weather? ● Identify parts of the atmosphere that ● Ability to chart November ● Comparison of ● How do atmospheric affects the weather elements of tornados and conditions affect the ● Understand the transfer of energy in weather, hurricanes weather? the atmosphere relating to the ● Critical thinking ● Understand how the four main atmosphere response to elements of the atmosphere affect surviving a weather (sun, atmosphere, tornado shape/movement of the earth, ● Quiz earth’s surface)

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Global Warming ● How are humans ● Up-to-date statistics on global ● Ability to graph November ● Lab: contributing to the temperature changes worldwide Greenhouse warming of the ● How global warming has affected temperature Model earth’s climate? the earth’s surface, oceans, wildlife, changes ● Group work to public health compile ways to ● Current political problems decrease air surrounding the issue of global pollution warming ● Critical thinking response after evaluating evidence of global warming from ice cores and computer models Air Pollution from ● What effect did the ● Events surrounding the eruption of ● Ability to read November ● Creative writing Volcanoes eruption of Mt. St. Mt. St. Helens article for on living in the Helens have on the ● Effects of the eruption, locally and critical vicinity of the Mt. earth’s atmosphere? globally information St. Helens eruption Chemicals That ● How are air pollution ● Types of air pollution gases ● Create a chart November- ● Lab: History’s Pollute the Air gases affecting the ● Historical background of air to summarize December Worst Air earth and its pollution air pollution Pollution atmosphere? ● How air pollution gases react to gases Disasters form more toxic pollutants ● Ability to ● Analysis of ways ● Health effects of air pollution gases, organize data to reduce the both outdoor and indoor and make amount of air predictions pollutants in homes Ozone Depletion ● How is the earth’s ● Importance of the ozone layer ● Analyze charts December ● Research on the atmosphere ● How the ozone layer protects the showing the use and effects breaking down? earth changes in the of CFCs on the ● Causes of ozone depletion hole in the ozone layer ● Global health effects of ozone ozone layer depletion Worldwide ● What devastating air ● Events surrounding the industrial ● Read original December ● Creative writing Atmospheric pollution accidents accident at Bhopal, India, and Newsweek from the Chemical occurred at Bhopal, Chernobyl, Russia articles of the perspective of Accidents India, and ● An understanding of the immediate two accidents being a survivor Chernobyl, Russia? and long term effects of the ● Integrate facts of Bhopal accidents into an original ● Possibility of an accident similar to writing Bhopal or Chernobyl happening in the United States

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Acid Rain ● How do pollutants in ● Causes of acid rain ● Read original January ● Lab: Acid Rain the atmosphere ● Key terms relating to acid rain articles on ● Response essay create acid rain? ● Global effects of acid rain acid rain on destructive ● How is acid rain ● Effects of acid rain on the ● Group work to effects of acid causing harm to the Adirondacks compare and rain in the environment? chart global Adirondacks statistics ● Critical thinking ● Using graphs response to how to compare acid rain crosses acidity in the political Adirondacks boundaries ● Quiz Air Pollution ● How can air pollution ● Technology available to control air ● Create charts January ● Lab: Air Control be controlled? pollution of air pollution Particulates ● Personal actions that can be taken problems and to control air pollution technology solutions Summary ● ● ● January ● Computer research on ATMOSPHERE topic THE EARTH Soil Formation ● How is soil formed? ● Key terms in soil formation ● Construct and January- ● Lab: Soil ● How soil layers are formed read soil February Testing ● How climate affects soil formation profiles Soil ● How are humans ● Farming practices contributing to ● Analyze and February ● Lab: Plant Mismanagement contributing to the loss of topsoil interpret data Cover Effect on loss of topsoil? ● Conservation methods that on farming Erosion contribute to saving topsoil practices and ● Write up of data soil loss analysis The Dust Bowl ● How did farming ● History of farming leading to the ● Analyze February ● Write creative practices contribute Dust Bowl weather and responses to to the worst loss of ● Farming practices and weather soil conditions readings of the soil in the United conditions of the Dust Bowl years ● Read first Dust Bowl States? ● Government actions in response to hand accounts the Dust bowl of survivors of the Dust Bowl Farming Practices ● How are current ● Key terms of farm/soil ● Identify major February ● Write critical farming practices mismanagement causes of soil comparison of causing the loss of ● How farmers are abandoning soil abuse energy and farmland? conservation practices ● Describe how mineral ● Politics of agribusiness soil abuse requirements for results in soil raising farm loss animals and those for

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growing only crops

Human Population ● How is the growth of ● Changes in population throughout ● Graph world February- ● Lab: Modeling human population history human March Disease causing the ● Causes of dramatic shifts in population Transmission in environmental population growth growth Populations problems of the ● Affects of population growth on rate throughout ● Written analysis earth? of use of natural resources history of graph of ● Connection between world wide ● Analyze human food shortages and human differences in population population growth potential for growth overpopulation ● Write critical of human thinking population response to effect of overpopulation on global resources Rain Forests ● Why are rain forests ● Characteristics and location of rain ● Analyze and March ● Research and so critical to the forests chart all that graph the loss of long-term health of ● Biological diversity of rain forests the rain forests rain forests earth? ● Impacts of deforestation on the provide worldwide environment ● Predict the ● Connection between deforestation consequences and global warming of continuing rain forest loss ● Create an educational poster of the rain forest ● Write a poem about the importance of the rain forest Farm Chemicals ● How do farm ● Key terms relating to farm ● Diagram March ● Interpret chemicals make chemicals results of pesticide graph environmental ● Differences between synthetic and different ● Write critical problems worse? organic fertilizers fertilizer use response to use ● Connection between pesticide use ● Compare and of lawn and increased problems with pests contrast types chemicals worldwide of fertilizers ● Write creative ● IPM system of pest management ● Graph pest- essay on future ● predator personal care of

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populations lawns ● Read original ● Quiz article on use of lawn chemicals Summary ● ● ● April ● Computer research on Earth topic WATER ● Water Quality ● What factors ● Key terms relating to water quality ● Use chart to April ● Outline of water determine water ● Importance of dissolved oxygen interpret quality factors quality? dissolved oxygen levels ● Aquifers ● Why are ● Location of major aquifers ● Create a map April ● Write creative underground ● How aquifers provide water to of aquifers essay on sources of water so communities problem of important? ● Importance of the Ogallala Aquifer Ogallala Aquifer going dry ● Chesapeake ● Why is the ● Location of Chesapeake Bay ● Diagram uses April ● Question sheet Bay Chesapeake Bay so ● Understanding of estuaries of on Chesapeake important? ● Connection between Chesapeake Chesapeake Bay Bay ecosystem and Atlantic Ocean Bay fishing ● Aquatic ● What are the ● Key terms relating to aquatic ● Diagram April-May ● Worksheet on Environments different types of ecosystems aquatic aquatic water ecosystems? ● Complex interactions between environments ecosystems aquatic species and their ● Study of pond in environment Crandall Park ● Quiz ● Hazardous ● Why are hazardous ● Key terms relating to hazardous ● Read original May ● Critical thinking Wastes wastes so wastes articles on response to destructive to the ● How hazardous wastes are polluting discovery of Caputo environment? the earth’s air, land, and water hazardous Dumpsite ● How industries are disposing of wastes at problems their chemical wastes various sites ● Creative essay ● Politics of disposing of hazardous comparing wastes events at ● Problems at the Caputo Dumpsite Caputo ● Events surrounding Love Canal Dumpsite and Love Canal ● Water Pollution ● How does water ● Key terms relating to water pollution ● Create chart of May-June ● Lab: Water pollution affect ● Ways that water becomes polluted water Pollution and different water ● Polluting of the Hudson River pollutants Plant Growth ecosystems? ● Effects of ocean pollution ● Group work to ● Outline of water ● Methods of water treatment debate pollution sources

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Hudson River ● Quiz issues

● Water ● How can water be ● Key terms relating to water ● Read original June ● Lab: Testing Treatment treated to make it treatment article on Tap Water safe for living ● Methods of water treatment toxins in tap ● Creative story of organisms? ● Treatment of tap water water being stranded ● Compare and on an island and contrast the needing to get water fresh water treatment ● Quiz processes Summary ● ● ● June ● Computer research on Water topic

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COURSE: Regents Physics GRADE LEVEL: 11 and 12

MAIN/ GENERAL SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENTS WILL KNOW OR BE SKILLS: WHEN ASSESSMENTS: TOPIC: ABLE TO DO: STUDENT DOES IT:

MECHANICS Kinematics ● What does it mean ● Physics uses the metric system with ● Measurement and Sept. ● Measure and to measure SI units estimation Estimation Lab something? ● Velocity is a relationship between ● Calculate velocity ● Buggy Lab ● What is estimation? displacement and time and acceleration of ● Graphing Activity ● How do things ● Acceleration is a relationship between objects in motion ● Problem Sets move? velocity and time ● Graph velocity and ● Quizzes and Test ● What is ● Equations of motion can determine acceleration ● displacement? velocity and acceleration ● Classify quantities ● What is velocity? ● Freely falling bodies have a constant as scalars or ● What is acceleration near the Earth vectors acceleration? ● What is a vector quantity? ● What is a scalar quantity? Two- ● How can we ● Motion can be resolved into x and y ● Resolve motion into October ● Dart gun lab(s) Dimensional simplify complex component vectors vector components ● Long range Motion and motion? ● Projectiles follow a predictable path ● Predict projectile projectile Trajectories ● How do projectiles ● Projectile paths can be predicted path prediction behave? using the equations of motion ● Problem sets ● Quizzes and Test Dynamics ● Why do things ● Forces are pushes or pulls ● Use vector Oct. - ● Bow and Arrow move? ● Forces can be in equilibrium diagrams to Nov. Lab ● What is force? ● Net forces cause accelerations analyze mechanical ● Rolling Desk ● What is gravity? ● Forces are vectors systems Chair Lab ● What is inertia? ● Objects have inertia ● Solve problems ● Problems sets ● What is mass? ● Motion can be explained using using Newton's ● Quizzes and Test ● What is weight? Newton's three laws of motion second law of ● Force of gravity and weight are the motion same thing

