TwigSecondary NGGSAlignmentNAT HS3course · evolution are supported by multiple lines of empirical...

Alignment with 3-D NGSS High School Framework Three-Course Model

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ARTH NGSS Framework Segment NGSS Framework Description NGSS Performance Expectations Twig Secondary Topics

1. Ecosystem Interactions and Energy

Students use mathematical and computer models to determine the factors that affect the size and diversity of populations in ecosystems, including the availability of resources and interactions between organisms.

HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

Ecosystems• What is an Ecosystem?• What is Biodiversity? • Tundra• Temperate Grassland• Savanna• The Taiga Forest• Redwoods• Deciduous Forests• Tropical Rainforests

Changing Ecosystems• Biotic Factors in Ecosystems• Abiotic Factors in Ecosystems

Ocean Biomes• Oceans: Sunlight Zone• Oceans: Coral Seas• Oceans: The Deep Blue• Oceans: The Abyss• Oceans: The Intertidal Zone• Oceans: Frozen Seas

Food Chains• What is a Food Chain?• The Nitrogen Cycle• Oceanic Food Chain• Bioaccumulation in Food Chains• Fungi• Algae• Symbiosis: Mutualism• Symbiosis: Parasitism• FactPack: Mercury in Food Chains

Migration• FactPack: Bird Migrations• FactPack: Amazing Migrations• Migration: Reproduction• Migration: Predation• Migration: Seasons

2. History of Earth’s Atmosphere: Photosynthesis and Respiration

Students make a model that links photosynthesis and respiration in organisms to cycles of energy and matter in the Earth system. They gather evidence about the linked history of Earth’s biosphere and atmosphere.

HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth. HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Energy and Growth• Photosynthesis• Plant Transport• Tropisms and Hormones• Parasitic Plants• Carnivorous Plants• What Plants Need to Grow• Plants and Medicine• FactPack: Nonedible Crops• Plants and Medicine: Aspirin

Weather Systems• Weather Systems• Types of Weather: Introduction• Climate Zones• Coriolis Effect• High- and Medium-Level Clouds• Monsoon Zone• Killer Heat Wave• El Niño• FactPack: Superstorms• Low-Level Clouds• Climate Influences

Water• Deserts• Types of Weather: Rain• The Water Cycle• Thunder and Lightning• Cloud Seeding• What is a Rainbow?• Avalanches• Galtür: The Perfect Storm• FactPack: Weird Weather• The Lost City of Peru• Secret of the Sahara• How the Oceans Formed

Wind• Types of Weather: Wind• Hurricanes• Hurricane Katrina: Part 1• Storm Surges• What is a Tornado?• FactPack: Beaufort Scale• Hurricane Katrina: Part 2

Plant Structure• Parts of the Plant: Leaves• Parts of the Plant: Flowers• Defensive Plants• Plants in Extreme Environments• Invading Plant Species• FactPack: Amazing Plants• FactPack: Power of Plants• Root Hairs

Plant Life Cycles• Sexual Reproduction in Plants• Plant and Animal Mutualism• Plant Mimics• Oak Life Cycle• Asexual Reproduction in Plants

Experiments—Plants• Leaf Chromatography• Photosynthesis and Starch• Water Uptake in Plants• Capillary Action

Experiments—Cells and DNA• Aerobic Respiration• Anaerobic Respiration


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3. Evidence of Evolution Students develop a model about how rock layers record evidence of evolution as fossils. Building on their learning from previous grades, they focus on effectively communicating this evidence and relating it to principles of natural selection.

HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Evolution of Man• Man’s First Ancestors• Homo Habilis and Boisei• Homo Ergaster• Homo Sapiens• Evolution of Man: The Evidence• Early Man and Agriculture

Evolutionary Theory• Chimps: Our Closest Relatives?• Natural Selection• Mechanisms of Evolution• Evolution: Evidence• Origin of Species• Darwin’s Dilemma• FactPack: Selective Breeding• FactPack: Primitive Species

River Erosion• Weathering• How Are Rivers Formed?• Waterfalls and Gorges• Meanders and Oxbow Lakes• Depositional Features

Extinction• Extinction• Fossil Evidence• Mass Extinction: Dinosaurs• A History of Mass Extinctions• Endangered Species• Big Al • FactPack: Endangered Species

Earth’s Rocks• Rock Types• Rock Cycles

Glacial Erosion• Glaciers• Yosemite’s Valleys• Scablands: Carved By Water

Coastal Erosion• Coastal Processes: Waves• Coastal Landforms• How Do Caves Form?• Coastal Processes• Coasts: Hard Engineering• Coasts: Soft Engineering

4. Inheritance of Traits Students develop explanations about the specific mechanisms that enable parents to pass traits on to their offspring. They make claims about which processes give rise to variation in deoxyribonucleic acid (DNA) codes and calculate the probability that offspring will inherit traits from their parents.

HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

Genetics• Inheritance: Part 1• Inheritance: Part 2• Dogs and Wolves: Nature or

Nurture?• Breeding and Behavior• Mendel and Inheritance• FactPack: Hybrid Animals• FactPack: Fruit Flies• Huntington’s: The Disease• Cystic Fibrosis• Huntington’s: The Dilemma

Using Genetics• Genetic Modification• Cloning• Stem Cells• Therapeutic Stem Cells• The First Human Clone• The Genius Sperm Bank: Part 1 • The Genius Sperm Bank: Part 2• Savior Siblings• FactPack: Twins • Dolly the Sheep


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Inheritance of Traits (continued)

Adaptation• Adaptation• Variation• FactPack: Classification• Life in the Freezer• Life in Hot Deserts• Predators and Prey• Bizarre Adaptations• Sexual Selection• FactPack: Super Predators• FactPack: Super Prey• FactPack: Deadliest Animals

5. Structure, Function, and Growth (from cells to organisms)

Students use models to create explanations of how cells use DNA to construct proteins, build biomass, reproduce, and create complex multicellular organisms. They investigate how these organisms maintain stability.

HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

The Cell• What is a Cell?• Different Types of Cell• The Cell Membrane• The Very First Cell• The History of the Microscope• FactPack: Enzymes

DNA• What is DNA?• How Does DNA Make Protein?• DNA and Crime• Discovery of DNA• FactPack: DNA• Forensics: DNA Profiling

Experiments—Cells and DNA• Kiwifruit DNA• Plant vs Animal Cells• Osmosis and Volume• Agar Cube Diffusion• Microbes in Milk• Enzyme Action: Trypsin

6. Ecosystem Stability & the Response to Climate Change

Students use computer models to investigate how Earth’s systems respond to changes, including climate change. They make specific forecasts and design solutions to mitigate the impacts of these changes on the biosphere.

HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Changing Ecosystems• What is an Ecosystem?• What is Biodiversity? • Biotic Factors in Ecosystems• Abiotic Factors in Ecosystems• Conservation• Invading Animals: The Cane Toad• Endangered Species• Invading Plant Species• Algae• Lichen: Indicator Species

Ecosystem Management• Ecosystem Management: Deserts• Ecosystem Management: Tropical

Rainforests• Ecosystem Management:

Deciduous Forests

Humans and the Carbon Cycle• Carbon Capture: Phytoplankton• Carbon Trading• The Carbon Family• Carbon Capture: Artificial Trees• The Future Carbon Family

Changing Atmosphere• Beetles• Climate Cycles• State of the Greenland Ice Sheet• The Big Chill• Water Cube• Ocean Conveyer• Natural Climate Change• The Ozone Layer• The Greenhouse Effect• Global Warming• Climate Models• The Great Global Warming

Debate: Part 1• Global Dimming• Inventions to Save the Planet• Clathrate Gun Hypothesis• The Great Global Warming

Debate: Part 2

Pollution• Deforestation


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M NGSS Framework Segment NGSS Framework Description NGSS Performance Expectations Twig Secondary Topics

1. Combustion In this brief introductory unit, students investigate the amount of stored chemical potential energy in food. They make observations of material properties at the bulk scale that they will later explain at the atomic scale. The themes of combustion and CO2 tie together several of the instructional segments.

HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

Energy Changes• Oxygen and Combustion• Energy Change of Reactions• Rates of Reaction: Basics• Nobel and Dynamite• The Hindenburg Disaster• How Do Fireworks Work?• Electrolysis• Redox Reactions• Collision Theory• Extraction of Aluminum• Oxidation Reactions

Heat• Heat Transport• Laws of Thermodynamics• Expansion and Contraction• Red Hot: Emergency Stop• Hot Air Balloons• Cavitation• The Race for Absolute Zero:

Liquefying Gas• FactPack: Extreme Temperatures• The Race for Absolute Zero: Laser

Cooling

Experiments— Energy and Radioactivity• Underwater Volcano• Heat Absorption• Ingenhousz’s Heat Conductors• Cloud in a Bottle• Ball and Hoop• Heat Loss

2. Heat and Energy in the Earth System

Students develop models of energy conservation within systems and the mechanisms of heat flow. They relate macroscopic heat transport to atomic scale interactions of particles, which they will apply in later units to construct models of interactions between atoms. They use evidence from Earth’s surface to infer the heat transport processes at work in the planet’s interior.

HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Heat• Heat Transport• Laws of Thermodynamics• Expansion and Contraction• Red Hot: Emergency Stop• Hot Air Balloons• Cavitation• The Race for Absolute Zero:

Liquefying Gas• FactPack: Extreme Temperatures• The Race for Absolute Zero: Laser

Cooling

Earth’s Structure• How Hot Is the Earth’s Core?• Land Formations• How Did The Grand Canyon

Form?• FactPack: Mountains• How Did the Continents Form?• Fold Mountains: Formation• Fold Mountains: Uses• Structure of the Earth• Plate Tectonics

Volcanoes• What is a Volcano?• Predicting Volcanic Eruptions• Yellowstone: Supervolcano• Danger: Volcanic Ash• The Last Day of Pompeii• Kilauea - The Island Maker• FactPack: Extreme Eruptions• Volcanoes: LEDC Response• Volcanoes: MEDC Response

3. Atoms, Elements, and Molecules

Students recognize patterns in the properties and behavior of elements, as illustrated on the periodic table. They use these patterns to develop a model of the interior structure of atoms and to predict how different atoms will interact based on their electron configurations. They use chemical equations to represent these interactions and begin to make simple stoichiometric calculations.

HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

Atoms• What is an Atom?• Atom Structure: Electron Shells• Flame Colors and Fireworks• Flame Colors and Spectroscopy• Northern Lights• Heavy Water• Discovery of the Atom• FactPack: Scale of the Atom• FactPack: Structure of the Atom

Discovering Elements• Introduction to the Periodic Table• Atomic Structure• Mendeleev’s Prophecy• Discovery of Phosphorus• The Curse of Phlogiston• Phlogiston and Oxygen• The Legacy of John Newlands• We Are All Made of Stars• FactPack: How to Make a Human


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Atoms, Elements, and Molecules (continued)

States of Matter• Solids, Liquids and Gases• Changing States of Matter• Intermolecular Forces• Non-Newtonian Liquids• Solutions• Salt: Salt and Ice• How Do Snowflakes Form?• How to Make Fake Snow• Water Forces

Nonmetals • The Elements: Oxygen• The Elements: Phosphorus• The Elements: Hydrogen• The Halogens• The Noble Gases• FactPack: Atmospheric Gases• The Elements: Nitrogen

Metal Examples• The Elements: Copper• The Elements: Mercury• The Elements: Potassium• The Elements: Silicon• The Elements: Iron• The Elements: Lead• The Elements: Uranium• The Elements: Plutonium• The Elements: Radium

Metals• Reactivity Series• Alloys• Metals in Medicine• Alkali Metals• Transition Metals

Experiments—Atoms and Bonding• Making Slime• Felt Tip Chromatography• Precipitate Formation• Instant Crystals• Liquid Nitrogen Demos• Fire Extinguisher Sublimation• Filtration and Evaporation• Chemical Filtration

Experiments—Periodic Table• Forming Iron Sulfide• Burning Bubbles• Elements vs Alloys• Reactivity Series• Incandescent Light Bulb• Flame Test• Iron and Luminol• Silver Tree

4. Chemical Reactions Students refine their models of chemical bonds and chemical reactions. They compare the strength of different types of bonds and attractions and develop models of how energy is stored and released in chemical reactions.

HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

Chemical Bonds• Introduction to Chemical Bonding• Carbon: Introduction• Carbon: Synthetic Diamonds• Carbon: Buckminsterfullerene• Nanotechnology: What is It?• Nanotechnology: Is It Safe?• Carbon Monoxide Poisoning• FactPack: Elements, Compounds,

Mixtures

Bond Types• Ionic Bonding• Covalent Bonding• Metallic Bonding

Separating Mixtures• FactPack: Forensics• Salt: Separating Mixtures• Forensics: Chromatography• Forensics: Tools of CSI• Forensics: Bog Bodies

Energy Changes• Oxygen and Combustion• Energy Change of Reactions• Rates of Reaction: Basics• Nobel and Dynamite• The Hindenburg Disaster• How Do Fireworks Work?• Electrolysis• Redox Reactions• Collision Theory• Extraction of Aluminum• Oxidation Reactions

Acids and Bases• Acids and Alkalis: Part 1• Acids and Alkalis: Part 2• Crystals in Caves• First Synthetic Pigment• Why Do Leaves Change Color?• FactPack: pH Scale


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Chemical Reactions (continued)

Experiments—Energy Changes• Metal Extraction• Electrolysis of Water• Ion Migration• Mass of Steel Wool• Dry Ice and Magnesium• Extracting Lead • Elephant’s Toothpaste • Endothermic Reaction

Experiments—Acids and Bases• Acidification of Water• Inflating Glove• Bouncing Eggs• Orange Tornado• Rusting Nails• Oscillating Color Change

Experiments—Chemical Industries• Hydrogels• Clearing Oil Spills• Screaming Gummi Baby • Distillation of Ink• Cola Volcano• Measuring Food Energy

5. Chemistry of Climate Change Students develop models of energy flow in Earth’s climate. They revisit combustion reactions from IS1 to focus on emissions from fossil fuel energy sources. They apply models of the structures of molecules to explain how different molecules trap heat in the atmosphere. Students evaluate different chemical engineering solutions that can reduce the impacts of climate change.

HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Nonrenewable Energy• Fossil Fuels: Formation• Fossil Fuels: Use• The Carbon Cycle• Oil Shocks• Electricity: Supply and Demand• Electricity: The Costs• Frontier Oil Exploration

Renewable Energy• Solar Power• Wind Power• Biofuels• Palm Oil: Biofuel of the Future?• Geothermal Power• The Wind Power Debate• Hydropower

Changing Atmosphere• Beetles• Climate Cycles• State of the Greenland Ice Sheet• The Big Chill• Water Cube• Ocean Conveyer• Natural Climate Change• The Ozone Layer• The Greenhouse Effect• Global Warming• Climate Models• The Great Global Warming

Debate: Part 1• Global Dimming• Inventions to Save the Planet• Clathrate Gun Hypothesis• The Great Global Warming

Debate: Part 2


Pollution• Oil Spills• The Oilmen and the Animals• Pollution: Water• Pollution: Land• Pollution: Air

Future of Energy Resources• Nuclear Power• Making a Star On Earth• Eco-Transport• Chernobyl Disaster• Nuclear Waste

Oil Products• Fractional Distillation• Plastics and Polymers• Esters and Perfumes• Recycling Plastics• Vegetable Oils as Fuel• Leaded and Unleaded Fuel• Invention of Nylon• FactPack: Hydrocarbons

Water• Deserts• Types of Weather: Rain• The Water Cycle• Thunder and Lightning• Cloud Seeding• What is a Rainbow?• Avalanches• Galtür: The Perfect Storm• FactPack: Weird Weather• The Lost City of Peru• Secret of the Sahara• How the Oceans Formed


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6. Dynamics of Chemical Reactions and Ocean Acidification

Students investigate the effects of fossil fuel combustion on ocean chemistry. They develop models of equilibrium in chemical reactions and design systems that can shift the equilibrium. Students conduct original research on the interaction between ocean water and shell-building organisms.

HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.


Ocean Biomes• Oceans: Sunlight Zone• Oceans: Coral Seas• Oceans: The Deep Blue• Oceans: The Abyss• Oceans: The Intertidal Zone• Oceans: Frozen Seas

Pollution• Oil Spills• The Oilmen and the Animals• Pollution: Water• Pollution: Land• Pollution: Air

Oil Products• Fractional Distillation• Plastics and Polymers• Esters and Perfumes• Recycling Plastics• Vegetable Oils as Fuel• Leaded and Unleaded Fuel• Invention of Nylon• FactPack: Hydrocarbons

Experiments—Chemical Industries• Hydrogels• Clearing Oil Spills


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ERSE NGSS Framework Segment NGSS Framework Description NGSS Performance Expectations Twig Secondary Topics

1. Forces and Motion Students make predictions using Newton’s laws. Students mathematically describe how changes in motion relate to forces. They investigate collisions in Earth’s crust and in an engineering challenge.

HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Newton’s Laws• Newton’s Laws of Motion• Momentum• Speed, Velocity, Acceleration• How Do Animals Fly?• How Do Planes Fly?• Body Crash• Terminal Velocity• FactPack: Acceleration

Applying Force• Forces of Nature• Centripetal Force• Rollercoasters• FactPack: G-Force• Fighter Pilots: G-Force

Friction• Friction• Streamlined: Dolphins vs People• Aerodynamics in Cycling• Friction in Curling• FactPack: Experience Friction

Machines• Levers, Wheels, Pulleys• Planes, Wedges, Screws• Machines: Building the Pyramids

Pressure• Gas Laws• Buoyancy• The Bends• FactPack: Pressure and Altitude• Pressure and Surface Area

Earthquakes• What is an Earthquake?• Tsunami• Living On the Edge• Predicting Earthquakes• Santorini: Looking for Atlantis• Earthquakes: LEDC Response• Earthquakes: MEDC Response• Christchurch Earthquake

Experiments—Forces• Liquid Density• Can Crusher• Cartesian Diver• Frozen Balloon• Hero’s Engine• Smashing Eggs• Separating Notebooks• Center of Gravity

2. Forces at a Distance Students investigate gravitational and electromagnetic forces and describe them mathematically. They predict the motion of orbiting objects in the solar system. They link the macroscopic properties of materials to microscopic electromagnetic attractions.

HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.

Newton’s Laws• Newton’s Laws of Motion• Momentum• Speed, Velocity, Acceleration• How Do Animals Fly?• How Do Planes Fly?• Body Crash• Terminal Velocity• FactPack: Acceleration

Magnets• What Are Magnets?• What Are Electromagnets?• How Do Generators Work?• Maglev Trains• MRI• Earth’s Wandering Poles

Satellites• Shoemaker-Levy• The Satellite Story• Moon Measuring• What Are Comets?• What is GPS?

Experiments—Electricity and Circuits• Citrus Fruit Battery• Ferrofluids• Magnetic Strength• Making an Electromagnet• Balloon and Treacle• Van de Graaff Generator

3. Energy Conversion Students track energy transfer and its conversion through different stages of power generation. They evaluate different power plant technologies. They investigate electromagnetism to create models of how generators work and obtain and communicate information about how solar photovoltaic systems operate. They design and test their own energy-conversion devices.

HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

Energy• Forms of Energy• Energy Transformation• Potential Energy• Steam Power• The Energy of Formula 1• Perpetual Motion• FactPack: Horsepower

Electricity• What is Electricity?• AC, DC and Transformers• Electrical Safety• Static Electricity• War of the Currents• Electricity in Medicine• Thermal Imaging• FactPack: Global Electricity

Supply


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Energy Conversion (continued)

HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and captureinformation and energy.HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.

Circuits• Circuits• Resistance• Diodes and Transistors• Moore’s Law• Hi-Fi Engineering• Rock Star Shock• Electric Eels• FactPack: How to Draw a Circuit

Magnets• What Are Magnets?• What Are Electromagnets?• How Do Generators Work?• Maglev Trains• MRI• Earth’s Wandering Poles

Experiments—Electricity and Circuits• Citrus Fruit Battery• Ferrofluids• Magnetic Strength• Making an Electromagnet• Balloon and Treacle• Van de Graaff Generator

4. Nuclear Processes Students develop a model of the internal structure of atoms and then extend it to include the processes of fission, fusion, and radioactive decay. They apply this model to understanding nuclear power and radiometric dating. They use evidence from rock ages to reconstruct the history of the Earth and processes that shape its surface.

HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

Radioactivity• Radioactive Substances• Radioactive Half-Life• Reducing Radiation Risk• Nuclear Fusion: The Hot and Cold

Science• Nuclear Weapons• FactPack: Background Radiation• Nuclear Fission

Earth’s Rocks• Rock Types• Rock Cycles

Earth’s Structure• How Hot Is the Earth’s Core?• Land Formations• How Did The Grand Canyon

Form?• FactPack: Mountains• How Did the Continents Form?• Fold Mountains: Formation• Fold Mountains: Uses• Structure of the Earth• Plate Tectonics

5. Waves and Electromagnetic Radiation

Students make mathematical models of waves and apply them to seismic waves traveling through the Earth. They obtain and communicate information about other interactions between waves and matter with a particular focus on electromagnetic waves. They obtain, evaluate, and communicate information about health hazards associated with electromagnetic waves. They use models of wave behavior to explain information transfer using waves and the wave-particle duality.

HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of information. HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

Sound• What is Sound?• Resonance• Speed of Sound• Doppler Shift• Beyond Human Hearing• Shockwaves• Musical Instruments• Echolocation: Dolphins• FactPack: Decibel Range

Visible Light• What is Light?• Color• Manipulating Light• How Do Lasers Work?• Fiber Optics• Time Travel• FactPack: Color Mixing

Electromagnetic Spectrum• The Electromagnetic Spectrum• Waves in Medicine• Infrared: Snake Hunt• How Do Cell Phones Work?• Submarine Communication• FactPack: Animal Vision • What Makes Up the

Electromagnetic Spectrum?

Experiments• Bell in a Vacuum• Dancing Polymer• Rubens’ Tube• Measuring Music• Splitting Light


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6. Stars and the Origin of the Universe

Students apply their model of nuclear fusion to trace the flow of energy from the Sun’s core to Earth. They use evidence from the spectra of stars and galaxies to determine the composition of stars and construct an explanation of the origin of the universe.

HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy in the form of radiation. HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.HS-ESS1-3. Communicate scientific ideas about the way stars, over their life cycle, produce elements.

Big Bang• Big Bang Theory• Big Bang Evidence• Large Hadron Collider• Nobel Prize By Chance• Cold War to Gamma Rays• FactPack: Redshift• FactPack: Big Bang Scientists

Life in the Universe• Place Like Home: Life On a Moon• Mars: Dead Planet• Mars: The Search for Water• Colonizing the Moon• Planet Hunters• SETI: Are We Alone?• Place Like Home: Cassini• Planet Kevin• Mars: Under the Ice• Next Stop Mars• Life in Space

Outer Space• Scale of the Universe• Black Holes• Milky Way’s Black Hole• Telescopes• Hubble Space Telescope • How Are Mirrors Made?• The Search for Dark Matter• What is a Light Year?• Kittinger: First Man in Space?

Sun and Stars• Day and Night• Why is the Sky Blue?• What Are Eclipses?• The Sun• Northern Lights and Solar Flares• Shadow Chasers• Constellations• What Are Stars?• Death of the Sun


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LMS • Absolute zero

• Absorption• Acceleration• Accuracy• Acid • Acid rain• Activation energy • Active transport• Adaptive divergence• Addiction• Addition reaction• Aerobic respiration• Aerosol• Agar • Air resistance• Alcohol• Algae • Alkali • Alkali metal• Alkaline earth metal• Allele• Allotropes• Alloy• Alpha particle• Alternating current• Altitude• Alveoli • Amino acid• Amniotic fluid • Amorphous• Amplification of DNA• Amplify• Amplitude• Amylase • Anaerobic respiration • Analog• Angiosperm• Angle of incidence• Angle of reflection• Angstrom • Anhydrous compound• Anode• Antagonistic muscles • Antenna• Anther• Antibiotic • Antibiotic resistance • Antibody• Anticyclone• Antigen

• Antimatter• Antioxidant• Aorta • Apoptosis• Appendix• Aqueous• Aquifer• Archaea• Artificial propagation• Asexual reproduction• Asteroid• Astronomy • Atmosphere• Atom• Atomic mass• Atomic number• Atomic weight• ATP • Aurora• Autoimmune disease • Autosomal• Autotroph• Auxin • Avogadro’s constant• Axon• Bacteria • Baryons• Basalt• Base (biology) • Base (chemistry)• Beta particles• Big Bang• Bile • Billion• Biochemistry • Biodegradable• Biodiversity• Biomass • Biosphere• Black hole• Blastocyst • Blood pressure • Boiling point • Boyle’s law• Brittle• Bronchi • Bronchiole • Brownian motion• Buffer• Bunsen burner

