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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM

Revision Date: July 2016

Submitted by: Robert Weldon

Physics

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Table of Contents

Topic Page

Course Overview

Curriculum Resources

Standards Overview

Next Generation Science Standards

Common Core Mathematics Standards

Common Core English Language Arts Standards for Science and Technical Subjects:

Grades 11-12

21st Century Skills and Themes

Scope and Sequence

Next Generation Science Standards:

Student Learning Objectives, Activities, and Resources

Motion & Stability: Forces and Interactions

Earth’s Systems

Engineering Design

3

4

5

6

9

16

20

21

35

36

42

45

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COURSE OVERVIEW

Physics (Lab) 6 credits – Grades: 11-12

Prerequisite or Concurrently: Biology, Chemistry, Algebra I & II, Geometry, Pre-Calculus (Or per recommendation by guidance, previous science teachers and the Science Supervisor)

5 class periods & 1 lab period/week

In this lab-based/inquiry Physics course students will actively engage in scientific, mathematical and engineering practices and apply crosscutting concepts to deepen their understanding of

the core ideas. These learning experiences will engage them with fundamental questions about the world and with how scientists have investigated and found answers to those questions.

Students will carry out scientific investigations and engineering design projects related to the disciplinary core ideas in the physical sciences.

Physics investigates patterns, processes and relationships of all forms of energy and their effect on matter. The core concepts deal with the topics of kinetic and dynamic motion, universal

forces, power, electricity, nuclear structure and decay and waves (including light and sound). All topics that make up today’s world news headlines. Physics is the science upon which

engineering is built. The modern world would not exists without the advancement in our understanding of Physics. It is the fundamental science for all other sciences and the cornerstone

upon which modern engineering is built.

This non-Honors Physics class is designed for those students who are entering such college fields as nursing, business or writing or who just wish to be a well educated citizen. The course

does include some math but has more emphasis on the conceptual side of physics then does the Honors course.

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Curriculum Resources

Books

Physics Principals and Problems

Zitzewitz, 2013, Glencoe, New York

(Text and supplemental material)

Physics Principals and Problems

Zitzewitz, 2005, Glencoe, New York

(Text and supplemental material)

Websites

A-Plus Physics; http://www.aplusphysics.com/

PHET; http://phet.colorado.edu/

Physics Classroom; www.Physicsclassroom.com

Student Science; http://sciencenewsforstudents.org

Concord Consortium; http://concord.org/ngss/

Defined STEM; http://www.definedstem.com/

Jefferson Labs; http://education.jlab.org/indexpages/teachers.html

National Center for Case Study Teaching in Science; http://sciencecases.lib.buffalo.edu/cs/

Next Generation Science Standards (NGSS); http://www.nextgenscience.org/next-generation-science-standards

Next Generation Science Standards Evidence Statements; http://www.nextgenscience.org/sites/ngss/files/HSLS1EvidenceStatements060215.pdf

NJ Department of Education Model Curriculum for Physics; http://www.state.nj.us/education/modelcurriculum/sci/physics.shtml

The NSTA Quick-Reference Guide to the NGSS, High School; Willard, Ted; 2015 Open Ed; https://www.opened.com/

Programs

o Yenka

o Croc Physics and Chemistry

o Microsoft Office 2013

o Vernier

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New Jersey Core Curriculum Standards:

1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.

2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.

2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.

2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle.

2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these

concepts to support a healthy, active lifestyle.

6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the

environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as

productive citizens in local, national, and global communities.

6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures,

and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible

world citizens in the 21st century.

6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding

by working collaboratively to address challenges that are inherent in living in an interconnected world.

7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and

written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they

will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and

collaboratively and to create and communicate knowledge.

9.1 21st-Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both

global citizens and workers in diverse ethnic and organizational cultures.

9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order

to navigate the globally competitive work environment of the information age.

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The Next Generation Science Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.

The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American

students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

The Burlington City High School Science Department has adopted and implemented the Next Generation Science Standards as the cornerstone of the curriculum. Areas of study within the

Science Department are designed to be rigorous, college-preparatory courses in which students will be exposed to a variety of nonfiction texts, science processing, laboratory skills along

with communication and presentation skills.

HS-PS2 Motion and Stability: Forces and Interactions

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-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-PS2-5. 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.

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HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

HS-PS3 Energy

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 positions 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.

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 Waves and Electromagnetic Radiation

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.

HS-ETS1 Engineering Design

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.

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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.

HS-ESS Earth's Systems

HS-ESS2-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

HS-ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.

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Common Core Standards for Mathematics for High School

CCSS.Math.Practice.MP2 Reason abstractly and quantitatively. (HS-PS1-5), (HS-PS1-7)

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving

quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of

their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents

for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning

of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

. CCSS.Math.Practice.MP4 Model with mathematics. (HS-PS1-4), (HS-PS1-8)

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as

simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the

community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically

proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need

revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and

formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on

whether the results make sense, possibly improving the model if it has not served its purpose.

High School: Number and Quantity » Quantities*

Reason quantitatively and use units to solve problems.

CCSS.Math.Content.HSN.Q.A.1

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale

and the origin in graphs and data displays.

CCSS.Math.Content.HSN.Q.A.2

Define appropriate quantities for the purpose of descriptive modeling.

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CCSS.Math.Content.HSN.Q.A.3

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

High School: Number and Quantity » The Complex Number System

Perform arithmetic operations with complex numbers.

CCSS.Math.Content.HSN.CN.A.1

Know there is a complex number i such that i2 = -1, and every complex number has the form a + bi with a and b real.

CCSS.Math.Content.HSN.CN.A.2

Use the relation i2 = -1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.

CCSS.Math.Content.HSN.CN.A.3

(+) Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.

Represent complex numbers and their operations on the complex plane.

CCSS.Math.Content.HSN.CN.B.4

(+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar

forms of a given complex number represent the same number.

CCSS.Math.Content.HSN.CN.B.5

(+) Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for

computation. For example, (-1 + √3 i)3 = 8 because (-1 + √3 i) has modulus 2 and argument 120°.

CCSS.Math.Content.HSN.CN.B.6

(+) Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its

endpoints.

Use complex numbers in polynomial identities and equations.

CCSS.Math.Content.HSN.CN.C.7

Solve quadratic equations with real coefficients that have complex solutions.

CCSS.Math.Content.HSN.CN.C.8

(+) Extend polynomial identities to the complex numbers. For example, rewrite x2 + 4 as (x + 2i)(x - 2i).

CCSS.Math.Content.HSN.CN.C.9

(+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.

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High School: Algebra » Seeing Structure in Expressions

Interpret the structure of expressions.

CCSS.Math.Content.HSA.SSE.A.1

Interpret expressions that represent a quantity in terms of its context.*

CCSS.Math.Content.HSA.SSE.A.1.a

Interpret parts of an expression, such as terms, factors, and coefficients.

CCSS.Math.Content.HSA.SSE.A.1.b

Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on

P.

CCSS.Math.Content.HSA.SSE.A.2

Use the structure of an expression to identify ways to rewrite it. For example, see x4 - y4 as (x2)2 - (y2)2, thus recognizing it as a difference of squares that can be factored as (x2

- y2)(x2 + y2).

Write expressions in equivalent forms to solve problems.

CCSS.Math.Content.HSA.SSE.B.3

Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.*

CCSS.Math.Content.HSA.SSE.B.3.a

Factor a quadratic expression to reveal the zeros of the function it defines.

CCSS.Math.Content.HSA.SSE.B.3.b

Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.

CCSS.Math.Content.HSA.SSE.B.3.c

Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15t can be rewritten as (1.151/12)12t ≈ 1.01212t to reveal the

approximate equivalent monthly interest rate if the annual rate is 15%.