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ENERGY Work and ● What does it mean ● Work and Energy are interrelated ● Describe exchange Nov.- ● Bouncy Ball Lab Energy to do work? ● Energy is the ability to do work between forms of Dec. ● Conservation of ● What is energy and ● Power is a measure of the rate of energy Energy Lab where does it come work ● Predict velocities, ● Problem Sets from? ● Energy can be stored (as in a spring) heights and spring ● Quizzes and ● What is power and ● Energy can be transformed from one compressions Test where does it come form to another ● Compare power from? ● Energy can neither be created nor developed from ● What happens to destroyed – Energy is conserved work done at energy when it is different rates used? ● How can mechanical energy be stored Friction ● What is friction? ● Friction is an oppositional force due to ● Determine the Dec. ● Friction Lab ● What is negative the interaction of two surfaces coefficient of friction ● Sox / Linoleum work? ● There is a difference between static for two surfaces Lab ● and kinetic friction ● Problem Sets ● Quizzes and Test MOMENTUM Momentum ● What is momentum ● Momentum is the product of an ● Verify conservation Dec. ● Metal Balls ● How is momentum objects mass and velocity of momentum Demo/ Activity conserved? ● In a closed isolated system, ● Water Rocket momentum is conserved Directed Inquiry ● Impulse is a change in momentum ● Mass Cart Lab ● Problem Sets ● Quizzes and Test CIRCULAR Uniform ● How does ● Solve centripetal force and ● Explain and predict Jan. ● Uniform Circular MOTION AND Circular acceleration related acceleration problems Uniform Circular Motion Lab GRAVITATION Motion to direction? ● Understand the concepts of Motion ● Problem Sets ● What is centripetal centripetal force and acceleration ● Quizzes and acceleration? Test ● What is centripetal force? Kepler's ● What is the shape ● Understand Kepler's three laws ● Explain and predict Jan. ● Problem Sets Laws of planetary Planetary Motion ● Quizzes and Test motion? ● How does orbital distance relate to the period? Universal ● What is ● Understand gravitational field strength ● Be able to solve Jan. ● Problem Sets Gravitation gravitational ● Understand the nature of problems using ● Quizzes and Test and Satellite attraction? geosynchronous orbits and artificial Newton's Universal Motion ● Why do objects satellites Law of Gravitation

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orbit other objects?

WAVE Waves ● What causes ● Understand that waves transfer ● Explain variations in Feb. ● Guitar Lab PHENOMENA waves? energy, not mass wavelength and ● Sound in Closed ● How do mechanical ● Understand the difference between frequency in terms pipes Lab waves travel? pulses and periodic waves of the source ● Problem Sets ● What is sound? ● Understand the difference between vibrations that ● Quizzes and Test longitudinal and transverse waves produce them ● Understand and be able to solve ● problems relating to the concepts of frequency, period, amplitude, phase, wavelength, and speed as they apply to waves ● Understand the doppler effect ELECTRICITY Static ● What is electrical ● Understand the micro structure of ● Explain why Feb.- ● Electrostatic AND Electricity charge? matter electrical forces and March Effects Lab MAGNETISM ● How is charge ● Understand how and why objects fields can be ● Leaf Electroscope conserved? become charged attractive and Lab ● What is an ● Understand the concept of repulsive ● Problem Sets electrical field? conservation of charge ● Be able to solve ● Quizzes and Test ● What is electrical ● Understand the quantity of charge problems using ● potential? ● Understand the nature of electric Coulomb’s Law ● fields ● ● ● Understand potential difference ● Understand electric fields in terms of electric potential Electric ● Why do some ● Understand conductivity in solids ● Be able to measure Mach – ● Sparky the Current substances ● Understand the conditions necessary current and voltage April Electrician Lab conduct electricity? for an electric current in a circuit ● Ohm’s Law Lab ● What is current? ● Solve Ohm's Law problems ● Draw and Interpret ● Series and ● What is resistance? ● Solve problems relating to current graphs and Parallel Circuits ● What is power? ● Understand and problems relating to diagrams of voltage mini lab the resistance of a conductor & current ● Problem Sets ● Differentiate between series and ● Measure the ● Quizzes and Test parallel circuits resistance of ● ● Understand problems relating to various resistors simple and complex circuits ● Construct and ● Understand problems that involve predict the behavior electric power of simple series and parallel circuits ●

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Magnetism ● What causes ● Understand the relationship between ● Be able to map the April ● Mapping a magnetic attraction magnetic force and current magnetic field of a Magnetic Field and repulsion? ● Understand the nature of magnetic permanent magnet lab ● What is the fields ● Describe the ● I am a human relationship ● Draw magnetic field lines direction of generator and the between electric ● Understand flux density magnetic field lines Earth is My current and ● Understand solenoids of a magnet and Magnet Lab magnetism? ● Apply the three hand rules of proximate magnets ● Problem Sets magnetism ● Quizzes and Test ● Understand how force affects moving ● charges in a magnetic field

LIGHT Electro- ● What is an electro- ● Understand the electromagnetic ● Observe, sketch, May ● Problems sets magnetic magnetic wave? spectrum and interpret the ● Quizzes and Test Spectrum ● How do ● Understand what a wave front is behavior of wave electromagnetic ● Understand problems relating to the fronts waves travel? speed of light ● Be able to solve ● ● problems relating to ● the speed of light ● Reflection ● How does light ● Understand the difference between ● Draw ray diagrams May ● Snell’s Law Lab and behave when it regular and diffuse reflection to represent the ● Problem Sets Refraction encounters an ● Understand and solve problems reflection and ● Quizzes &Test obstacle? relating to reflection and refraction refraction of waves ● Solve problems using Snell's law ● Determine ● Understand the concept of total empirically the internal reflection and critical angle index of refraction Diffraction ● How can light ● Understand the concepts of ● Interpret the May ● Problem Sets bend? dispersion, diffraction, coherence and behavior of wave ● Quizzes & Test polarization fronts as they ● Be able to solve problems relating to reflect, refract, and Young's double slit experiment diffract MODERN Dual Nature ● Is light a wave or a ● Understand that light has properties ● Be able to solve May ● Problem Sets PHYSICS of Light particle? of being both a wave and a particle problems relating to ● Quizzes & Test ● Understand the photoelectric effect the photoelectric ● effect Quantum ● Describe the ● Understand how energy is related to ● Be able to solve May ● Problem Sets Theory contributions frequency problems relating to ● Quizzes & Test various scientists ● Understand the contributions of a wave's energy ● have made to Planck, Einstein, Compton, and and its momentum quantum theory? DeBroglie Models of the ● How have ● Understand the Rutherford model of ● Be able to solve May- ● Problem Sets Atom Rutheford and Bohr the atom problems that June ● Quizzes & Test contributed to the ● Understand the Bohr model of the involve the change ● 188

current atomic atom in energy state of model? ● Understand the limitations of the Bohr an electron model ● ● Standard ● What does the ● Understand that atomic particles are ● Be able to describe June ● Problem Sets Model Standard Model composed of other sub-atomic the corresponding ● Quizzes & Test attempt to explain? particles antiparticle for each elementary particle

189

COURSE: Applied Physics GRADE LEVEL: 11 and 12

MAIN/GENERAL SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENTS WILL KNOW OR SKILLS: WHEN ASSESSMENTS: TOPIC: BE ABLE TO DO: STUDENT DOES IT: CARS AND Velocity ● What does it mean to ● Measurement is a comparison ● Make accurate September ● Math skills OTHER TYPES measure something? between an unknown quantity measurements assessment OF VEHICLES ● What is an estimate? and a standard reasonable (order ● Measure and ● What differences and ● An estimate is an approximate of magnitude) Estimation lab similarities are there calculation estimations ● Constant between distance and ● Physics uses the metric system ● Calculate Velocity Car displacement? with SI units for its standards displacement and Lab ● What is the relationship ● Displacement is an absolute velocity of objects ● Air Track Lab between a change in linear difference in location from (cars) in motion ● Sherman location and time? a starting point; a car driven ● Graph Avenue Car ● What differences and around and parked in the same displacement vs. Video Project similarities are there place has a displacement of time to determine ● Journal Entries between speed and zero velocity ● Quiz(es) velocity? ● Velocity is a relationship ● Use digital video to between displacement and determine velocity time; cars moving at a constant speed in a straight line have a constant velocity Acceleration ● What is the relationship ● Acceleration is a relationship ● Calculate October ● Accelerometer between a change in a between velocity and time; cars acceleration of on a car’s velocity and time? with a changing velocity are objects (cars) in skateboard lab ● What is the meaning of accelerating motion ● Balloons in the a decreasing ● Acceleration can be positive or ● Graph velocity vs. front seat video acceleration? negative time to determine analysis I ● Freely falling bodies have a acceleration ● Make your own constant acceleration near the jar Earth accelerometer ● Journal Entries ● Quiz(es) and Test Force (plus ● What causes cars ● Forces are pushes or pulls ● Predict October - ● Elantra vs. Work, Power (things) to move? ● Forces can add to zero and accelerations using November Hummer lab and Torque) ● What is a force? balance out net forces ● Generate your ● What is inertia and how ● Unbalanced forces cause ● Calculate work & horsepower on does it relate to mass? accelerations power using the stairs 190

