Academic Standards
II.A.1: The student will understand the nature of matter including its forms, properties and interactions.
II.A.1.1: The student will identify protons, neutrons and electrons as the major components of the atom, their mass relative to one another, their arrangement and their charge.
Electron Configuration
Element Builder
Nuclear Decay
II.A.1.2: The student will be able to explain the relationship of an element’s position on the periodic table to its atomic number and atomic mass.
Electron Configuration
Element Builder
Nuclear Decay
II.A.1.3: The student will compare and contrast the properties of an element and its isotopes, and describe how isotopes can be used in research, medicine and industry.
II.A.1.4: The student will use the periodic table to identify regions, families, groups and periods.
Covalent Bonds
Electron Configuration
Ionic Bonds
II.A.1.6: The student will be able to explain how atoms form compounds through bonding.
Covalent Bonds
Dehydration Synthesis
Ionic Bonds
II.A.1.7: The student will compare and contrast the states of matter in terms of interactions between particles.
II.A.1.8: The student will differentiate between an atom and a molecule.
Covalent Bonds
Dehydration Synthesis
Ionic Bonds
Limiting Reactants
II.B.1: The student will describe chemical reactions and the factors that influence them.
II.B.1.1: The student will describe chemical reactions using words and symbolic equations.
Balancing Chemical Equations
Chemical Equation Balancing
Covalent Bonds
Ionic Bonds
Limiting Reactants
Stoichiometry
II.B.1.2: The student will explain the influence of temperature, surface area, agitation and catalysts on the rate of a reaction.
II.B.1.3: The student will distinguish between a chemical reaction and a nuclear reaction.
II.B.1.4: The student will explain how the rearrangement of atoms and molecules in a chemical reaction illustrates conservation of mass.
Balancing Chemical Equations
Chemical Equation Balancing
Covalent Bonds
Ionic Bonds
Limiting Reactants
II.C.1: The student will understand energy forms, transformations and transfers.
II.C.1.1: The student will know that potential energy is stored energy and is associated with gravitational or electrical force, mechanical position or chemical composition.
Energy Conversions
Energy of a Pendulum
Inclined Plane - Simple Machine
Potential Energy on Shelves
Simple Harmonic Motion
II.C.1.2: The student will differentiate between kinetic and potential energy and identify situations where kinetic energy is converted into potential energy and vice versa.
Air Track
Energy Conversions
Energy of a Pendulum
Inclined Plane - Rolling Objects
Inclined Plane - Simple Machine
Inclined Plane - Sliding Objects
Period of a Pendulum
Potential Energy on Shelves
Roller Coaster Physics
Simple Harmonic Motion
II.C.1.5: The student will be able to describe physical and chemical changes in terms of the law of conservation of energy.
Energy of a Pendulum
Freezing Point of Salt Water
Inclined Plane - Sliding Objects
Roller Coaster Physics
II.C.1.8: The student will describe applications of the different wavelengths of the electromagnetic spectrum.
II.C.1.9: The student will describe energy, work and power both conceptually and quantitatively.
Inclined Plane - Simple Machine
Pulley Lab
II.D.1: The student will understand the nature of force and motion.
II.D.1.1: The student will use Newton’s three laws of motion to qualitatively and quantitatively describe the interaction of objects.
2D Collisions
Air Track
Atwood Machine
Fan Cart Physics
Force and Fan Carts
Uniform Circular Motion
II.D.1.2: The student will describe the effect of friction and gravity on the motion of an object.
Atwood Machine
Golf Range!
Gravity Pitch
Inclined Plane - Simple Machine
Roller Coaster Physics
II.E.1: The student will understand the forces of nature and their application.
II.E.1.1: The student will recognize the factors that affect the presence and magnitude of gravitational, electromagnetic, weak and strong nuclear forces.
II.E.1.2: The student will identify the dominant force or forces in a variety of interactions.