CCSS.Math.Content.HSA.SSE.B.4

Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage

payments.

High School: Functions » Interpreting Functions

Understand the concept of a function and use function notation.

CCSS.Math.Content.HSF.IF.A.1

Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a

function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).

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CCSS.Math.Content.HSF.IF.A.2

Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

CCSS.Math.Content.HSF.IF.A.3

Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively

by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.

Interpret functions that arise in applications in terms of the context.

CCSS.Math.Content.HSF.IF.B.4

For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features

given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative

maximums and minimums; symmetries; end behavior; and periodicity.*

CCSS.Math.Content.HSF.IF.B.5

Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-

hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.*

CCSS.Math.Content.HSF.IF.B.6

Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.*

Analyze functions using different representations.

CCSS.Math.Content.HSF.IF.C.7

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.*

CCSS.Math.Content.HSF.IF.C.7.a

Graph linear and quadratic functions and show intercepts, maxima, and minima.

CCSS.Math.Content.HSF.IF.C.7.b

Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.

CCSS.Math.Content.HSF.IF.C.7.c

Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.

CCSS.Math.Content.HSF.IF.C.7.d

(+) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.

CCSS.Math.Content.HSF.IF.C.7.e

Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.

CCSS.Math.Content.HSF.IF.C.8

Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

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CCSS.Math.Content.HSF.IF.C.8.a

Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a

context.

CCSS.Math.Content.HSF.IF.C.8.b

Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)ᵗ, y = (0.97)ᵗ, y

= (1.01)12ᵗ, y = (1.2)ᵗ/10, and classify them as representing exponential growth or decay.

CCSS.Math.Content.HSF.IF.C.9

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a

graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

High School: Functions » Building Functions

Build a function that models a relationship between two quantities.

CCSS.Math.Content.HSF.BF.A.1

Write a function that describes a relationship between two quantities.*

CCSS.Math.Content.HSF.BF.A.1.a

Determine an explicit expression, a recursive process, or steps for calculation from a context.

CCSS.Math.Content.HSF.BF.A.1.b

Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a

decaying exponential, and relate these functions to the model.

CCSS.Math.Content.HSF.BF.A.1.c

(+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time,

then T(h(t)) is the temperature at the location of the weather balloon as a function of time.

CCSS.Math.Content.HSF.BF.A.2

Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.*

Build new functions from existing functions.

CCSS.Math.Content.HSF.BF.B.3

Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs.

Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic

expressions for them.

CCSS.Math.Content.HSF.BF.B.4

Find inverse functions.

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CCSS.Math.Content.HSF.BF.B.4.a

Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2 x3 or f(x) = (x+1)/(x-1) for x ≠

1.

CCSS.Math.Content.HSF.BF.B.4.b

(+) Verify by composition that one function is the inverse of another.

CCSS.Math.Content.HSF.BF.B.4.c

(+) Read values of an inverse function from a graph or a table, given that the function has an inverse.

CCSS.Math.Content.HSF.BF.B.4.d

(+) Produce an invertible function from a non-invertible function by restricting the domain.

CCSS.Math.Content.HSF.BF.B.5

(+) Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.

High School: Algebra » Seeing Structure in Expressions

Interpret the structure of expressions. CCSS.Math.Content.HSA.SSE.A.1

Interpret expressions that represent a quantity in terms of its context.*

CCSS.Math.Content.HSA.SSE.A.1.a

Interpret parts of an expression, such as terms, factors, and coefficients.

CCSS.Math.Content.HSA.SSE.A.1.b

Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.

CCSS.Math.Content.HSA.SSE.A.2

Use the structure of an expression to identify ways to rewrite it. For example, see x4 - y4 as (x2)2 - (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 -

y2)(x2 + y2).

Write expressions in equivalent forms to solve problems. CCSS.Math.Content.HSA.SSE.B.3

Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.*

CCSS.Math.Content.HSA.SSE.B.3.a

Factor a quadratic expression to reveal the zeros of the function it defines.

CCSS.Math.Content.HSA.SSE.B.3.b

Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.

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CCSS.Math.Content.HSA.SSE.B.3.c

Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15t can be rewritten as (1.151/12)12t ≈ 1.01212t to reveal the

approximate equivalent monthly interest rate if the annual rate is 15%.

CCSS.Math.Content.HSA.SSE.B.4

Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments.*

High School: Algebra » Creating Equations

Create equations that describe numbers or relationships. CCSS.Math.Content.HSA.CED.A.1

Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and

exponential functions.

CCSS.Math.Content.HSA.CED.A.2

Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

CCSS.Math.Content.HSA.CED.A.3

Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For

example, represent inequalities describing nutritional and cost constraints on combinations of different foods.

CCSS.Math.Content.HSA.CED.A.4

Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm's law V = IR to highlight resistance R.

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English Language Arts Standards » Science & Technical Subjects » Grade 11-12

Key Ideas and Details:

CCSS.ELA-Literacy.RST.11-12.1

Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the

account.

CCSS.ELA-Literacy.RST.11-12.2

Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still

accurate terms.

CCSS.ELA-Literacy.RST.11-12.3

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on

explanations in the text.

Craft and Structure:

CCSS.ELA-Literacy.RST.11-12.4

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades

11-12 texts and topics.

CCSS.ELA-Literacy.RST.11-12.5

Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

CCSS.ELA-Literacy.RST.11-12.6

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

Integration of Knowledge and Ideas:

CCSS.ELA-Literacy.RST.11-12.7

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or

solve a problem.

CCSS.ELA-Literacy.RST.11-12.8

Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with

other sources of information.

CCSS.ELA-Literacy.RST.11-12.9

Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving

conflicting information when possible.

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Range of Reading and Level of Text Complexity:

CCSS.ELA-Literacy.RST.11-12.10

By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.

Common Core English Language Arts Standards » Writing » Grade 11-12

The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the

latter providing additional specificity.

Text Types and Purposes:

CCSS.ELA-Literacy.W.11-12.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-Literacy.W.11-12.1.a

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization

that logically sequences claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.W.11-12.1.b

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner

that anticipates the audience's knowledge level, concerns, values, and possible biases.

CCSS.ELA-Literacy.W.11-12.1.c

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons,

between reasons and evidence, and between claim(s) and counterclaims.

CCSS.ELA-Literacy.W.11-12.1.d

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.W.11-12.1.e

Provide a concluding statement or section that follows from and supports the argument presented.

CCSS.ELA-Literacy.W.11-12.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and

analysis of content.

CCSS.ELA-Literacy.W.11-12.2.a

Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting

(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

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CCSS.ELA-Literacy.W.11-12.2.b

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples

appropriate to the audience's knowledge of the topic.

CCSS.ELA-Literacy.W.11-12.2.c

Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

CCSS.ELA-Literacy.W.11-12.2.d

Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

CCSS.ELA-Literacy.W.11-12.2.e

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.W.11-12.2.f

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the

topic).

CCSS.ELA-Literacy.W.11-12.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-Literacy.W.11-12.3.a

Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator

and/or characters; create a smooth progression of experiences or events.

CCSS.ELA-Literacy.W.11-12.3.b

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

CCSS.ELA-Literacy.W.11-12.3.c

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of

mystery, suspense, growth, or resolution).

CCSS.ELA-Literacy.W.11-12.3.d

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

CCSS.ELA-Literacy.W.11-12.3.e

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing:

CCSS.ELA-Literacy.W.11-12.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing

types are defined in standards 1-3 above.)

CCSS.ELA-Literacy.W.11-12.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific

purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)

Page 19 of 49

CCSS.ELA-Literacy.W.11-12.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or

information.

Research to Build and Present Knowledge:

CCSS.ELA-Literacy.W.11-12.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when

appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-Literacy.W.11-12.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in

terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source

and following a standard format for citation.