● How do we measure ● Objects with mass have inertia observational data ● Journal entries gravity? ● Force applied over distance ● Quiz(es) ● What is Power? does work ● What is Torque? ● Work performed over a time interval produces power ● Force of gravity and weight are the same thing Momentum ● What is a car’s ● A car’s momentum is the ● Predict, and verify November ● Air car inquiry momentum? product of its mass and velocity conservation of lab (build your ● What is an Impulse? ● In a closed isolated system, momentum in a own with pucks ● How is impulse related momentum is conserved collision or air table) to the force of impact in ● Impulse is a change in ● Measure impact ● Egg drop lab a collision? momentum force in collisions ● Car off roof ● What causes variation ● The force imparted in a collision analysis in car collision is time dependent ● Journal entries outcomes? ● Quiz(es) and test Uniform ● How does a car’s ● Centripetal force is necessary ● Explain and predict December ● Accelerometer Circular Motion acceleration related to to change a car’s (objects) Uniform Circular in the its direction? direction Motion passenger seat ● What is centripetal ● Centripetal acceleration is a lab force? result of centripetal force ● Journal Entries ● Quiz Friction ● What causes a car to ● Friction is an oppositional force ● Determine the December ● Skid pad/Merry grip the road? due to the interaction of two coefficient of go-round ● How can work be surfaces friction for two exercise negative if we know ● There is a difference between surfaces ● Sox/Linoleum work is non-directional? static and kinetic friction ● Measure energy Lab ● Lost energy due to friction is loss from friction ● Tire Skid Mark negative work lab ● Journal Entries ● Quiz(es) Energy ● What is energy, where ● Energy is the ability to do work ● Show that December- ● Skid Mark Lab does it come from in a ● Energy can be transformed acceleration (-) due January II car and where does it from one form to another to friction is not ● Car off roof Lab go? (stored) weight dependent II ● How can mechanical ● Energy is conserved ● Journal Entries energy be stored? ● Quiz(es) and Test CATAPAULTS Pendulum ● What causes a ● Pendulums have a variable ● Explain why February ● Foucault AND CANNONS Motion pendulum’s motion? force and acceleration pendulums are Pendulum ● How does pendulum ● Conservation of mechanical periodic Project motion correlate to energy is useful for predicting ● Use energy rules ● Ballistic UCM? pendulum motion with pendulums Pendulum

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● Journal Entries ● Quiz(es)

Projectile ● How can we simplify ● 2D motion can be resolved into ● Predict a February ● Big slingshot Motion complex (2D) motion? vertical and horizontal projectile’s path lab ● How do projectiles components ● Hit a target with a ● Film Can behave? ● Projectiles follow a predictable projectile Cannon ● What propels a cannon path ● Journal Entries ball? ● Quiz(es) ROCKETS Momentum II ● How is a rocket ● Rocket thrust results from ● Prove conservation February – ● Water Rocket propelled? conservation of momentum of momentum with March Lab ● Is a rocket’s ● Changes in mass effect water rockets ● Rocket Design acceleration constant? changes in force and and Build ● How does a rocket’s momentum Project momentum change? ● Journal Entries ● Quiz(es) Universal ● What is gravitational ● All mass has gravitational field ● Find gravitational March ● Tethered Gravitation attraction? strength field strength “Rocket” ● Why do objects orbit ● An orbiting object is in freefall ● Calculate Orbiter lab other objects? ● Both natural and artificial geosynchronous ● Journal Entries satellites can move in altitude ● Quiz(es) and geosynchronous orbits Test EXPLOSIONS Waves ● What causes waves? ● Waves are a transfer energy, ● Describe March ● Singing Rod AND LOUD Behavior ● How do mechanical not mass wavelength and Orchestra Lab NOISES waves travel? ● A single wave is a pulse and frequency and ● Ella Fitzgerald ● What causes periodic waves are continuous speed of traveling Effect Lab resonance? ● There is a fundamental and standing ● Journal Entries dimensional difference between waves ● Quiz(es) longitudinal and transverse waves Speed of ● What is sound? ● Sound waves are mechanical ● Calculate speed of March ● Sound at Sound ● What determines the waves with speed determined sound in air at a distance lab speed of sound? by the medium in which they given temperature ● Journal Entries travel ● Quiz Speed of Light ● What is light? ● Light is electromagnetic ● Calculate speed of March ● Marshmallow ● What determines the radiation which is not a light in air lab speed of light? mechanical wave and therefore ● Laser beam lab needs no medium for ● Journal Entries propagation ● Quiz and test

192

BRIGHT COLORS Colors ● What is the nature and ● Color is the part of the ● Describe color by April ● Light box lab meaning of color? electromagnetic spectrum its frequency and ● Journal Entries visible to the eye that is not wavelength absorbed by an object Polarization ● Is light a wave, a ● Polarization is evidence of ● Explain the wave April ● Polarizer lab particle, neither, or light’s wave behavior nature of light ● Journal entries both?

Photoelectric ● Is light a particle, a ● The photoelectric effect is ● Explain the particle April ● Photoelectric Effect wave, both or neither? evidence of light’s particle nature of light Lab behavior ● Journal Entries ● Quiz and Test

SHOCKS AND Static ● What is an electric ● Charged objects have an ● Explain why May ● Home mad ATTRACTIONS Electricity shock? excess or deficiency of charged objects Vander Graff ● What is electrical electrons can be attractive generator charge? ● Charge can be neither created and repulsive Project ● How is charge nor destroyed and is therefore ● Journal Entries conserved? conserved ● Quiz(es) Electric Current ● Why do some ● Substances with loosely held ● Explain current and May ● Sparky the substances conduct electrons can conduct charge voltage in a circuit Electrician Lab electricity? ● Certain conditions are ● Measure current ● Conductivity ● What is current? necessary for an electric and voltage in a Inquiry Lab ● What is voltage? current to flow in a substance circuit ● Journal Entries ● Certain conditions are ● Quiz(es) and necessary for a potential Test difference to exist between two points s Magnetic Force ● What causes magnetic ● Magnetic fields of force result ● Map the magnetic May – June ● Magnetic field attraction and from moving electrical charge field of a magnet Mapping Lab repulsion? ● Magnetic fields are regions of ● Describe the ● Build an ● What is the relationship magnetic force direction force on a Electric Motor between electric current ● Moving charges behave current in a Lab and magnetism? predictably in a magnetic field magnetic field ● Journal Entries ● Quiz and Test

193

COURSE: Science Research th th GRADE LEVEL: 11 and 12 Grade

MAIN/GENERAL SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENTS WILL KNOW OR BE SKILLS: WHEN ASSESSMENTS: TOPIC: ABLE TO DO: STUDENT DOES IT: DEFINITION OF ● Nature of ● What is Science? ● An understanding of what ● Be able to Sept. ● Review of SCIENCE Science ● What is Science science research entails recognize valid several articles RESEARCH research? ● The purpose of conducting science and about science ● What are the qualities research research and scientific to be a scientist? reasoning CURRENT ● Weekly article ● What new scientific ● Become aware of new scientific ● Be able to evaluate Sept./ June ● Weekly article EVENTS IN of a new findings are findings over a broad set of the importance and review SCIENCE discovery or happening? disciplines in science impact of these topic and findings on science NASA web and society casts DISCUSS HOW ● Simulate a ● How is Science ● Write a grant to solve the puzzle ● Problem solving Sept. ● Present their SCIENCE research research conducted? question ● Working within a conclusions on RESEARCH IS study: What is ● Making inferences group the puzzle CONDUCTED the picture of ● Drawing conclusions ● Making conclusions question the puzzle TROUT ● The class ● Which location has the ● The requirements for trout ● Techniques in Sept./ Oct. ● They will be STOCKING studies three best chemical profile survival collecting data in presenting their STUDY aspects of the to stock trout? ● Make conclusions based on the the field data and health of a ● Which location has the data they collect conclusions to stream best food resource for the class trout? ● Which location has the least Human impact? STATISTICS IN ● Introduction to ● What is statistics? ● Make conclusions using ● Be able to calculate Oct./ Nov. ● Conduct the SCIENCE statistics ● How can we measure statistics standard deviation, variation of variance? mean and range leaves study

STATISTICS IN ● Hypothesis ● How can statistics help ● Test hypothesis using Chi ● We will be able to Oct./ Nov. ● Conduct the SCIENCE testing us test hypotheses? Square use a Chi Square variation of test to test a leaves study hypothesis ● Invertebrate behavior study

194

BEGINNING ● Show the ● How is scientific ● How to obtain information ● Use of the library in Starting in ● They will SCIENTIFIC students the research started? ● How to decipher reliable sources searching for December submit a paper RESEARCH process of of information on the web sources and on their final scientific ● Organizing continuing independent literature information throughout research ● Search in the the year project library, organize their ETHIC IN ● We will ● Should we do this? ● The details of several topics ● Conduct a debate December ● Students will SCIENCE explore the involving ethical issues in ● To critically weigh if conduct a ethics of science certain scientific debate on conducting research should be various ethic scientific conducted topics in research and science the implications on society THE IMPACT OF ● Students will ● How has science ● Learn how a scientific discovery ● To evaluate a January ● Write a SCIENCE IN THE choose a changed the world? and how it altered the way we scientific discovery research paper WORLD scientific live and it’s effects on discovery and ● Learn the history of the scientific how we live research how topic ● Learn how to write it was a research paper developed and conducted and how it changed the world and how we as a society have changed DNA ● DNA ● How can DNA be ● Learn lab techniques with DNA ● Be able to use a February ● The FINGERPRINTING Fingerprinting manipulated in the micropipette calculations of laboratory ● Run the DNA electrophoresis movement

PLANT CLONING ● Plant Cloning ● How can we clone ● Learn the techniques involved ● Learn aseptic March ● The plants? with plant cloning technique performance of the techniques outlined for the project

195

PALEONTOLOGY ● Introduction to ● How and why has life ● Learn the techniques use to find ● To be able to March ● Create a power Paleontology changed on Earth? how life is related and the determine the point on two and Cladistics ● How is life organized? process of Evolution adaptations of an extinct animals animal by its bone structure INDEPENDENT ● Help students ● What is your research ● Develop an ability to brainstorm ● They will be able to April ● Students will RESEARCH choose a topic project going to be? and narrow down a project that use the library in produce a PROJECT and develop a they could conduct their search for a journal of their procedure to topic process of how conduct their they narrowed independent down their research research project project ONGOING ● I will direct ● How is your science ● Each students will become an ● Process of April/May ● Bi-Weekly EVALUATION OF students research project expert on their topic of research conducting evaluations of THE STUDENT’S ● Answer going? research each student’s RESEARCH questions and progress on PROJECT give their research suggestion on project each student’s research project CONCLUSION OF ● We will go ● How do I write up my ● The process of how to convey ● Writing and June ● They will THE RESEARCH through all research? their ideas, conclusions and presenting a submit a paper PROJECT aspects of experiences in a scientific paper scientific paper on their final writing a independent scientific research paper such as project introduction, ● They will methods, present their results, project to the conclusion class and citations

196

COURSE: Astronomy GRADE LEVEL: 11, 12

* COURSE ESSENTIAL QUESTIONS: WHAT IS THE ORGANIZATION AND STRUCTURE OF THE UNIVERSE?