• Buoyancy• Caldera• Calibrate• Carbohydrate • Carbon dating• Carbonate• Carnivore• Carpel• Catabolism• Catalyst• Cathode• Cathode ray• Cell • Cell cycle• Cell division• Cell wall • Cellulose• Center of gravity• Centripetal force• Cervix • Chain reaction• Chemical bond• Chemical energy• Chemical reaction• Chemical synthesis• Chemiluminescence • Chlorofluorocarbons• Chlorophyll • Chloroplast• Cholesterol• Chordate • Chromatin• Chromosome• Cilia• Circuit breaker• Classification • Climate• Climatology• Clone• Coke• Combustion• Comet• Complete combustion• Compound• Compound microscope• Concave• Concentration• Conception• Condensation reaction• Condensing

• Conduction• Consumer• Continental crust• Continental Drift• Control• Convection• Convex• Core (biology)• Core (Earth sciences)• Corona• Correlation• Corrosion• Cortisol • Cosmic dust• Cosmic rays• Cosmology• Coulomb• Covalent bond• Cracking• Crater• Crude oil• Crust• Crystal• Crystallization• Cytoplasm• Dark energy• Dark matter• Data• Decomposition• Delocalized electrons• Delta• Denature• Denitrification• Density• Deoxygenated• Depression• Desertification• Diabetes• Diatomic• Diffraction• Diffusion• Digestion• Diode• Diploid• Direct current (DC)• Displacement• Displacement reaction• Dissociate• Dissolve• Distillation

• Divergence• DNA• DNA profile• DNA replication• Dominant allele• Doppler shift• E-Number• Earth• Earthquake• Echo• Echolocation• Eclipse, lunar• Eclipse, solar• Ecosystem• Efficiency• Elastic• Electric Current• Electric force• Electrical charge• Electrical fuse• Electrical resistance• Electrode• Electrolysis• Electrolyte• Electrolytic cell• Electromagnetic induction• Electromagnetic radiation• Electromagnetic spectrum• Electron• Electron shell• Electroplating• Electrostatic attraction• Element• Elliptical orbit• Embryo• Emission• Empirical formula• Emulsion• Endangered• Endocytosis• Endothermic• Energy• Energy level• Energy resources• Enthalpy change• Enzyme• Epicenter• Epidemiology• Epinephrine • Equilibrium

• Erosion• Eukaryote• Eutrophication• Evaporation• Evolution• Exothermic• Extinction• Extraction• Extrusion• Fahrenheit (°F)• Fatty acid• Fermentation• Fertilization• Fetus• Filtration• Flammable• Floodplain• Fluid• Fluorescent• Focus• Food chain• Force• Forensic science• Formulae• Fossil• Fossil fuels• Frequency• Functional group• Fusion• Galaxy• Gamete• Gamma ray• Gamma ray bursts• Gas• Gene• Genetic engineering• Genotype• Genus• Germination• Giant covalent structure• Glacial period• Gland• Glucose• Gravitational field• Gravity• Greenhouse effect• Greenhouse gas• Groundwater• Hale-Bopp• Half-life

• Halley• Haploid• Harmonics• Heat• Heat resistant• Hemoglobin• Herbivore• Hertz (Hz)• Heterogeneous mixture• Homeostasis• Homogeneous mixture• Hormones• Hot spot• Hybridization• Hydrated compound• Hydrocarbons• Hydrophilic• Hydrophobic• Hydroxide• Hyperventilating• Hypothalamus• Hypothesis• Igneous• Indicator • Indicator species• Inert• Infectious• Infrared light• Infrasound• Inherited• Insoluble• Insulator• Interdependence of living

things• Interference• Interglacial period• Intermolecular force• Invertebrate• Involuntary• Ion• Ionic bond• Ionic compound• Ionization• Irritant• Isomers• Isotope• Isotopic mass• Kilohertz• Kinetic energy• Laser

• Lattice • Launch window• Leaching• Lens• Light year (ly)• Lightning• Limestone• Line spectra• Linnaean hierarchy• Lipids• Liquid• Lithosphere• Long-period events• Longitudinal wave• Luminance • Lymphocyte• Magma• Magnetic field• Magnetic force• Magnify• Mantle• Mass• Mass spectrometer• Matter• Mean• Mechanical wave• Median• Medium• Meiosis• Melting point• Mesosphere• Metabolism• Metal• Metallic bond• Metalloid• Metamorphic rock• Metamorphism• Meteor• Meteor shower• Meteorite• Methane• Microorganism• Microwave• Migration• Milky Way• Millibar (mb)• Mineral (biology)• Mineral (chemistry)• Mitosis• Modulation