CCSS.ELA-Literacy.W.11-12.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-Literacy.W.11-12.9.a

Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American

literature, including how two or more texts from the same period treat similar themes or topics").

CCSS.ELA-Literacy.W.11-12.9.b

Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional

principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public

advocacy [e.g., The Federalist, presidential addresses]").

Range of Writing:

CCSS.ELA-Literacy.W.11-12.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,

and audiences.

Page 20 of 49

Integration of 21st century themes and skills in this curriculum include:

Lessons, where appropriate, incorporate multiple perspectives to infuse cultural and global awareness.

Learning incorporates skills focusing on financial, economic, business, and entrepreneurial literacy.

Lessons integrate a focus on civic literacy so that student can better understand the rights and obligations of citizenship.

Learning advocates for health literacy as a critical component of a healthy lifestyle and the ability to make good health-related decisions.

Students explore areas that support environmental literacy, including society’s impact on the environment and what can be done to support environmental solutions.

Lessons, activities, and assessments require creativity and innovation on the part of the students. They are required to create projects and products as examples of mastery

in each unit.

Critical thinking and problem solving skills are a core component of learning and assessment throughout this curriculum. Students are required, in each unit, to advance

their learning through all levels of Bloom’s Taxonomy to address the evaluation, synthesis, and creation of products using learning at the highest levels. Problem-solving

is a recurring theme in the curriculum as students must seek ways to creatively apply the concepts to solve problems rather than simply remember the material.

Communication and collaboration is crucial for student success as learners. Throughout this curriculum, students must be able to communicate deep understanding

through open ended responses (both orally and in writing). In addition, students are often required to work collaboratively with their peers, which promotes the ability to

succeed in the area of social cooperative work, increases communication skills, and promotes leadership and responsibility.

Students must be information literate, i.e. they must be able to find and use information effectively, in order to succeed in class as learning activities require independent

research of relevant information outside of the provided textbook and/or resources.

Learning and assessment activities support the push to make students media literate, as they are often required to analyze, evaluate, and create messages in a wide variety

of media modes, genres, and formats.

In order to succeed in this course, students must be able to use technology as a tool in order to research, organize, evaluate, and communicate information.

Activities in the curriculum help develop life and career skills in all students by promoting flexibility and adaptability, requiring initiative and self-direction in the learning

process, supporting social and cross-cultural skills in both content and teamwork efforts, and measuring productivity and accountability through independent and group

assignment completion.

Page 21 of 49

Scope and Sequence

Unit Title and Description Standards Pacing

Benchmarking and As

sessments

Suggested

Interdisciplinary

Activities

Unit 1: Forces and Motion

Mathematically review/define in one dimension the concepts of displacement,

velocity and acceleration within the limitations of scientific measurement and the

S.I.

Given a graph of position or velocity as a function of time, recognize in what time

intervals the position, velocity and acceleration of an object are positive, negative,

or zero and sketch a graph of each quantity as a function of time.

Represent forces in diagrams or mathematically using appropriately labeled

vectors with magnitude, direction, and units during the analysis of a situation.

(PS2.A)

Understand and apply the relationship between the net force exerted on an object,

its inertial mass, and its acceleration to a variety of situations. (PS2.A)

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-PS2-1)

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-

PS2-2)

Apply scientific and engineering ideas to design, evaluate, and refine a device that

minimizes the force on a macroscopic object during a collision. (HS-PS2-3)

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-

ETS1-2)

Evaluate a solution to a complex real-world problem based on prioritized criteria

and tradeoffs that account for a range of constraints, including cost, safety,

reliability, and aesthetics, as well as possible social, cultural, and environmental

impacts. (HS-ETS1-3)

Essential Questions:

How do they know how long the yellow light should be on before it turns red?

How can a piece of space debris the size of a pencil eraser destroy the

International Space Station?

Red light cameras were placed in intersections to reduce the number of collisions

NGSS:

Performance

Expectations:

HS-PS2-1, HS-PS2-

2, HS-PS2-3, HS-

ETS1-2, and HS-

ETS1-3.

Disciplinary Core Ideas:

PS2.A

Science and Engineering

Practices: 2, 3 & 6

Crosscutting Concepts:

Students are

expected to

demonstrate

proficiency in

planning and

conducting

investigations,

analyzing data and

using math to

support claims, and

applying scientific

ideas to solve design

problems and to use

these practices to

demonstrate

understanding of the

core ideas.

25days

Sept. into

October

Diagnostic: Unit Pre-Test

Class Pre-Unit Questions

Exploratory Experiment

Formative:

Analyze data using tools,

technologies, and/or models to

support the mathematical and

conceptual views of one dimensional

displacement, velocity and

acceleration.

Analyze data using tools,

technologies, and/or models 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.

Analyze data using one-dimensional

motion at nonrelativistic speeds 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.

• 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.

Career Education

Explore the career

choices associated

with Mechanics.

Health/PE

Discuss the impact of

not following lab

safety protocols on

health, safety and

experimental validity.

English Language Arts

& Literacy

After reading an

excerpt from one of

the assigned on-line

Physics reviews write

a short essay

comparing/contrasting

velocity and

acceleration. Give

both clear descriptions

and examples.

Math

Using collected data

create and analyze

various graphs within

measurement

limitations. Interpret

patterns found in data

and compare and

contrast data of time,

displacement,

velocity, acceleration,

Page 22 of 49

caused by cars running red lights. Many people thought that they were unfair and

demanded that they be removed. As an expert on the physics of moving bodies,

you are challenged to engineer traffic signals to proactively reduce the number of

people entering an intersection after the light turns red. The cost of the redesign

must not exceed 10% of the current cost of current traffic signals or the energy

needed to operate them.

Enduring Understandings:

Theories and laws provide explanations in science.

Laws are statements or descriptions of the relationships among observable

phenomena.

Empirical evidence is required to differentiate between cause and correlation and

to make claims about specific causes and effects.

Newton’s second law accurately predicts changes in the motion of macroscopic

objects.

• Momentum is defined for a particular frame of reference; it is the mass times the

velocity of the object.

• If a system interacts with objects outside itself, the total momentum of the

system can change; however, any such change is balanced by changes in the

momentum of objects outside the system.

When investigating or describing a system, the boundaries and initial conditions

of the system need to be defined.

• If a system interacts with objects outside itself, the total momentum of the

system can change; however, any such change is balanced by changes in the

momentum of objects outside the system.

• Criteria and constraints also include satisfying any requirements set by society,

such as taking issues of risk mitigation into account, and the criteria and

constraints should be quantified to the extent possible and stated in such a way

that one can determine whether a given design meets them.

• Criteria may need to be broken down into simpler ones that can be approached

systematically, and decisions about the priority of certain criteria over others

(trade-offs) may be needed.

• When evaluating solutions, it is important to take into account a range of

constraints— including cost, safety, reliability, and aesthetics—and to consider

social, cultural, and environmental impacts.

• New technologies can have deep impacts on society and the environment,

including some that were not anticipated. Analysis of costs and benefits is a

critical aspect of decisions about technology.

Systems can be designed to cause a desired effect.

NJCCCS:

1.1.8.D.1

2.1.8.D.1

2.1.8.D.2

6.2.8.D.4.j

7.1.A.1

8.1.8.A.1-5

8.1.8.E.1

9.1.8.A.1

9.1.8.B.1-2

9.1.8.F.2

Common Core State

Standards

Connections:

ELA/Literacy

N/A

Mathematics

MP.2 & 4

HSN.Q.A.1-3

HSA.SSE.A.1

HSA.SSE.B.3

• Use mathematical representations of

the quantitative conservation of

momentum and the qualitative

meaning of this principle in systems

of two macroscopic bodies moving

in one dimension.

Describe the boundaries and initial

conditions of a system of two

macroscopic bodies moving in one

dimension.