MAIN/GENERAL SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENTS WILL KNOW OR BE SKILLS: WHEN ASSESSMENTS: TOPIC: ABLE TO DO: STUDENT DOES IT: ANCIENT Cultural ● How did ancient Asian ● What superstitions, beliefs did ● Library and Internet September ● Ancient ASTRONOMY Perspectives Cultures view the this culture have about the Research Astronomy Cosmos? cosmos? ● PowerPoint PowerPoint ● How did the Cosmos affect this Presentation Presentation culture’s daily life? ● Oral Presentation ● Ancient ● What contributions did this ● Note taking Models of the culture give to astronomy? World ● Quiz of Presentations ● How did Native ● What superstitions, beliefs did ● Library and Internet September ● Ancient Americans view the this culture have about the Research Astronomy cosmos? cosmos? ● PowerPoint PowerPoint ● How did the Cosmos affect this Presentation Presentation culture’s daily life? ● Oral Presentation ● Quiz of ● What contributions did this ● Note taking Presentations culture give to astronomy? ● How did ancient African ● What superstitions, beliefs did ● Library and Internet September ● Ancient Cultures view the this culture have about the Research Astronomy cosmos? cosmos? ● PowerPoint PowerPoint ● How did the cosmos affect this Presentation Presentation culture’s daily life? ● Oral Presentation ● Quiz of ● What contributions did this ● Note taking Presentations culture give to astronomy ● How did ancient ● What superstitions, beliefs did ● Library and Internet September ● Ancient Europeans view the this culture have about the Research Astronomy cosmos? cosmos? ● PowerPoint PowerPoint ● How did the Cosmos affect this Presentation Presentation culture’s daily life? ● Oral Presentation ● Quiz of ● What contributions did this ● Note taking Presentations culture give to astronomy?

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Astrology ● Is astrology a science? ● Discover and explain why ● ● Astrology Astrology is not a science Defense Kit ● Compare science to Pseudo ● What’s Your Science Sign ● Have the ability to apply the ● Activities descriptions of science and about pseudo science to other studies Astrology Religion and ● Why would religions ● Explain religious and political ● Reading September/ ● Writing Politics and governments resist motivations for resisting scientific comprehension October ● Discussion an understanding of the discoveries ● Critical Thinking cosmos? ● Explain when, why, and how this ● Writing climate changed in Europe SCIENTIFIC The Earth ● What is the Shape and ● Calculate the size of the Earth ● ● What is your ASTRONOMY Size of the Earth? ● Explain evidence for a round Latitude? earth ● Eratostaneses Lab ● Shape of earth Notes and Demos ● Altitude of Polaris Lab ● The earth’s shape and gravity ● What is the shape of the earth The Earth’s ● Where is the Earth and ● Give evidence to support and ● Note taking ● Observing Location and How does the Earth refute geocentric model ● Creating a time line where the sun Motion move? ● Relate discoveries to each other ● Critical thinking sets to show how one discovery ● Modeling ● Star Clocks could lead to another ● Calculating ● Earth’s Revolution and the Zodiac ● ● Give evidence to support and ● ● Observations refute early Heliocentric Models of Copernicus ● Copernicus Model ● Retrograde Motion Lab ● Morning Star Evening Star ● Charting the

198

Paths of 4 Stars

● ● Explain how accurate ● ● Angular Size measurements contributed to the development of the heliocentric model ● ● Understand and apply Kepler’s 3 ● ● Ellipse Lab Laws and explain how they contribute to the Modern Heliocentric Model ● ● Explain why gravity solidifies the ● ● Heliocentric Model

● What is the Zodiac? ● Demonstrate how the ● ● Earth’s Heliocentric Model produces the Revolution Zodiac and the ● Define and identify constellations Zodiac ● Dipper Finder ● Why does the Earth ● Explain how gravity and inertia ● ● Staying up Orbit the Sun? result in orbiting while falling down

● When did we discover ● Create a time line of ● ● Time Line our place in the astronomical discoveries up to universe? the acceptance of the heliocentric model of the Universe that includes scientist names and locations where the discovery was made Optical ● Who invented the ● Explain who invented the ● ● Telescopes telescope? telescope, how he did it, and its impact on astronomy

● How do telescopes ● Describe how the different types ● ● Light work? of optical telescopes we have Collecting today work Model ● Building a Telescope 199

The Earth-Sun ● How does the Sun ● Solar Composition ● ● The Suns System Work? ● Fusions Period of ● Sun Spots Rotation ● Spectroscopy ● Spectra Lab ● How far away is the ● AU ● ● sun? ● Angular Size ● Parallax

● How big is the Sun? ● ● ● Finding the size of the Sun and Moon ● How large is the Sun? ● How does the Sun ● Seasons ● ● Predicting affect the earth? ● Solar Storms Sunspot ● Greenhouse Effect Activity ● Aurora Borealis The Earth-Moon ● Where did the moon ● Hypotheses on origin of moon ● ● Pack up for a System come from? ● Moon Environment trip to the ● Future of Moon moon

● Why do tides happen? ● Universal Law of Gravitation ● ● Moon Rise, ● Describe Moon Orbit Moon Set ● Moon and Sun tides ● Moon Revolution and Rotation ● Why does the moon ● Asteroid impacts ● ● Experimenting have craters? ● Lack of atmosphere/weather with craters ● Long Distance Detective ● How and when do ● Solar eclipse description, ● ● eclipses occur? frequency, vocabulary ● Lunar eclipse description, frequency, vocabulary ● How big is the Moon? ● Mathematically determine the ● ● How big is the moons diameter Moon?

200

Planets ● How do Planets look ● Retrograde Motion ● ● different from stars? ● Apparent size

● When can you see the ● Universal Law of Gravitation ● ● planets? ● Elliptic ● Earth-Sun-Planet system

● Where are the planets? ● Universal Law of Gravitation ● ● Scale Model ● Graph Distance vs. orbital of the Solar velocity System ● Scale model of the solar system ● How are the planets ● Compare size and composition ● ● Can U Planet different from Earth? of planets ● How high can you jump on another planet? ● How can we know the ● Parallax ● ● Parallax: How distance to the planets? ● Angular Size far is it?

● Where did the planets ● Theories on formation of the ● ● come from? solar system

● What do humans know ● Size and composition ● Library and Internet November ● PowerPoint/ about Mercury? ● Moons #, size, composition Research Oral ● History of Human Exploration ● PowerPoint Presentation ● Challenges of life Presentation ● Quiz of ● Oral Presentation Presentations ● Note taking ● What do humans know ● Size and composition ● Library and Internet November ● PowerPoint/ about Venus? ● Moon #, size, composition Research Oral ● History of Human Exploration ● PowerPoint Presentation ● Challenges for life Presentation ● Quiz of ● Oral Presentation Presentations ● Note taking ● What do humans know ● Size and composition ● Library and Internet November ● PowerPoint/ about Earth? ● Moons #, size, composition Research Oral ● History of Human Exploration ● PowerPoint Presentation ● Challenges for life Presentation ● Quiz of 201

● Oral Presentation Presentation ● Note taking

● What do humans know ● Size and composition ● Library and Internet November ● PowerPoint/ about Mars? ● Moons #, size, composition Research Oral ● History of Human Exploration ● PowerPoint Presentation ● Challenges for life Presentation ● Martian ● Oral Presentation Canals ● Note taking ● Quiz of Presentations ● What do humans know ● Size and composition ● Library and Internet November ● PowerPoint/ about Jupiter? ● Moons #, size, composition Research Oral ● History of Human Exploration ● PowerPoint Presentation ● Challenges for life Presentation ● Tracking ● Oral Presentation Jupiter’s ● Note taking Moons ● Quiz of Presentations ● What do humans know ● Size and composition ● Library and Internet November ● PowerPoint/ about Saturn? ● Moons #, size, composition Research Oral ● History of Human Exploration ● PowerPoint Presentation ● Challenges for life Presentation ● Quiz of ● Oral Presentation Presentations ● Note taking ● What do humans know ● Size and composition ● Library and Internet November ● PowerPoint/ about Uranus? ● Moons #, size, composition Research Oral ● History of Human Exploration ● PowerPoint Presentation ● Challenges for life Presentation ● Quiz of ● Oral Presentation Presentations ● Note taking ● What do humans know ● Size and composition ● Library and Internet November ● PowerPoint/ about Neptune? ● Moons #, size, composition Research Oral ● History of Human Exploration ● PowerPoint Presentation ● Challenges for life Presentation ● Quiz of ● Oral Presentation Presentations ● Note taking ● What do humans know ● Size and composition ● Library and Internet November ● PowerPoint/ about Pluto? ● Moons #, size, composition Research Oral ● History of Human Exploration ● PowerPoint Presentation ● Challenges for life Presentation ● Quiz of ● Oral Presentation Presentations ● Note taking

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COSMOLOGY Stars ● What are Stars? ● Spectroscopy ● ● Stars and Galaxies Worksheet