Charge Launcher
Force and Fan Carts
III.A.1: The student will understand that the interactions of the atmosphere, biosphere, lithosphere, hydrosphere and space have resulted in ongoing change of the Earth system over geologic time.
III.A.1.1: The student will identify the internal and external sources of energy for the Earth.
Energy Conversions
Nuclear Decay
III.A.1.4: The student will use the theory of plate tectonics to analyze relationships among earthquakes, volcanoes, mountains fossil deposits, rock layers and ocean features.
III.A.1.6: The student will describe the rock cycle and compare and contrast the processes responsible for the formation of igneous, sedimentary and metamorphic rocks.
Rock Classification
Rock Cycle
III.A.1.7: The student will use evidence found in fossils, rock layers, ice cores, radiometric dating and globally gathered data to explain how Earth has changed over short and long periods of time.
Half-life
Human Evolution - Skull Analysis
III.B.1: The student will explain the causes and effects of the Earth's atmospheric and hydrologic processes.
III.B.1.2: The student will trace the cyclical movement of carbon and water through the lithosphere, hydrosphere, atmosphere and biosphere.
III.B.1.3: The student will demonstrate the effect of the Earth’s tilt, rotation and revolution on the seasons, day length and tides.
Seasons Around the World
Seasons in 3D
Seasons: Earth, Moon, and Sun
Seasons: Why do we have them?
Tides
III.B.1.4: The student will identify, predict and investigate the factors that influence the quality of water and how it can be reused, recycled and conserved.
III.B.1.5: The student will discuss the impact of the use of natural resources and other human activities on the Earth’s climate.
III.C.1: The student will relate the formation and components of our solar system to the conditions necessary for life.
III.C.1.2: The student will compare the characteristics of Earth with the characteristics and movement patterns of the other planets, their satellites and other objects in our solar system.
Rotation/Revolution of Venus and Earth
Solar System Explorer
III.C.1.3: The student will compare and contrast the environmental parameters that make life possible on Earth with conditions found on the other planets of our solar system.
IV.A.1: The student will comprehend that all living things are composed of cells, and that the life processes in a cell are based on molecular interactions.
IV.A.1.1: The student will relate cellular structures to their functions.
Cell Structure
Paramecium Homeostasis
IV.A.1.2: The student will compare and contrast the structures found in typical plant, animal and bacterial cells.
IV.A.1.3: The student will explain the role of the cell membrane as a highly selective barrier in diffusion, osmosis and active transport.
IV.A.1.4: The student will describe the role of enzymes as catalysts in metabolism and cellular synthesis of new molecules.
IV.A.1.5: The student will differentiate between the processes of photosynthesis and respiration in terms of energy flow, reactants and products.
Cell Energy Cycle
Interdependence of Plants and Animals
Photosynthesis Lab
Pond Ecosystem
IV.A.1.6: The student will describe and compare the processes of mitosis and meiosis and their roles in the cell cycle.
IV.B.1: The student will classify, compare and contrast the diversity of organisms on Earth and their modes of accommodating the requirements for life.
IV.B.1.1: The student will relate the structure, complexity and organization of organ systems to the methods of obtaining, transforming, releasing and eliminating the matter and energy used to sustain the organism.
IV.B.1.2: The student will recognize that organisms have both innate and learned behavioral responses to internal and external stimuli, including the tropic responses in plants.
IV.B.1.3: The student will use scientific evidence, including the fossil record, homologous structures, embryological development or biochemical similarities, to classify organisms in order to show probable evolutionary relationships and common ancestry.
Human Evolution - Skull Analysis
IV.C.1: The student will describe how the environment and interactions between organisms can affect the number of species and the diversity of species in an ecosystem.
IV.C.1.1: The student will describe the factors related to matter and energy in an ecosystem that both influence fluctuations in population size and determine the carrying capacity of a population.
Food Chain
Rabbit Population by Season
IV.C.1.2: The student will explain how adaptations of species and co-evolution with other species are related to success in an ecosystem.