• Apply scientific and engineering

ideas to design, evaluate, and refine

a device that minimizes the force on

a macroscopic object during a

collision.

• Apply scientific ideas to solve a

design problem for a device that

minimizes the force on a

macroscopic object during a

collision, taking into account

possible unanticipated effects.

• Use qualitative evaluations and /or

algebraic manipulations to design

and refine a device that minimizes

the force on a macroscopic object

during a collision.

Summative: Use team review to solve problems

and concept questions on one

dimensional motion.

Unit Tests

One dimensional motion labs

Math-Based Performance Task

force and momentum

labs.

History/Social Studies

Research the impact of

Newtonian Physics up

to Momentum on

today’s society.

Technical Subjects

Utilize spreadsheets

and graphing software

programs to examine

the data collected from

lab investigations both

simulated and real

world.

World Languages

Evaluate the use of

Latin and Greek

prefixes, suffixes and

roots to decipher

challenging scientific

terms.

Visual & Performing

Arts

Create a graphic

organizer featuring the

relationships between

time, displacement,

velocity, acceleration,

force and momentum.

Page 23 of 49

Unit Title and Description Standards Pacing

Benchmarking and Assessments Suggested Interdisciplinary

Activities

Unit 2: Fundamental Forces

Make predictions about the motion due to gravity both on the

earth and beyond based on Newton’s Second law and

Universal Gravity.

Make predictions about the sign and relative quantity of net

charge of objects or systems after various charging processes.

Construct an explanation of a model of electric charge, and

make a qualitative prediction about the distribution of positive

and negative electric charges within neutral systems as they

undergo various processes

Use mathematical representations of Newton’s Law of

Gravitation and Coulomb’s Law to describe and predict the

gravitational and electrostatic forces between objects.

Essential Question:

Why are people on Earth stuck here while astronauts appear to

be weightless?

How does the weight (force of gravity) of an astronaut of a

specific mass (100 kg including gear) change at specific

distances from Earth as the shuttle flies toward the moon?

How far away can my finger be from my sister or brother if I

want to zap them with static electricity?

Enduring Understandings:

Newton’s Law of Universal Gravitation provides the

mathematical models to describe and predict the effects of

gravitational forces between distant objects.

Forces at a distance are explained by fields (gravitational)

permeating space that can transfer energy through space.

Different patterns may be observed at each of the scales at

which a system is studied and can provide evidence for

causality in explanations of the gravitational force between

objects.

Coulomb’s Law provides the mathematical models to describe

and predict the effects of electrostatic forces between distant

objects.

NGSS

Performance Expectations:

HS-PS2-4. Disciplinary Core Ideas:

PS2.B

Science and Engineering

Practices: 2, 3 & 6

Crosscutting Concepts:

Students are expected to

demonstrate proficiency

in planning and

conducting

investigations, analyzing

data and using math to

support claims, and

applying scientific ideas

to solve design problems

and to use these practices

to demonstrate

understanding of the

core ideas.

NJCCCS:

1.1.8.D.1

2.1.8.D.1

2.1.8.D.2

6.2.8.D.4.j

7.1.A.1

8.1.8.A.1-5

8.1.8.E.1

9.1.8.A.1

9.1.8.B.1-2

9.1.8.F.2

Common Core State

Standards Connections: ELA/Literacy

20 days

October –

November

Diagnostic:

Unit Pre-Test

Class Pre-Unit Questions

Exploratory Experiment

Formative:

Response Questions imbedded in

presentations

Use mathematical representations of

phenomena to describe or explain how

gravitational force is proportional to mass

and inversely proportional to distance

squared.

Demonstrate how Newton’s Law of

Universal Gravitation provides explanations

for observed scientific phenomena.

Observe patterns at different scales to

provide evidence for gravitational forces

between two objects in a system with two

objects.

Use mathematical representations of

phenomena to describe or explain how

electrostatic force is proportional to charge

and inversely proportional to distance

squared.

Use mathematical representations of

Coulomb’s Law to predict the electrostatic

forces between two objects in systems with

two objects.

Observe patterns at different scales to

provide evidence for electrostatic forces

between two objects in systems with two

objects.

Career Education

Research the job requirements

of a Electrical Engineers and

Astronomers.

Health/PE

Examine the effect of Force

Fields on overall human health.

English Language Arts &

Literacy

Identify root word origins when

introducing new vocabulary.

Math

Collect and graph data to

monitor the change in motion

due to field strength. Create a

graph illustrating data and

analyze trends. Extrapolate

data to predict future trends

within the limitations of the

scientific measurements.

History/Social Studies

Discuss the significance of

Newton’s role in shaping

technology

Technical Subjects

Use computer analysis to graph.

Model and present lab

activities.

World Languages

Examine the need for clear

language when communicating

scientific information across

various languages.

Visual & Performing Arts

Create a multicolored field ray

Page 24 of 49

Forces at a distance are explained by fields (electric and

magnetic) that permeate space and can transfer energy through

space.

Magnets or electric currents cause magnetic fields; electric

charges or changing magnetic fields cause electric fields.

Different patterns may be observed at each of the scales at

which a system is studied and can provide evidence for

causality in explanations of electrostatic attraction and

repulsion.

RST.11-12.1

WHST.9-12.2

WHST.9-12.5

WHST.9-12. 9

SL.11-12.5

Mathematics

MP.2 & 4

HSN.Q.A.1-3

Summative:

Response Questions imbedded in

presentations

Use team review to solve problems and

concept questions on application of Newton’s

Law of Universal Gravity and Coulomb’s

Law

Unit Tests

Effect of Applied Force labs

Math-Based Performance Task

diagram based on the effect of

two colliding fields observed in

lab.

Unit Title and Description Standards Pacing

Benchmarking and Assessments Suggested Interdisciplinary Activities

Unit 3: Motion in Two Dimensions

Make predictions about the motion of

objects by vector addition.

Apply the rules of trigonometry to the

motion of objects in 2-dimensions.

Use 2-dimensional calculations to

determine the path of a projectile.

Essential Question:

Why is an objects total motion not

always just the linear sum of the different

variables acting on the object?

What is the advantage of using

trigonometry over draw to scale vector

addition?

What vector determines the length of

time an object is in the air?

Do perpendicular vectors effect each

other?

How can the final position of a projectile

be predicted?

Enduring Understandings:

Scalars lack direction and are one

dimensional, while vectors have both a

NGSS

Performance Expectations:

HS-PS2-4.

Disciplinary Core Ideas:

PS2.B

Science and Engineering Practices: 2, 3 & 6

Crosscutting Concepts:

Students are expected to demonstrate

proficiency in planning and conducting

investigations, analyzing data and using math

to support claims, and applying scientific

ideas to solve design problems and to use

these practices to demonstrate understanding

of the core ideas.

NJCCCS:

1.1.8.D.1

2.1.8.D.1

2.1.8.D.2

6.2.8.D.4.j

7.1.A.1

8.1.8.A.1-5

8.1.8.E.1

9.1.8.A.1

9.1.8.B.1-2

9.1.8.F.2

10 days

November-

December

Diagnostic:

Unit Pre-Test

Class Pre-Unit Questions

Exploratory Experiment

Formative:

Response Questions imbedded in

presentations

Use mathematical representations of

phenomena to describe or explain

how an object moves in two

dimensions.

Demonstrate how Newton’s Law of

Universal gravity effects an objects

trajectory.

Observe patterns at different scales to

provide evidence of vector addition.

Use mathematical representations of

phenomena to show the laws of

trigonometry.

Observe patterns of different

projectiles to predict the effect of

gravity.

Career Education

Research the job requirements of

Ballistic Engineers

Health/PE

Examine the effect of parabolic motion

on overall human health.