● Where are the Stars? ● Parallax ● ● Demonstrating the Distances of Stars ● 3-D Model or Orion ● What is the life cycle of ● H-R Diagram ● ● The Life a star? ● Sun Cycles of Stars ● Compare the size of stars ● Among the stars ● Investigation Types of Stars ● Estimating Star Brightness ● How big is that Star? ● H-R Diagram ● Orion H-R Diagram ● Comparing apparent Magnitudes ● Are stars always the ● Explain how stars vary in ● ● How big is that same brightness? apparent luminosity star? ● Explain how binary star systems ● Time that help scientist to determine the period size of stars ● Variable Star Patterns ● What star did the three ● ● ● Super Nova kings follow? Chemistry

Olber’s Paradox ● Why is the night sky ● Olber’s Paradox ● ● Why is the dark? Night Sky Dark

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● What is the ● Distance between Stars ● ● 3-D organization of the ● Distance Between Galaxies Constellations universe? ● Standard Candle ● Your Galactic ● Parallax Address ● How many stars? ● How many galaxies are there? ● What is a Light Year? ● ● ● Time Traveler ● Light Travel Time and Earth’s History ● Time Travel to the Edge of the Universe ● What is space made ● Composition of space ● ● of? ● Dark matter

● What is the origin of the ● Big Bang ● ● Cosmic universe? ● Hubble explains Olber’s Paradox Calendar ● Red shift ● A ballooning ● Uniformly Expanding Infinite Universe Universe ● Visualizing the Expansion of Space ● Determining the Red shift of a receding Star ● What is the future of the ● Hypothesis on the future of the ● ● And You universe? universe Thought You Were Standing Still ● What is outside the ● ● ● universe?

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STRANGE Space Objects ● What is a Comet? ● ● ● Making a OBJECTS comet in the classroom ● Make a comet motion flip book ● Why aren’t asteroids ● ● ● spherical?

● What is a nebula? ● ● ●

● Is Pluto a planet or a ● ● ● dog?

● What is a meteor ● ● ● shower?

● What is a star cluster ● ● ●

● How do we know the ● ● ● The hidden size and shape of the lives of Milky Way Galaxy Galaxies

● What is a gamma Ray ● ● ● Gamma Ray Burst Bursts

● What is a pulsar? ● ● ●

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● What is a black hole? ● ● ●

● What is a Quasar? ● ● ●

● Will a Meteor End ● ● ● Direct Hit at Civilization? the K-T Boundary ● Panther Mountain Crater ● Table of Terror ● What is the Aurora ● ● ● The Borealis? Magnetometer

SPACE Pre-manned ● How did Humans go ● Brief History of transportation ● ● EXPLORATION exploration from crawling to space ● Early attempts at flight travel? ● Jet engine ● Rocket engine Manned ● Do humans belong in ● Cold War Space Race ● ● Extraterrestrial exploration space? ● Humans in Space excursions ● Humans on the Moon ● Living in Space ● Practicality issues ● Future of humans in space Unmanned ● How can space craft ● History of spacecraft the planets ● ● Designing an exploration communicate with earth they explored Planetary and what have they told ● Current planetary explorers Probe us? ● Satellite mounted telescopes ● Comet Mission ● How do Satellites ● Students will explain how a ● ● Digital images communicate with digital image is converted to a ● Get the picture Humans real image

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Studying the ● What have satellites ● Description of Satellites being ● ● earth from told us about the earth? used to study the earth and what space their major contributions are

Commercializing ● Can you make money ● Communications satellites ● ● space in space? ● Weather satellites ● Commercializing space travel

EXTRA- Mythology ● Have we been ● Pre industrial myths ● ● TERRESTRIAL contacted by aliens? ● Aliens in America LIFE ● Global alien myths

● Are we alone in the ● Explain the probability of life on ● ● Invent an alien universe? other planets ● Lotto or Life: ● Explain the probability of finding What are the life on other planets chances? ● Explain how and why ● Project extraterrestrial life may be Haystack different from life on earth ● What are we doing to ● Explain what humans are ● ● Separating a find extraterrestrial life? currently doing to search for Radio Signal extraterrestrial life from Noise ● Decoding an Extraterrestrial Message ● Hello out there: Message from space CIVICS AND Light Pollution ● What can you do to ● Dark Skies Network ● ● ASTRONOMY improve stargazing ● Local Activism where you live? ● Local Politics

Astronomy ● What can you do to ● The effect of elected officials on ● ● Funding influence the future of the Future of Astronomy astronomy? ● The effect you can have on government officials

OBSERVATIONS Retrograde ● ● Plot the retrograde of one planet ● ● Motion during the course of the year

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Moon ● ● Draw a picture of the moon ● ● Remember based on observation through the Egg binoculars including labeled ● Lunar major features Observation ● Determine the period of Record Chart revolution/rotation of the moon based on observations Planets ● ● Observe three planets through a ● ● Tracking telescope Jupiter’s ● Track Jupiter’s Moons for 9 days Moons

Meteors ● ● Observe one meteor shower ● ●

Deep Space ● ● Observe several deep space ● ● Objects objects including galaxies, nebula, and star clusters,

Constellations ● ● Memorize at least 12 ● ● Looking Up: constellations Unaided ● Use constellations to determine Observations the season ● Creating constellations Aurora Borealis ● ● Observe aurora borealis ● ●

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COURSE: Forensics GRADE LEVEL: 12

MAIN/GENERAL SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENTS WILL KNOW OR SKILLS: WHEN ASSESSMENTS: TOPIC: BE ABLE TO DO: STUDENT DOES IT: INTRODUCTION ● What is forensic science? ● Forensic science is the ● Students will test Sept. ● Observation ● What types of evidence application of science to solve their observational assignments/acti are collected at a crime crimes. This field skills as related to a vities scene? encompasses chemistry, crime scene ● Introduction to ● What is the difference biology, physics, geology as the lab between class and well as medically related fields assignments individual evidence? (pathology, toxicology) ● The role of the forensic scientist is to: render impartial finding on evidence and serve as an expert witness ● Findings of a forensic scientist may serve to: establish the elements of a crime; provide proof a crime was committed; link the elements of the crime; establish a time-frame for a crime; induce confession; render information of a modus operandi (MO) – the characteristic way in which someone commits a crime ● Class evidence links a suspect to a group or class (blood type, hair and fiber evidence, glass); Individual evidence is linked to a single source with a high degree of probability (fingerprint, Bite mark, DNA, bullets and casings, tool marks, shoe and tire impressions) ● Cannot convict solely on class characteristics, can convict based on individual characteristics 209

● On average there are five pieces of evidence used in a case – may collect 85 ● Types of evidence includes: fingerprints, hair, fabric, carpet samples, body fluids (blood, semen, saliva), insects, weapons, bones, teeth, tire tracks, cigarette butts, soda cans, glasses, pollen, leaves, etc.. There is no limit to what may be considered evidence at a crime scene TRACE EVIDENCE Hair & Fiber ● What is trace evidence? ● Trace evidence is evidence that ● Prepare a hair or Sept. ● Labs/test ● How can hair and fiber is present in small quantity fiber slide for ● Research actual samples found at the ● Describe the structure of hair- microscopic cases in which scene be used to help medulla, cortex and cuticle examination hair/fiber solve a crime? ● Describe the medulla of a hair ● Correctly focus the evidence was sample as continuous, specimen under collected/ used interrupted, fragmented or 100x and 400x absent ● Draw the specimen, ● Describe the cuticle of a hair labeling the sample as ibricated, spinous or medulla, cortex and coronal cuticle ● Compare & contract human hair ● Describe additional with animal hair characteristics of ● Categorize hair evidence as hair – color, width, either class or individual (class) pigment location, ● Explain why a hair with the root straight or wavy, still attached provides better absence or evidence for identification of a presence or suspect than just the hair fiber gel/hairspray ● Support the argument that hair ● Compare and is better evidence for long term contrast different drug use than a urine or blood types of hairs and sample taken from a dead body fibers using a microscope ● Compare colored hair to hair that has not been colored ● Given a hair, be able to correctly match that hair to the hair of a suspect 210

● Given a fiber from the scene, be able to match it to the fibers of several suspects TRACE EVIDENCE Pollen ● What is pollen? ● Identify the parts of a flower: ● Prepare several Sept. ● Lab ● How might someone be Pistil (stigma, style, ovary) & pollen slides for ● Research actual linked to a crime scene Stamen (anther, filament) microscopic cases in which by the presence of ● Explain how pollen evidence examination pollen evidence pollen? can link a suspect to a crime ● View the pollen was collected/ ● How might pollen be scene under 100X and used used to determine when 400X a crime occurred? ● Draw pollen grains indicating shape and size ● Given pollen from a crime scene, be able to match it to the pollen found on a suspect Soil ● What exactly is dirt or ● All natural and artificial objects ● Given soil samples Sept. ● Soil Analysis soil? on or near the surface of the from the boots of Lab – Flinn ● How do soils differ? Earth are considered part of the suspects, A, B & C, ● Case study: ● How do forensic soil. The composition of soil in and a soil sample Kidnap and scientists match soil one place different from the from the “scene”, murder of Adolf samples? composition of soil in another perform Coors ● Soils may differ in color, appearance, pH, texture, odor, pH, density, as density, nitrate, and well as nitrate and phosphate phosphate tests concentrations ● Determine if the soil from any of the three match the profile of the soil from the scene of the crime IMPRESSIONS Fingerprints ● What are fingerprints? ● Discuss the development of ● Given a reference Sept. & ● Labs ● How can fingerprinting be fingerprints sheet identify the Oct. ● Case research used to help solve a ● Fingerprints are individual basic types of ● Research AFIS crime? ● Given a fingerprint image fingerprints: plain ● What are the different describe several characteristics arch, tented arch, methods for ● Explain how fingerprinting can plain whorl, central fingerprinting? be used to help solve a crime pocket, right loop, ● Are fingerprints classified ● Explain different techniques for left loop, double as class or individual obtaining fingerprint evidence at loop