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LMS • Molecular formula

• Molecular mass• Molecular weight• Molecule• Molten• Monomer• Moon• Motion• Motor effect• Multicellular• Mutation• Myoglobin• Nanomaterial• Nanometer• Nanotechnology• Nebula• Negative charge• Nephrons• Neutral• Neutralization• Neutron• Neutron star• Niche• Noble gases• Nonflammable• Nonmetals• Normal• Nova• Nuclear• Nuclear fission• Nuclear fusion• Nucleation• Nucleic acid• Nucleosynthesis• Nucleus (biology)• Nucleus (chemistry)• Nutritional value• Observer• Oceanic crust• Octave • Omega-3• Omnivore• Ore• Organ• Organic chemistry• Organic molecule• Organism• Oscillate• Osmosis• Osteocyte

• Ovule• Ovum• Oxidation• Oxide• Oxidizer• Oxygenated• Ozone layer• P-wave• Pangaea• Particle(s)• Peer review• Peptide• Percentage yield• Periodic table • Peristalsis• pH• Phagocyte• Phenotype• Phloem• Phospholipid• Photochemical reaction• Photon• Photosynthesis• Pigment• Pitch• Planet• Planetary nebula• Plasma (biology)• Plasma (physics)• Plate boundary• Polarity• Polarization• Pole• Pollen• Pollination• Polymer• Polyunsaturated• Positive charge• Potash• Potential energy• Power• Precipitate• Precision• Predator• Pregnancy• Preservative• Pressure• Prey• Primeval soup• Prism

• Product• Prokaryote• Propulsion• Protein• Proton• Pure• Pyramid of numbers• Pyroclastic flows• Quantum• Quark• Radiation• Radio waves• Radioactivity• Rate of reaction• Reactant• Reaction• Reactivity• Receiver• Receptor• Recessive allele• Recombination• Red giant• Redox reaction• Reducing agent• Reduction• Reflection• Reflex arc• Refraction• Refractive index• Renewable energy• Resolution• Resonance• Resonant frequency• Respiration• Reversible reaction• Ribosomes• RNA• Robot• Rotation• S-wave• Salt• Sampling• Satellite• Saturated fats• Saturated solutions• Saturn’s rings• Scalar• Seafloor spreading• Sediment• Sedimentary rock

• Seismic waves• Semiconductor• Sensory• Shockwaves• SI• Smog• Solar cell• Solar flare• Solar storm• Solar System• Solar wind• Solid• Soluble• Solute• Solution• Solvent• Sonic boom• Source• Spacecraft• Species• Spectrometer• Spectroscopy• Spectrum• Sperm• Spontaneous• Spontaneous emission• Stable• Stamen• Star• Starch• Static electricity• Stationary• Stem cells• Stimulated emission• Stratosphere• Strong acid• Strong material• Strong nuclear force• Subatomic particles• Subduction• Sublimation• Substance• Substitution reaction• Substrate• Sun• Sunspot• Superconductivity• Supernova• Supersonic• Surface tension

• Sustainable• Symbiosis• Symptom• Synthetic• Taxonomy• Telescope• Temperate zones• Temperature• Tension• Terrestrial planets• Theory• Thermal• Thermal decomposition• Tissue• Topsoil• Total internal reflection• Toxic• Transducer• Transform boundary• Transformer• Transition element• Transmitter• Transparent• Transpiration• Transverse wave• Trench• Trophic level• Tropism• Troposphere• Ultrasound• Ultraviolet light• Universe• Unsaturated fats• Urea• Uterus• Vaccine• Vacuole• Vacuum• Van der Waals Force• Vaporize• Variable• Vector• Velocity• Vertebrate• Vesicle• Villi• Virus• Viscosity• Visible light• Vitamin

• Volatile• Volt (V)• Volume• Water table• Watt (W)• Wavelength• Weather• Weathering• Web title• Weight• White dwarf• Work• Wormhole• X-ray• Xerophyte• Xylem• Zygote

TwigSecondary NGGSAlignmentNAT HS3course · evolution are supported by multiple lines of empirical...

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