English Language Arts & Literacy

Summarize how projectile motion is

applied in real-world scenarios, such as

baseball or military weapons.

Math

Collect and graph data to monitor the

change in motion due to field strength.

Create a graph illustrating data and

analyze trends. Extrapolate data to

predict future trends within the

limitations of the scientific

measurements.

History/Social Studies

Discuss the economic impact of the

discovery of each major force field and

its impact on world economy and

human development.

Technical Subjects

Use math software/tools to geometric

Page 25 of 49

magnitude and a direction.

Vectors are drawn to scale and added

head to tail.

Vectors can be dived into right triangles

and added with the rules of trigonometry.

Projectile motion is based on gravity and

initial vectors.

Common Core State Standards Connections:

ELA/Literacy

RST.11-12.1

WHST.9-12.2

WHST.9-12.5

WHST.9-12. 9

SL.11-12.5

Mathematics

MP.2 & 4

HSN.Q.A.1-3

Summative:

Response Questions imbedded in

presentations

Use team review to solve problems

and concept questions in two

dimensional motion.

Unit Tests

Projectile motion labs

Math-Based Performance Task

symbols for depicting vectors.

Use computer analysis to graph. Model

and present lab activities.

World Languages

Discuss the role of early Egyptian

mathematics in trigonometry.

Visual & Performing Arts

Create a multicolored field vector

diagram based on the effect of two

vectors on a projectile.

Unit Title and Description Standards Pacing

Benchmarking and

Assessments

Suggested Interdisciplinary Activities

Unit 4: Kepler’s Laws

Use mathematical or

computational representations to

predict the motion of orbiting

objects in the solar system

Essential Questions:

How was it possible for NASA

to intentionally fly into Comet

Tempel 1?

Enduring Understandings:

Kepler’s laws describe common

features of the motions of

orbiting objects, including their

elliptical paths around the sun.

Orbits may change due to the

gravitational effects from, or

collisions with, other objects in

the solar system.

Algebraic thinking is used to

examine scientific data and

predict the effect of a change in

one variable on another. (e.g.,

linear growth vs. exponential

growth).

NGSS Performance Expectations:

HS-ESS1-4.

Disciplinary Core Ideas:

PS2.A

Science and Engineering Practices: 5, 6 & 7

Crosscutting Concepts:

The crosscutting concepts of scale, proportion, and

quantity are called out as organizing concepts for these

disciplinary core ideas

NJCCCS:

1.1.8.D.1

2.1.8.D.1

2.1.8.D.2

6.2.8.D.4.j

7.1.A.1

8.1.8.A.1-5

8.1.8.E.1

9.1.8.A.1

9.1.8.B.1-2

9.1.8.F.2

Common Core State Standards Connections: ELA/Literacy

N/A

15 days

December

Diagnostic: Unit Pre-Test

Class Pre-Unit Questions

Exploratory Experiment

Formative:

Response Questions

imbedded in presentations

Use mathematical or

computational representations

to predict the motion of

orbiting objects in the solar

system.

Use mathematical and

computational representations

of Newtonian gravitational

laws governing orbital motion

that apply to moons and

human-made satellites.

Summative: Use team review to solve

problems and concept

questions on application of

Kepler’s Law

Unit Tests

Career Education

Research the job requirements of an

Astronomer.

Health/PE

Examine the effect of Radiation in space.

English Language Arts & Literacy

Use graphic organizers to describe Kepler’s

Laws

Identify root word origins when introducing

new vocabulary.

Math

Collect and graph data to monitor the change in

motion due to field strength. Create a graph

illustrating data and analyze trends.

Extrapolate data to predict future trends within

the limitations of the scientific measurements.

History/Social Studies

Discuss the economic impact of the discovery

of space travel.

Technical Subjects

Use computer analysis to graph. Model and

present lab activities.

World Languages

Kepler is quoted as saying, “I much prefer the

sharpest criticism of a single intelligent man to

Page 26 of 49

Mathematics

MP.2

MP.4

HSN.Q.A.1

HSN.Q.A.2

HSN.Q.A.3

HAS-SSE.A.1

HSA-CED.A.2

Effect of gravity on orbits

labs

Math-Based Performance

Task

the thoughtless approval of the masses.” As a

native of Germany, how might that have

influenced this thought?

Visual & Performing Arts

Create a simulation of the orbits of Jupiter’s

moons

Unit Title and Description Standards Pacing

Benchmarking and Assessments Suggested

Interdisciplinary

Activities

Unit 5: Energy

Identify and quantify the various types of energies within a system of objects in a

well-defined state, such as elastic potential energy, gravitational potential energy,

kinetic energy, and thermal energy and represent how these energies may change

over time..

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).

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.

Design, build, and refine a device that works within given constraints to convert one

form of energy into another form of energy.

Analyze a major global challenge to specify qualitative and quantitative criteria and

constraints for solutions that account for societal needs and wants.

Design a solution to a complex real-world problem by breaking it down into smaller,

more manageable problems that can be solved through engineering.

Evaluate a solution to a complex real-world problem based on prioritized criteria and

tradeoffs that account for a range of constraints, including cost, safety, reliability, and

aesthetics, as well as possible social, cultural, and environmental impacts.

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.

Essential Questions:

How is energy transferred and conserved?

NGSS

Performance

Expectations:

HS-PS3-2, HS-

PS3-1, HS-

PS3-3, HS-

ETS1-1, HS-

ETS1-2, HS-

ETS1-3, and

HS-ETS1-4

Disciplinary Core

Ideas:

PS3.A & B

Science and

Engineering Practices:

2, 3 & 6

Crosscutting

Concepts:

The crosscutting

concepts of cause

and effect, systems

and systems

models, energy and

matter, and the

influence of

science,

15 days

January

Diagnostic: Unit Pre-Test

Class Pre-Unit Questions

Exploratory Experiment

Formative:

Develop and use models based on

evidence to illustrate that energy at the

macroscopic scale can be accounted for

as a combination of energy associated

with motions of particles (objects) and

energy associated with the relative

position of particles (objects).

Develop and use models based on

evidence to illustrate that energy

cannot be created or destroyed. It only

moves between one place and another

place, between objects and/or fields, or

between systems.

Use mathematical expressions to

quantify how the stored energy in a

system depends on its configuration

(e.g., relative positions of charged

particles, compressions of a spring) and

how kinetic energy depends on mass

Career Education

Research the job

requirements of

Environmental

Engineers.

Health/PE

Examine the effect of

alternate energy

sources on health.

English Language Arts

& Literacy

Describe the assorted

ways the term energy

is used to describe

scientific and

everyday

characteristics.

Math

Use math to determine

fuel efficiency by

exploring how much coal

a cell phone uses. Use

video found on

http://www.pbslearningme

dia.org/resource/f60ac994

-dc23-4a33-8134-

Page 27 of 49

What is energy?

How can we use mathematics to prove what happens in an abiotic and biotic

systems?

Superstorm Sandy devastated the New Jersey Shore and demonstrated to the

public how vulnerable our infrastructure is. Using your understandings of

energy, design a low technology system that would insure the availability of

energy to residents if catastrophic damage to the grid occurs again.

Enduring Understandings

Energy is a quantitative property of a system that depends on the motion and

interactions of matter and radiation within that system.

• At the macroscopic scale, energy manifests itself in multiple ways, such as in

motion, sound, light, and thermal energy.

These relationships are better understood at the microscopic scale, at which all of the

different manifestations of energy can be modeled as a combination of energy

associated with the motion of particles and energy associated with the configuration

(relative position of the particles).

In some cases, the relative position energy can be thought of as stored in fields

(which mediate interactions between particles).

Radiation is a phenomenon in which energy stored in fields moves across spaces.

Energy cannot be created or destroyed. It only moves between one place and another

place, between objects and/or fields, or between systems.