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evidence? a crime scene ● Given a reference ● Describe several methods of sheet identify fingerprint development: common print dusting, iodine (porous characteristics: surfaces), superglue (bodies), island, hook, ninhydrin bifurcation, double ● Categorize fingerprint evidence bifurcation, ridge as either class or individual ending, delta ● Describe AFIS ● Properly obtain a fingerprint and describe several characteristics ● Compare and contrast the fingerprints from different fingers of the same hand ● Use different techniques to lift a latent fingerprint ● Lift a print found at the “scene” of a crime and describe several characteristics ● Compare the print found at the scene to the prints of several suspects Footprints ● What is a foot/shoe ● A shoe or foot impression the ● Use plaster of Paris Oct. ● Lab activity impression? How is it mark made when the shoe to cast a ● Case study – OJ made? contacts the soft ground or footprint/shoeprint Simpson ● How can foot/shoe when dust/debris/blood picked ● Compare/contrast impressions found at a up on the shoe contacts a hard casts in terms of crime scene be used to surface size and tread help solve the crime? ● Explain how a cast can be pattern ● Is there a relationship made of a foot impression ● Compare the between foot size and ● Shoes exhibit unique tread shoeprint taken at height? patterns due to the type and the “scene” to those size of the shoe as well as how of several suspects the shoe wears ● Approximate the ● Explain how shoe tread height of the patterns and wear patterns can perpetrator using be used to link a suspect to a foot length x 6.54 – crime height (in inches) 212

● Calculate the approximate height of a suspect based on foot size (using foot length x 6.54 = height) Tire ● How can tire impressions ● Tires exhibit unique tread ● Compare and Oct. ● Lab activity Impressions link a suspect to a crime? patterns due to the make and contrast several ● Forensic Files size of the tire as well as how different tires in (recorded) the tire wears terms of size, tread Episode 6 – tire patterns, wear marks on face pattern ● Use a simple technique to obtain tire pattern impressions from several suspect’s cars ● Compare the impression found at the scene to the impressions taken from the suspects’ cars Bite Marks ● What is dental forensics? ● People can be identified by ● Given the proper Oct. Case studies: ● What is a bite mark? their teeth because everyone’s supplies, make a ● Ted Bundy (bit ● How can bite mark teeth are different bite mark last victim – evidence be used to help ● Most people have a dental impression executed based solve a crime? record ● Analyze the bite on this ● Dental forensics concerns the marks of six information) application of dentistry to crime “suspects” and the ● Oklahoma City solving bite mark from the federal building ● A forensic dentist can identify a scene. Can a bombing (Crime homicide victim using his/her match be made? Scene dental record Investigations ● A forensic dentist can associate book, p.136) a suspect with a crime using ● Jeffery Dahmer bite mark analysis (see source ● Bite marks occur primarily in above) sex-related crimes, child abuse, ● Bite Mark lab – and assaults Crime Scene ● Bite marks often include only a text limited number of teeth, but still ● Bite Mark produce significant information Analysis – Ward’s lab

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Lip Prints ● Are lip prints unique? ● Lips have special features that ● Given a reference Oct. ● Lab activities – ● How can lip be used to belong only to the individual sheet analyze a lip lip prints – Hag link a suspect to a crime? making the print print under a adorn & Crime ● Lip patterns do not change microscope Scene during a person’s lifetime ● Identify the pattern Investigations p. ● Lip prints found on drinking and other 168-174 glasses, cups, and even letters characteristics of a ● Chromatography can be valuable pieces of lip print under a of lipstick evidence microscope ● An investigator lifts a lip print at ● Given a lip print a scene by carefully brushing it form the scene and with talcum powder. The print the lip prints from is then photographed. A piece six suspects, of tape is placed over the print determine the and then peeled away. The lip perpetrator print will then be transferred to the tape and can be compared with the lip prints of suspects. Tool Marks ● What is a tool mark? ● A tool mark is any impression, ● Examine a clay Oct. ● Tool Marks lab – ● How can tool mark cut, or scratch caused by a toll impression from the p.75 in Crime evidence be used to help on another object crime scene under Scene solve a crime? ● Tool marks are most often a dissecting Investigation ● What is tool mark found at burglary scenes where microscope. text analysis? there was force entry. These Measure the width ● Test on marks are actually impressions of the impression. impressions in wood or other material Sketch the ● By analyzing tool marks impression – noting investigators can determine the any special details size and shape of the tool. In ● Make impressions some cases individual of several suspect’s characteristics (scratches, nicks screwdrivers using and breaks) of the tool allow modeling clay investigators to identify a ● Examine the clay specific tool used in a crime impressions under ● Use a dissecting microscope to a dissecting examine several tool marks and microscope. determine which tool was used Measure the width to commit a crime of each impression. Sketch each impression – noting any special details. ● Compare data from crime scene to data from suspect’s screwdrivers. Try 214

to find five or more matching points.

DOCUMENT Handwriting ● What is document ● Document analysis involves the ● Do an analysis on a Oct. ● Case study: Jon ANALYSIS Analysis analysis? analysis of written or printed writing sample Benet Ramsey ● What is handwriting evidence using the twelve (see Bertino analysis? ● Investigators may analyze the different binder) ● How can handwriting paper, the writing, the inks, or handwriting analysis be used to help other properties of a questioned characteristics solve crime? document ● Describe a given ● Document examiners are used ransom note by to determine forgeries, false using the twelve signatures and link suspects to criteria ransom notes ● Analyze writing ● Experts in handwriting are samples from six called document examiners suspects ● No two people have exactly the ● Determine which of same handwriting the suspect’s ● There are twelve basic handwriting characteristics for comparing matches the handwriting, (Crime Scene handwriting of the Investigations p. 4 & Bertino ransom note binder) Other Types ● What are some other ● Investigators may also analyze ● Given five samples Oct. ● Document of Document types of document the paper, the inks, or other of paper compare & Analysis lab – Analysis analysis? properties of a questioned contrast in terms of Flinn document color, thickness or ● Paper differs in its color, mass, fiber thickness, fiber structure, and structure (roughest ability to fluoresce. Some and smoothest), paper may also have a ability to fluoresce watermark while others do not in the presence of ● Pen ink is often a mixture of UV light, and pigments. These mixtures presence of often vary depending on the watermarks manufacturer ● Analyze #1, #2, and ● Chromatography can be used #3 pencil marks to determine the mixture of microscopically pigments used by the ● Compare the manufacturer results above to a ● Pen inks can then be compared note written with & contrasted using the results one of these types from chromatography analysis of pencils – can a 215

● Pencil “leads” may vary in line match be made? thickness, color intensity, etc. ● Examine erasure ● Eraser marks may be identified marks under a using UV light microscope and under UV light ● Given a document written in pencil, determine if it is a forgery BLOOD AND Blood Typing ● What are the basic ● Blood is a mixture of cells, ● Given the blood Nov. ● Research blood SPATTER components of blood? enzymes, proteins, and genotype, predict on internet – ● What is blood type? inorganic substances the phenotype (type University of ● What are the main types suspended in water. Plasma is of blood) Utah of blood? composed primarily of water ● Given different ● Lab activities ● What determines blood and accounts for 55 percent of blood types ● Apply to crime type in the ABO Blood blood content. Solid material describe the blood scene Typing System? suspended in the plasma donor/recipient ● What are antibodies? includes red blood cells, white relationship Antigens? blood cells and platelets. The ● Identify four ● How can blood typing be solid material accounts for 45 different types of used to solve a crime? percent of blood content. blood using ● What are the different ● Be able to describe the role of simulated blood tests used by analysts to white blood cells, red blood ● Use lab techniques test for blood? cells and platelets to solve a “real-life” ● Understand the blood type situation refers to the presence or ● Use reasoning absence of certain proteins (A, skills to determine B, Rh) on the red blood cells who the perpetrator ● Know the four different types: 0 of a crime is (43%), A (42%), B (12%), AB (3%) and Rh factor: positive (85%) negative (15%) ● Define gene, allele, dominant, recessive, codominant, genotype & phenotype and describe the role of heredity in determining blood type ● Define antibody and antigen and describe the relationship between the two ● Define agglutination ● Explain the antigen/antibody reaction that occurs when typing blood ● Explain why blood typing is 216

important when a person receives a blood transfusion ● Tests for blood: 1) Is it blood? a) Phth + peroxide yields deep pink color when positive b) Hematest yields blue-green color in presence of hemoglobin c) Luminal + peroxide glows in the presence of blood 2) Is it human or animal? a) Precipitin test – antiserum Blood Spatter ● What is blood spatter ● Spatter refers to the patterns ● Determine the Nov. ● Lab (Pattern) analysis? made by blood at the scene of effect of landing ● Case studies Analysis ● How can spatter be used a violent crime surface type on ● Film: The in reconstructing a crime? ● Spatter analysis is the blood drop Murder of Karen ● What can spatter patterns reconstruction of a crime based appearance Capano tell analysts about a on the location, distribution and ● Distinguish crime? appearance of blood stains between spikes and ● Bloodstain patterns can often satellites on blood determine the sequence of spatter events, the number of ● Determine the perpetrators, the type of effect of height on weapon used, whether a victim blood drop was moved, and the movement appearance through a scene ● Determine the ● The type of blood pattern left at effect of the angle the scene is dependent upon of impact on blood the type and nature of the drop appearance landing surface ● Given crime scene ● The softer and more porous the spatter patterns, landing surface, the more the infer the height and blood droplet will break apart; angle of impact the harder and less porous the ● Once an inference landing surface, the less the has been made, blood drop will fall apart use experimental ● Blood pattern analysis can equipment to try to determine the angle of impact, duplicate the blood and the height from which the stain pattern in the blood was dropped lab ● Blood pattern analysis can ● Given a spatter determine the point of origin pattern, draw lines ● Define lines of convergence of convergence and ● Blood pattern analysis can determine point of 217