Evolution: Mutation and Selection
Natural Selection
IV.C.1.4: The student will predict and analyze how a change in an ecosystem, resulting from natural causes, changes in climate, human activity or introduction of invasive species, can affect both the number of organisms in a population and the biodiversity of species in the ecosystem.
Food Chain
Rabbit Population by Season
Water Pollution
IV.D.1: The student will explain how inherited characteristics are encoded by genes.
IV.D.1.1: The student will explain that the instructions for the characteristics of all organisms are carried in nucleic acids.
IV.D.1.2: The student will define the relationship between DNA, genes and chromosomes.
Building DNA
Cell Division
DNA Fingerprint Analysis
Human Karyotyping
IV.D.1.3: The student will describe the structure and function of DNA and distinguish between replication, transcription and translation.
Building DNA
RNA and Protein Synthesis
IV.D.1.4: The student will know that different species of multicellular organisms have a characteristic number of chromosomes, and that in typical humans there are 22 autosomal pairs and 2 sex chromosomes.
IV.D.1.6: The student will use Mendel’s laws of segregation and independent assortment to determine the genotype and phenotype of a monohybrid cross.
Chicken Genetics
Hardy-Weinberg Equilibrium
Microevolution
Mouse Genetics (One Trait)
Mouse Genetics (Two Traits)
IV.D.1.7: The student will differentiate between dominant, recessive, codominant, incompletely dominant, polygenic and sex-linked traits.
Chicken Genetics
Hardy-Weinberg Equilibrium
IV.E.1: The student will understand how biological evolution provides a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities observed among the diverse species of living organisms.
IV.E.1.1: The student will understand that species change over time and the term biological evolution is used to describe this process.
Human Evolution - Skull Analysis
IV.E.1.2: The student will use the principles of natural selection to explain the differential survival of groups of organisms as a consequence of:
IV.E.1.2.a: The potential for a species to increase its numbers;
Natural Selection
Prairie Ecosystem
IV.E.1.2.b: The genetic variability of offspring due to mutation and recombination of genes;
Evolution: Mutation and Selection
IV.E.1.2.c: A finite supply of the resources required for life; and,
Natural Selection
Prairie Ecosystem
IV.E.1.2.d: The ensuing selection based on environmental factors of those offspring better able to survive and produce reproductively successful offspring.
Natural Selection
Prairie Ecosystem
IV.E.1.3: The student will describe how genetic variation between populations is due to different selective pressures acting on each population, which can lead to a new species.
IV.E.1.4: The student will use biological evolution to explain the diversity of species.
Human Evolution - Skull Analysis
IV.F.1: The student will describe and explain the cycling of matter and flow of energy through an ecosystem's living and non-living components.
IV.F.1.1: The student will explain the relationship between abiotic and biotic components of an ecosystem in terms of the cycling of water, carbon, oxygen and nitrogen.
Cell Energy Cycle
Pond Ecosystem
IV.F.1.2: The student will know that all matter tends to become more disorganized over time, and that living systems require a continuous input of energy in order to maintain their chemical and physical organizations and prevent death.
IV.F.1.3: The student will explain that sunlight is transformed into chemical energy by photosynthetic organisms.
Cell Energy Cycle
Energy Conversions
Interdependence of Plants and Animals
Photosynthesis Lab
IV.F.1.4: The student will explain that respiration releases chemical energy through the breakdown of molecules.
Cell Energy Cycle
Energy Conversions
Interdependence of Plants and Animals
IV.F.1.5: The student will understand that matter and energy flow through different levels of organization of living systems, from cells to communities, as well as between living systems and the physical environment as chemical elements are recombined in different ways. Each recombination results in both storage and dissipation of energy.
IV.G.1: The student will understand how all organ systems, including the nervous system, interact to maintain homeostasis.
IV.G.1.2: The student will describe how the functions of individual organ systems are integrated to maintain a homeostatic balance in the body.
Circulatory System
Human Homeostasis
Paramecium Homeostasis
Correlation last revised: 1/20/2017