That there is a single quantity called energy is due to the fact that a system’s total

energy is conserved even as, within the system, energy is continually transferred

from one object to another and between its various possible forms.

Conservation of energy means that the total change of energy in any system is always

equal to the total energy transferred into or out of the system.

Energy cannot be created or destroyed, but it can be transported from one place to

another and transferred between systems.

The availability of energy limits what can occur in any system.

Models can be used to predict the behavior of a system, but these predictions have

limited precision and reliability due to the assumptions and approximation inherent

in models.

Science assumes that the universe is a vast single system in which basic laws are

consistent.

At the macroscopic scale, energy manifests itself in multiple ways, such as in motion,

sound, light, and thermal energy.

Although energy cannot be destroyed, it can be converted to less useful forms—for

engineering, and

technology on

society and the

natural world are

further developed

in the performance

expectations.

NJCCCS:

1.1.8.D.1

2.1.8.D.1

2.1.8.D.2

6.2.8.D.4

7.1.A.1

8.1.8.A.1-5

8.1.8.E.1

9.1.8.A.1

9.1.8.B.1-2

9.1.8.F.2

Common Core State

Standards

Connections: ELA/Literacy

RST.11-12.1

WHST.9-

12.2,.5,.7,.8,.9

SL.11-12.5

Mathematics

MP.2 & 4

HSN.Q.A.1-3

and speed.

Use mathematical expressions and the

concept of conservation of energy to

predict and describe system behavior.

Use basic algebraic expressions or

computations to create a computational

model to calculate the change in the

energy of one component in a system

(limited to two or three components)

when the change in energy of the other

component(s) and energy flows in and

out of the system are known.

Explain the meaning of mathematical

expressions used to model the change

in the energy of one component in a

system (limited to two or three

components) when the change in

energy of the other component(s) and

out of the system are known.

Design, build, and refine a device that

works within given constraints to

convert one form of energy into

another form of energy, based on

scientific knowledge, student-

generated sources of evidence,

prioritized criteria, and tradeoff

considerations.

Analyze a device to convert one form

of energy into another form of energy

by specifying criteria and constraints

for successful solutions.

Use mathematical models and/or

computer simulations to predict the

effects of a device that converts one

form of energy into another form of

energy.

be8c1f23db2e/the-math-

of-energy-how-much-

coal-does-your-cell-

phone-use/

History/Social Studies

Discuss the economic

impact of the

discovery of battery

power.

Technical Subjects

Use computer

simulators to model

energy in different

applications.

Use computer analysis

to graph. Model and

present lab activities.

World Languages

Discuss the basis for

this quote - “The

energy of the mind is

the essence of life.” –

Aristotle. How does it

apply to the study of

energy in physics?

Visual & Performing

Arts

Research and design a

home of the future with

alternate energy

sources.

Page 28 of 49

example, to thermal energy in the surrounding environment.

Changes of energy and matter in a system can be described in terms of energy and

matter flows into, out of, and within that system.

Modern civilization depends on major technological systems. Engineers continuously

modify these technological systems by applying scientific knowledge and

engineering design practices to increase benefits while decreasing costs and risks.

News technologies can have deep impacts on society and the environment, including

some that were not anticipated.

Analysis of costs and benefits is a critical aspect of decisions about technology.

Criteria and constraints also include satisfying any requirements set by society, such

as taking issues of risk mitigation into account, and they should be quantified to the

extent possible and stated in such a way that one can tell if a given design meets

them.

Humanity faces major global challenges today, such as the need for supplies of clean

water or for energy sources that minimize pollution that can be addressed through

engineering. These global challenges also may have manifestations in local

communities.

Summative: Use team review to solve problems and

concept questions on application of

Energy formulas and concepts.

Unit Tests

Math-Based Performance Task

Unit Title and Description Standards Pacing

Benchmarking and

Assessments

Suggested Interdisciplinary Activities

Unit 6: Wave Properties

Use mathematical

representations to support a

claim regarding relationships

among the frequency,

wavelength, and speed of waves

traveling in various media.

Essential Questions:

How are waves used to transfer

energy and send and store

information?

Why do physicists make the best

surfers?

How do we know what the inside

of the Earth looks like?

Enduring Understandings:

The wavelength and frequency

NGSS

Performance Expectations:

HS-PS4-1

Disciplinary Core Ideas: PS2.A

Science and Engineering Practices: 2, 3 & 6

Crosscutting Concepts:

The crosscutting concept of cause and effect is

highlighted as an organizing concept for these

disciplinary core ideas. Students are expected to

demonstrate proficiency in using mathematical

thinking, and to use this practice to demonstrate

understanding of the core idea.

NJCCCS:

1.1.8.D.1

2.1.8.D.1 & 2

20 days

February -

March

Diagnostic: Unit Pre-Test

Class Pre-Unit Questions

Exploratory Experiment

Formative:

Use mathematical

representations to support a

claim regarding

relationships among the

frequency, wavelength, and

speed of waves traveling in

various media.

Use algebraic relationships to

quantitatively describe

relationships among the

frequency, wavelength, and

speed of waves traveling in

Career Education

Research the job requirements for Acoustical

Engineers.

Health/PE

Examine the effect of alternate energy sources

on health.

English Language Arts & Literacy

Write a position paper on why physicists make

the best surfers.

Identify root word origins when introducing

new vocabulary.

Math

Explain the mathematical relationship of energy

and amplitude.

History/Social Studies

Discuss the economic impact of the modern

electronic music age.

Page 29 of 49

of a wave related to one

another by the speed of travel

of the wave, which depends on

the type of wave and the

medium through which it is

passing.

Empirical evidence is required to

differentiate between cause and

correlation and to make a claim

regarding relationships among

the frequency, wavelength, and

speed of waves traveling in

various media.

3.2.6

6.2.8.D.4.j

7.1.A.1

8.1.8.A.1-5

8.1.8.E.1

9.1.8.A.1

9.1.8.B.1-2

Common Core State Standards Connections: ELA/Literacy

RST.11-12.1

WHST.9-12.7 & 9

WHST.11-12.8

SL.11-12.5

Mathematics

MP.2 & 4

HSN.Q.A.1 to 3

various media.

Summative: Use team review to solve

problems and concept

questions on application of

Energy formulas and

concepts .

Unit Tests

Math-Based Performance

Task

Technical Subjects

Use pHET simulators to analyze wave activity

Use computer analysis to graph. Model and

present lab activities.

World Languages

Discuss the impact of waves and frequency in

multiple language communication.

Examine the need for clear language when

communicating scientific information across

various languages.

Visual & Performing Arts

Research and design a visual view of the wave

patterns of different types of music.

Unit Title and Description Standards Pacing

Benchmarking and Assessments Suggested

Interdisciplinary

Activities Unit 7: Electromagnetic Radiation

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.

Evaluate the validity and reliability of claims in published materials

of the effects that different frequencies of electromagnetic radiation

have when absorbed by matter.

Analyze a major global challenge to specify qualitative and

quantitative criteria and constraints for solutions that account for

societal needs and wants.

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.

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

NGSS

Performance

Expectations:

HS-PS4-1

Disciplinary Core

Ideas: PS2.A

Science and

Engineering

Practices: 2, 3 &

6

Crosscutting

Concepts:

The

crosscutting

concept of

25 days

March-

April

Diagnostic: Unit Pre-Test

Class Pre-Unit Questions

Exploratory Experiment

Formative:

• 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.

• Evaluate experimental evidence 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.

• Use models (e.g., physical, mathematical, computer

models, light, optics) to simulate electromagnetic

radiation systems and interactions—including energy,

Career Education

Research the job

requirements for

Communication

Engineers.

Health/PE

Examine the effect of

alternate energy

sources on health.