determine the velocity of the origin impact (low, medium or high). ● Given spatter The higher the velocity upon patterns, determine impact, the smaller the size of the relative velocity drops. For example, when (low, medium or someone is shot with a gun, a high) of the impact fine mist of blood often results. CRIME SCENE #1 ● Who killed Lois ● Use crime scene evidence to ● Use laboratory Nov. ● Crime Scene McArthur? solve a crime skills learned thus Investigation far to analyze hair, report blood, fiber, fingerprint and handwriting evidence found at the scene of a homicide ● Use reasoning skills to determine who the perpetrator of a crime is CHEMICAL Drugs & ● What role does drug ● Drug-related crimes are ● Given samples of Nov. ● Identification of ANALYSIS Toxins testing play in forensic extremely common various white Unknown science? ● More than 75 percent of the solids, perform Substances by ● What are some of the evidence now being evaluated chemical tests to Chemical tests used to identify in crime labs is drug-related develop a set of Analysis lab drugs? ● Tests include: chemical standards ● Identification of analysis (color changes, ● Given a sample of Unknown solubility, precipitation, melting a white substance Substances by point temperature) and thin- found at the scene Thin Layer layer chromatography of a crime, Chromatography ● Define standard(s) & solubility determine its (TLC) lab ● Explain the process of identity using ● Something’s chromatography in terms of chemical analysis Fishy: Chemical solubility ● Given samples of Poisoning various substances, (BOCES video) use thin layer chromatography (TLC) to calculate Rf values and develop a set of standards ● Given a sample of a substance found at the scene of a

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crime, determine its identity using TLC and the standards developed above Types of ● What types of ● Students will be exposed to the ● Describe CG-Mass Nov. ● Instruments instruments are used by scanning electron microscope Spectrometry may forensic scientists? and CG-Mass Spectrometry be used to detect and identify substances ● Describe how a scanning electron microscope may be used to detect and identify substances FORENSIC ● What is forensic ● Forensic anthropologists study ● Looking at a Nov. ● Bone ANTHROPOLOGY anthropology? any bones at a crime scene in diagram of a identification ● What are the major an effort to identify remains and human skeleton activity – Bertino bones studied by forensic assist in the detection of crime and a resource binder, p.201- anthropologists? ● Within the human body there sheet label the 202 ● What can be learned are more than 200 bones bones studied by ● Forensic Bones about a dead person from ● In the average male these forensic lab (Flinn) studying his or her bones weigh about 12 pounds; anthropologists ● Bone bones? in the average female, 10 ● Given six ulna identification: ● How can the age, sex, pounds bones, measure Male v. Female race, and height of an ● The age of person at the time of their length Pelvis – individual at the time of death can be determined ● Given their Hagadorn binder death be determined by because bones develop and respective heights, ● Research studying his or her deteriorate at predictable rates. plot length of ulna diseases of the bones? The best bone to use in bone v. height of bones and apply ● How can a person’s determining the age at the time the individual. to forensic medical history be of death is the pelvis. The Draw a best fit anthropology determined from the extent of suture closure on the curve for the data ● Sherlock Bones bones? skull can also be used as an ● Based upon the lab-Ward’s ● How can cause of death indicator. data (slope), ● The Great Bone be determined by ● The sex of the person can be determine the Mysteries – studying the bones of the determined by examination of mathematical Flinn book deceased? the pelvis and the skull. The relationship ● Forensic files average female skull is between the length (recorded) – relatively smaller and lighter. of the ulna and the Episode 5 The female forehead is longer height of the ● Research the vertically and the facial area individual Romanovs (see rounder, jaw smaller, and ● Students predict Bertino binder) mastoid process and their own height ● Case studies for supraorbital ridges smaller. based upon the determining 219

The female pelvis cavity is length of their ulna cause of death wider in all diameters and is bone shorter, roomier, and less ● Given diagrams of funnel-shaped than the male three different pelvis. pelvises determine ● The race of the individual can the sex of the be determined. Experts individual based characterize skeletons into at upon pelvis width, least three race groups based sacrum width, upon skeletal features: sacrum length, Caucasoid, Mongoloid, and width of pelvis Negroid. The skull is opening, distance considered to be the most between femur important bone for race bones, and position determination of femur bones ● The height of a skeleton is most ● Determine the age commonly determined by of a person based examining the long bones of upon the length of a that individual (femur, tibia, femur bone given fibula, humerus, ulna, and graphical radius). The accuracy in height information determination is improved if two ● Use a juvenile skull, or more bones are used. humerus, pelvis ● By examining bones a forensic and femur to anthropologist may be able to determine the learn about a person’s medical approximate age, history as well as cause of race, height, and death sex of 8,000 year- old remains of a youth found at an archeological dig NOTORIOUS ● How has forensic science ● Provide a history of the person ● Research a Dec. ● PowerPoint MURDER been used to solve real- ● Provide a brief overview of the notorious crime Presentation, & RESEARCH & life crimes? crime ● Prepare a research packet PRESENTATION ● Describe how science was PowerPoint used to solve (or attempt to presentation solve) the case by describing ● Present the evidence collected and how presentation to the it was analyzed class ● Describe additional evidence (eye witnesses, etc.) ● Describe the outcome of the case

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GLASS ANALYSIS The Properties ● What is the composition ● Glass is a hard, brittle ● Determine Jan. ● Forensic of Glass of glass? substance made of silicon experimentally the Analysis of ● What about glass makes oxides (sand), lime, soda, and density of different Glass lab – it useful evidence at a metal oxides. The metal oxides types of glass Ward’s crime scene? found in most window glass are ● Use various liquids ● Crime Scene ● What properties of glass sodium, calcium, magnesium with known Investigations are used to analyze glass and aluminum. Automobile refractive indices to text p.81-93 evidence? headlights and other heat estimate the resistant types of glass, such as refractive index of a Pyrex, contain boron oxides piece of glass ● Different types of glass have ● Determine whether different chemical compositions or not two glass ● Define density and refractive samples originated index from the same ● Glass differs in its density and piece refractive index. Analysis of density, refractive index, thickness, color, and the chemical composition of glass evidence can be used to help place a suspect at the scene of a crime. ● A forensic scientist can identify a glass chip found on a suspect as part of a broken window from the crime scene or can identify a vehicle used in a hit- and-run from a glass fragment from a broken headlight found at the scene ● Glass evidence is class evidence unless can piece together (rare) Glass Fracture ● How does glass fracture? ● When glass is penetrated by a ● Given a glass Jan. & ● Forensic Patterns ● What are radial and projectile it fractures two ways: fracture pattern Feb. Analysis of concentric fractures? radially and concentrically label radial and Glass lab – ● What can glass fracture ● A radial fracture is a straight concentric fractures Ward’s patterns tell investigators line that extends from the point ● Determine the ● Crime Scene about a crime? of impact. A concentric fracture order of brakes in a Investigations p. is a circular line of broken glass single pane of glass 82-83 around the point of impact. produced by ● Glass fracture ● An investigator can determine multiple bullet holes scenario – ACC the direction of impact because ● Case studies a projectile leaves an exit hole that is larger than an entrance 221

hole. ● If more that one impact is present an investigator can tell the order of projectile penetrations by examining fracture lines. A new fracture line will always stop when it reaches an existing fracture. Therefore, fracture lines from the first penetration will not end at any other fracture lines. ● The size of the hole in glass is more related to the speed of an object upon impact than the size of the object itself. The smaller the hole, the faster the speed. BALLISTICS ● What are the basic ● Gun types include hand guns, ● Given several shell Feb. ● Exam components of a gun? rifles, and shotguns casings, identify ● Class activities ● How do guns work? ● Identify the hammer & barrel characteristics ● Case research ● How is a gun barrel (muzzle) breech marks and manufactured? ● Gun barrels are produced from firing pin ● What is rifling in a gun? a solid bar of steel that has impressions ● What are the components been hollowed out. The inner ● Given a shell of a cartridge? surface is impressed with spiral casing from the ● What does caliber and grooves, know as rifling scene, match it to gauge mean? ● Rifling helps the bullet travel in the shell casing ● What happens to a bullet a straight trajectory – improves from a suspect’s as it travels through the accuracy of the gun gun barrel of a gun? ● A cartridge is comprised of a ● What happens to the metal shell (case), gunpowder, cartridge when a gun is lead tip (bullet), and a primer fired? ● Caliber refers to the interior ● What are firing pin diameter of the gun barrel – impressions? What are expressed in hundredths of an breech marks? inch. A 22 caliber gun has a ● How can scientists bore diameter of .22 inches. A analyze guns and bullets 9 mm gun has a bore diameter and shell casings to help of 9 mm solve crime? ● When a gun is fired (the trigger ● What is gunpowder is pulled) the firing pin is residue? released and hits the end of the ● How do scientists cartridge (leaving a unique determine distance impression) igniting the primer between shooter and which ignites the gunpowder. 222

victim based upon The expanding gases gunpowder residue? generated by the burning ● What does bullet gunpowder propel the bullet trajectory angle mean? forward through the barrel. Simultaneously, the spent shell case is forced back against the back of the barrel (called the breechblock) making an additional unique impression (the breech mark) on the case ● As a bullet travels through the barrel of a gun, impressions are produced on its outer shell from the rifling of the barrel. These impressions are called lands and grooves. They are unique to a particular gun and can be used by investigators to link a gun (and possibly suspect) to a crime ● Scientists can compare land and groove patterns, firing pin impressions, and breech mark impressions to those made by a suspect’s gun ● When a gun is fired the gunpowder residue analysis can link a suspect to a crime based upon the composition of the gunpowder and can tell investigators the approximate distance between shooter and victim ● Investigators can determine the direction of a bullet by examining an entrance and exit wound on a victim DNA DNA Evidence ● What is DNA? ● Inside each cell are strands of ● March ● ● Where is DNA contained genetic material called in the human body? chromosomes. These ● What is the structure of chromosomes are made up of DNA? DNA (surrounded by proteins) ● What is the function of ● Chromosomes – avg. 46 in DNA? humans. Threadlike (yards ● What is known about the long), found in the nucleus of 223