English Language Arts &

Literacy

Using Live Science

resources, read

informational text and

summarize real-world

applications of

electromagnetic

radiation

Page 30 of 49

as possible social, cultural, and environmental impacts.

Essential Questions:

Why has digital technology replaced analog technology?

How can electromagnetic radiation be both a wave and a particle at

the same time?

Should we encourage the board of education to install solar

panels?

How does the International Space Station power all of its

equipment?

How do astronauts communicate with people on the ground?

Enduring Understandings:

• Waves can add or cancel one another as they cross, depending on

their relative phase (i.e., relative position of peaks and troughs of the

waves), but they emerge unaffected by each other.

• Electromagnetic radiation (e.g., radio, microwaves, light) can be

modeled as a wave of changing electric and magnetic fields or as

particles called photons. The wave model is useful for explaining

many features of electromagnetic radiation, and the particle model

explains other features.

• A wave model or a particle model (e.g., physical, mathematical,

computer models) can be used to describe electromagnetic

radiation—including energy, matter, and information flows—within

and between systems at different scales.

A wave model and a particle model of electromagnetic radiation are

based on a body of facts that have been repeatedly confirmed

through observation and experiment, and the science community

validates each theory before it is accepted. If new evidence is

discovered that the theory does not accommodate, the theory is

generally modified in light of this new evidence.

• When light or longer wavelength electromagnetic radiation is

absorbed in matter, it is generally converted into thermal energy

(heat). Shorter wavelength electromagnetic radiation (ultraviolet,

X- rays, gamma rays) can ionize atoms and cause damage to

living cells.

Cause-and-effect relationships can be suggested and predicted for

electromagnetic radiation systems when matter absorbs different

frequencies of light by examining what is known about smaller

cause and

effect is

highlighted

as an

organizing

concept for

these

disciplinary

core ideas.

Students are

expected to

demonstrate

proficiency

in using

mathematical

thinking, and

to use this

practice to

demonstrate

understandin

g of the core

idea.

NJCCCS:

1.1.8.D.1

2.1.8.D.1 &

2

3.2.6

6.2.8.D.4.j

7.1.A.1

8.1.8.A.1-5

8.1.8.E.1

9.1.8.A.1

9.1.8.B.1-2

Common Core

State Standards

Connections: ELA/Literacy

RST.11-12.1

WHST.9-

matter, and information flows—within and between

systems at different scales.

• Evaluate the validity and reliability of multiple claims in

published materials about the effects that different

frequencies of electromagnetic radiation have when

absorbed by matter.

• Evaluate the validity and reliability of claims that photons

associated with different frequencies of light have

different energies and that the damage to living tissue

from electromagnetic radiation depends on the energy of

the radiation.

• Give qualitative descriptions of how photons associated

with different frequencies of light have different energies

and how the damage to living tissue from electromagnetic

radiation depends on the energy of the radiation.

Suggest and predict cause-and-effect relationships for

electromagnetic radiation systems when matter absorbs

different frequencies of light by examining what is known

about smaller scale mechanisms within the system.

• Communicate qualitative 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.

• Communicate technical information or ideas about

technological devices that use the principles of wave

behavior and wave interactions with matter to transmit

and capture information and energy in multiple formats

(including orally, graphically, textually, and

mathematically).

• Analyze technological devices that use the principles of

wave behavior and wave interactions with matter to

transmit and capture information and energy by

specifying criteria and constraints for successful

solutions.

Evaluate a solution offered by technological devices that

use the principles of wave behavior and wave interactions

(http://www.livescienc

e.com/38169-

electromagnetism.html

)

Identify root word

origins when

introducing new

vocabulary.

Math

• Make sense of

quantities and

relationships between

the wave model and

the particle model of

electromagnetic

radiation.

History/Social Studies

Discuss the economic

impact of the modern

communications.

Technical Subjects

Use computer software

to diagram

electromagnetic

radiation for use in lab

reports

Use computer analysis

to graph. Model and

present lab activities.

World Languages

How has the use of

digital technology

shaped communication

world-wide?

Visual & Performing

Arts

Research and design a

visual flow chart of a

Page 31 of 49

scale mechanisms within the system.

• Solar cells are human-made devices that capture the sun’s energy

and produce electrical energy.

• Information can be digitized (e.g., a picture stored as the values of

an array of pixels); in this form, it can be stored reliably in

computer memory and sent over long distances as a series of

wave pulses.

• Photoelectric materials emit electrons when they absorb light of a

high enough frequency.

• Multiple technologies based on the understanding of waves and

their interactions with matter are part of everyday experiences in

the modern world (e.g., medical imaging, communications,

scanners) and in scientific research. They are essential tools for

producing, transmitting, and capturing signals and for storing and

interpreting the information contained in them.

• Criteria and constraints also include satisfying any requirements

set by society, such as taking issues of risk mitigation into

account, and they should be quantified to the extent possible and

stated in such a way that one can tell if a given design meets them.

12.7 & 9

WHST.11-

12.8

SL.11-12.5

Mathematics

MP.2 & 4

HSN.Q.A.1

to 3

with matter to transmit and capture information and

energy based on scientific knowledge, student-generated

sources of evidence, prioritized criteria, and tradeoff

considerations.

• Evaluate questions about the advantages of using digital

transmission and storage of information by challenging

the premise of the advantages of digital transmission and

storage of information, interpreting data, and considering

the suitability of digital transmission and storage of

information.

• Consider advantages and disadvantages in the use of

digital transmission and storage of information.

Summative: Use team review to solve problems and concept questions on

application of Electromagnetic waves formulas and

concepts.

Unit Tests

Math-Based Performance Task

modern

communication

system.

Unit Title and Description Standards Pacing

Benchmarking and Assessments Suggested Interdisciplinary Activities

Unit 8: Electricity and Magnetism

• 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.

• 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.

Essential Questions:

How can one explain and predict the interactions

between objects and within a system of objects?

What are the relationships between electric currents

NGSS

Performance Expectations:

HS-PS2-5 and HS-PS3-5

Disciplinary Core Ideas: PS3.A&B

Science and Engineering

Practices: 2, 3 & 6

Crosscutting Concepts:

The crosscutting

concept of cause and

effect is called out as an

organizing concept.

20 days

April – May

Diagnostic: Unit Pre-Test

Class Pre-Unit Questions and exploratory

experiments.

Exploratory Experiment

Formative:

• Plan and conduct an investigation individually

and collaboratively to produce data that can

serve as the basis for evidence that an electric

current can produce a magnetic field.

• Plan and conduct an investigation individually

and collaboratively to produce data that can

serve as the basis for evidence that a changing

Career Education

Research the job requirements for

Power Plant Technician.

Health/PE

Examine the effect of magnetic fields

on health.

English Language Arts & Literacy

Write a summary of the Faraday-Lenz

law using diagrams, flowcharts, and

symbols.

Identify root word origins when

introducing new vocabulary.

Math

Page 32 of 49

and magnetic fields?

How can I exert a force on an object when I can’t

touch it?

Enduring Understandings:

• Waves can add or cancel one another as they cross,

depending on their relative phase (i.e., relative

position of peaks and troughs of the waves), but they

emerge unaffected by each other.

• Forces at a distance are explained by fields

(gravitational, electric, and magnetic) permeating

space that can transfer energy through space.

• Magnets or electric currents cause magnetic fields;

electric charges or changing magnetic fields cause

electric fields.

• “Electrical energy” may mean energy stored in a

battery or energy transmitted by electric currents.

Empirical evidence is required to differentiate

between cause and correlation and make claims about

specific causes and effects.

• When two objects interacting through a field change

relative position, the energy stored in the field is

changed.

Cause-and-effect relationships between electrical and

magnetic fields can be predicted through an

understanding of inter- and intra-molecular forces

(protons and electrons).