similarities and every cell in body (except red differences between the blood cells) DNA of different ● Arranged along the individuals? chromosomes, are nearly ● How is DNA evidence 100,000 genes used to help solve a ● The gene instructs the body to crime? make proteins that determine ● Where can DNA everything from hair color to our evidence be found at a susceptibility to diseases crime scene? ● Each gene is actually composed of DNA specifically designed to carry out a single body function ● DNA stands for deoxyribonucleic acid and is the fundamental building block for an individual’s entire genetic makeup. It’s a VERY important molecule in your cells ● DNA is a very long molecule (polymer) that is double stranded and twisted ladder (or double helix) in shape – the sides of the ladder (backbone) are comprised of alternating sugar & phosphate molecules; rungs made up of only four different nitrogenous bases – Adenine, A, Guanine, G, Thymine, T. G-C always link (form base pairs) to form a rung & T-A always link (form base pairs) to form another rung ● DNA is like a book of instructions: A, T, C and G are the alphabet and the sequence of these letters, the order in which these letters are arranged defines the function of the DNA molecule ● The average human chromosome has DNA containing 100 million base pairs. All chromosomes together about 3 billion base 224

pairs! ● Any base can follow another on a DNA strand, which means that the possible number of different sequence combinations is staggering ● Explains the diversity of DNA and thus diversity of living organisms ● A child receives half of her DNA from her father and half from her mother. DNA analysis can also be used to determine paternity/maternity ● There are two types: nuclear & mitochondrial ● DNA is a blood, semen, skin cells, tissue, organs, muscle, brain cells, bone, teeth, hair, saliva, mucus, perspiration, fingernails, urine, feces, etc. ● A component of nearly every cell in the body and the same in every cell – i.e. same in a man’s skill, saliva, blood and semen ● Each person’s DNA is different from every other individual’s except for identical twins. This makes it a powerful tool as evidence at a crime scene ● Only a few cells can be sufficient to obtain a DNA profile ● DNA can either link a suspect to evidence or eliminate a suspect. It can also identify a victim when the body is unidentifiable in other ways or there is nobody at a crime scene ● DNA evidence from different crime scenes can be compared and linked to the same perpetrator locally and 225

statewide ● DNA that is man years old can be forensically valuable, but is effected by heat, sunlight, moisture, bacteria and mold ● DNA evidence (like fingerprint) cannot tell investigators when the suspect was at a crime scene or for how long ● DNA evidence can be found virtually anywhere DNA ● What is PCT? RFLP? ● PCR stands for Polymerase ● March ● Micropipetting Fingerprinting STR? Chain Reaction. Small Techniques Lab (profiling) ● What is CODIS? quantities of DNA or broken (Hagadron ● What is mitochondrial pieces of DNA found at a crime binder) DNA? scene can be copied with the ● DNA aid of enzymes (DNA fingerprinting polymerase). Within a few activity – Flinn hours a DNA sample can be ● Profile of a multiplied a million fold and can Psychopath – then be analyzed using either Flinn lab RFLP or PCR ● Mitochondrial ● RFLP stands for Restriction DNA simulation Fragment Length activity – Flinn Polymorphisms. Enzymes cut ● Forensics and DNA & different length strands the Romanovs – are produced. Strands web assignment separated and analyzed using ● DNA profiling gel electrophoresis web assignment ● RFLP is highly specific and – Berino binder accepted in all courts as ● Test: DNA evidence ● RFLP is time consuming & expensive and does not work well on degraded samples ● STR stands for Short Tandem Repeat. This is a newer technique that combines PCR & RFLP. Sections of DNA (short tandem repeats) analyzed are much shorter, making results more reliable. Can analyze very small quantities of DNA and degraded samples with greater accuracy of results 226

● STR not accepted yet in all courts. Amplification process cause for concern among judges & jurors – contamination questions ● STR uses very small samples; is semi-automated, therefore fast; works well on degraded samples; very specific ● CODIS – the combined DNA Index System – computerized national DNA databank ● Mitochondria are cell structures found outside the nucleus of every cell in the human body. These structures are responsible for 90% of the energy our bodies need to function ● Mitochondria contain DNA (mtDNA) ● mtDNA is inherited only from mother – the only part of the sperm that gets into the egg contains nuclear DNA ● All individuals of the same maternal line are indistinguishable using mtDNA analysis ● Can do mtDNA analysis in situations where nuclear DNA is degraded or not present (hair, shaft, bone fragments) ● mtDNA is more sensitive than nuclear DNA. It is also more rigorous, time consuming and costly ● mtDNA is constructed in a loop configuration instead of a strand as with nuclear DNA. Each loop contains over 16,000 base pairs to comprise 37 genes involved in energy production ● Two regions to mtDNA have 227

been found to be highly variable in the human population ● mtDNA first admitted as evidence in court was in 1996 - State of Tennessee v. Paul Ware CAREER IN ● What careers are ● Briefly describe the job of a ● Research various March & ● Career FORENSICS available in the field of Forensic: Pathologist, careers in forensic April Research forensic science? Odontologist, Entomologist, science using the packet ● What education and Anthropologist, Statistician, internet as well as training are required for a Meteologist, as well as Coroner books career in forensic and Criminalist science? ● Describe the education and training required for each position researched ● Describe in detail the career most interesting to you TIME OF DEATH Insect ● How does insect ● Within minutes of death, flies ● Experimentally April ● Insect Study – evidence evidence help to lay eggs on dead bodies and determine the life Bertini p.293 establish the time of those eggs develop in very cycle of the blowfly ● Readings – death? predictable ways under ambient page 281-315 ● The life cycle time or time it conditions (Bertino binder) takes for insects to develop ● Describe the ● Case studies: p. depends on ambient conditions: different stages of 317-318 (Bertino air temperature, soil complete binder) temperature, humidity, sunlight metamorphosis in ● Entomology Lab ● Therefore the condition of the blowflies: egg, larva – Flinn body must be noted for 1, larva 2, larva 3, accurate insect study: where pre-pupa, pupa body was found; covered or ● Given an insect’s exposed; season of the year life cycle, be able to ● By studying the types of insects determine how long and larva on a dead body, time a body has been of death can be closely dead based upon approximated the presence (or ● Investigators can tell if a body absence) of one or has been moved based on several different insect evidence – the types of types of insects insects vary from place to place ● Determine the role ● Scientists may be able to of insects in determine the manner of death manner of death from the study of insects on a determination dead body – insects will ingest toxins/alcohol/drugs as they

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decompose a body

TIME OF DEATH Algor/Rigor/ ● What happens to a body ● Biologically, death is a process, ● Define Algor/Rigor/ May ● Pages 324-327 Livor Mortis & upon death? not an event. Different tissues Livor Mortis (Bertino binder) Digestive ● What methods are used and organs die at different rates ● Given the ● Time of Death Inspection by professionals to ● After death the body temperature of the activities p. 329- determine the time of temperature drops (Algor deceased, calculate 333 (Bertino death? Mortis) at a predictable rate the time of death binder) (depends on ambient using Algor Mortis ● Food Analysis temperature). Generally, for ● Given case Mystery – Flinn the first 12 hours, the body scenarios, lab loses 1.4°F per hour. After the determine the time ● Case studies first 12 hours, the body loses of death about 0.7°F per hour. ● Explain how the ● Rigor Mortis (the stiffening of contents of the the body) sets in about 2 hours digestive tract may after death an disappears within be used to 24-48 hours determine time of ● Livor Mortis (the settling of red death blood cells due to gravity and heart no longer beating) begins about 2 hours after death, and after 8 hours becomes permanent. Red color appears beneath skin ● The digestive tract can also be examined to help determine time of death. It takes the stomach about 4-6 hours to empty after a meal; food moves through the small intestine in 12 hours and out of the large intestine in 24 hours. Scientists can determine approximate time of death and perhaps the type of meal eaten last by examining the location of food in the digestive tract ● After death, a lot of internal organisms in the intestine become active. E coli and others start to multiply and 229

decomposition will begin ● First, the intestine and the blood will be attacked, and when gas formation leads to rupture of the intestine, other organs will be attacked. Organs decompose at different rates and can be used in estimating time of death ● The decomposition of a body can be divided into several stages (the duration of each stage will vary a lot based on conditions): Initial decay, putrification, black putrification, butyric fermentation, dry decay ● Body temperature (algor mortis), livor mortis (lividity), rigor mortis, stage of decay and stomach contents are examined to determine the time of death MANNER OF Autopsy ● What is an autopsy? ● An autopsy is a detailed post- ● Determine the May ● Microbe Murder DEATH mortem examination of a manner of death lab person’s body to help establish based upon the cause of death autopsy results

NOTORIOUS ● How has forensic science ● Provide a history of the person ● Research a May ● PowerPoint, MURDER been used to solve real- ● Provide a brief overview of the notorious crime Presentation & RESEARCH & life crimes? crime ● Prepare a research packet PRESENTATION ● Describe how science was PowerPoint used to solve (or attempt to presentation solve) the case by describing ● Present the evidence collected and how presentation to the it was analyzed class ● Describe additional evidence (eyewitnesses, etc.) ● Describe the outcome of the case CRIME SCENE #2 ● How is a crime scene ● Use crime scene evidence to ● Use laboratory June ● Who killed Myra secured? solve a crime skills learned this Mains – p. 372 ● How is evidence year to analyze (Bertino binder) collected? hair, blood, fiber, ● Crime Scene ● What type of evidence is impression, glass, Investigation collected? handwriting, DNA, report ● How are crime scenes blood splatter, and 230 diagramed/ autopsy evidence photographed? found at the scene of a homicide ● Use reasoning skills to determine who the perpetrator of a crime is

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