NJCCCS:

1.1.8.D.1

2.1.8.D.1 & 2

3.2.6

6.2.8.D.4.j

7.1.A.1

8.1.8.A.1-5

8.1.8.E.1

9.1.8.A.1

9.1.8.B.1-2

Common Core State

Standards Connections: ELA/Literacy

RST.11-12.1

WHST.9-12.7 & 9

WHST.11-12.8

SL.11-12.5

Mathematics

MP.2 & 4

HSN.Q.A.1 to 3

magnetic field can produce an electric current.

• In experimental design, decide on the types,

amounts, and accuracy of data needed to

produce reliable measurements, consider

limitations on the precision of the data, and

refine the design accordingly.

• Collect empirical evidence to support the claim

that an electric current can produce a magnetic

field.

Collect empirical evidence to support the claim that

a changing magnetic field can produce an electric

current.

• Develop and use an evidence-based 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.

Suggest and predict cause-and-effect

relationships for two objects interacting

through electric or magnetic fields.

Summative: Use team review to solve problems and concept

questions on application of Electromagnetic

waves formulas and concepts .

Unit Tests

Math-Based Performance Task

Calculate the magnetic field strength,

B, in gauss, by using this equation:

B = 1000 × (V0 − V1) / 1.3.

How can you measure force? What math

is needed?

Collect and graph data to monitor the

change in motion due to field strength.

Create a graph illustrating data and

analyze trends. Extrapolate data to

predict future trends within the

limitations of the scientific

measurements.

History/Social Studies

Discuss the economic impact of the

development of electromagnetic fields

on the economy.

Technical Subjects

Use pHET simulator to illustrate

Faraday’s Law

Use computer analysis to graph. Model

and present lab activities.

World Languages

Discuss the effects of reliable energy

sources in Third World countries.

Visual & Performing Arts

Research and design a visual view of

magnetic fields.

Unit Title and Description Standards Pacing

Benchmarking and

Assessments

Suggested Interdisciplinary

Activities

Unit 9: The Physics of the Geosphere

• 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.

• Develop a model based on evidence of Earth’s interior to describe the cycling of matter

by thermal convection.

NGSS

Performance

Expectations:

15 days

May-June

Diagnostic: Unit Pre-Test

Class Pre-Unit Questions.

Exploratory Experiment

Formative:

Career Education

Research the job requirements

for Structural Engineers.

Health/PE

Examine the effect of magnetic

Page 33 of 49

• 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

• Analyze geoscience data to make the claim that one change to Earth’s surface can

create feedbacks that cause changes to other Earth systems

Essential Questions:

• How much force and energy is needed to move a continent?

• How much force is needed to move a continent?

• What can possibly provide the energy for that much force?

• Are all rocks the same age?

• How do changes in the geosphere effect the atmosphere?

•

Enduring Understandings:

Earth’s systems, being dynamic and interacting, cause feedback effects that can

increase or decrease the original changes.

Plate tectonics is the unifying theory that explains the past and current movements of

the rocks at Earth’s surface and provides a framework for understanding its geologic

history.

Plate movements are responsible for most continental and ocean-floor features and for

the distribution of most rocks and minerals within Earth’s crust.

Change and rates of change can be quantified and modeled over very short or very long

periods of time.

Some system changes are irreversible.

Evidence from deep probes and seismic waves, reconstructions of historical changes in

Earth’s surface and its magnetic field, and an understanding of physical and chemical

processes lead to a model of

Earth with a hot but solid inner core, a liquid outer core, and a solid mantle and crust.

Motions of the mantle and its plates occur primarily through thermal convection, which

involves the cycling of matter due to the outward flow of energy from Earth’s interior

and gravitational movement of denser materials toward the interior.

The radioactive decay of unstable isotopes continually generates new energy within

Earth’s crust and mantle, providing the primary source of the heat that drives mantle

convection. Plate tectonics can be viewed as the surface expression of mantle

convection.

Geologists use seismic waves and their reflection at interfaces between layers to probe

structures deep in the planet.

Energy drives the cycling of matter within and between Earth’s systems.

Science and engineering complement each other in the cycle known as research and

HS-ESS2-1

Disciplinary Core

Ideas: PS3.A & B

Science and

Engineering

Practices: 2, 3 & 6

Crosscutting

Concepts:

The crosscutting

concepts of

stability and

change, energy and

matter, and patterns

are called out as

organizing

elements of this

unit.

NJCCCS:

1.1.8.D.1

• 2.1.8.D.1

& 2

• 3.2.6

• 6.2.8.D.4.j

• 7.1.A.1

• 8.1.8.A.1-5

• 8.1.8.E.1

• 9.1.8.A.1

• 9.1.8.B.1-2

Common Core

State Standards

Connections: ELA/Literacy

RST.11-

12.1,2&8

• WHST.9-

12.2 & 7

• WHST.11-

12.8&9

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.

Develop a model to

illustrate how the

appearance of land

features and sea-floor

features are a result of

both constructive

forces and destructive

mechanisms.

Quantify and model

rates of change of

Earth’s internal and

surface processes over

very short and very

long periods of time.

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.

Evaluate evidence of

plate interactions to

explain the ages of

crustal rocks.

Analyze geoscience

data using tools,

technologies, and/or

fields on health.

English Language Arts & Literacy

Read and review articles from

Geosphere magazine (online -

http://geosphere.gsapubs.org/ )

Identify root word origins when

introducing new vocabulary.

Math

Use a mathematical model to

explain the Earth's interior and

the cycling of matter by thermal

convection.

Collect and graph data to

monitor the change in motion

due to field strength. Create a

graph illustrating data and

analyze trends. Extrapolate data

to predict future trends within

the limitations of the scientific

measurements.

History/Social Studies

Discuss the economic and

societal impact of issues

regarding the Geosphere.

Technical Subjects

Calculate rates of change using

technology.

Use computer analysis to graph.

Model and present lab activities.

World Languages

What information can you learn

about a culture from rocks?

Visual & Performing Arts

Research and design a visual

view of the earth’s platonic

structure.

Page 34 of 49

development (R&D). Many R&D projects may involve scientists, engineers, and others

with wide ranges of expertise.

Science knowledge is based on empirical evidence.

Science disciplines share common rules of evidence used to evaluate explanations

about natural systems.

Science includes the process of coordinating patterns of evidence with current theory.

Continental rocks, which can be older than 4 billion years, are generally much older

than the rocks of the ocean floor, which are less than 200 million years old.

Plate tectonics is the unifying theory that explains the past and current movements of

the rocks at Earth’s surface and provides a framework for understanding its geologic

history.

Spontaneous radioactive decay follows a characteristic exponential decay law.

Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks

and other materials.

Empirical evidence is needed to identify patterns in crustal rocks.

Earth’s systems, being dynamic and interacting, cause feedback effects that can

increase or decrease the original changes.

The foundation for Earth’s global climate systems is the electromagnetic radiation from

the sun, as well as its reflection, absorption, storage, and redistribution among the

atmosphere, ocean, and land systems, and this energy’s re-radiation into space.

Feedback (negative or positive) can stabilize or destabilize a system.

New technologies can have deep impacts on society and the environment, including

some that were not anticipated. Analysis of costs and benefits is a critical aspect of

decisions about technology.

• SL.11-12.5

Mathematics

MP.2&4

• HSN-Q.A.1 to

33

models (e.g.,

computational,

mathematical) to make

the claim that one

change to Earth’s

surface can create

feedbacks that cause

changes to other Earth

systems.

Summative: Use team review to solve

problems and concept

questions on application of

the Physics of Geospheres.

Unit Tests

Math-Based Performance

Task

Page 35 of 49

HS-PS2 Motion and Stability: Forces and Interactions

NGSS Performance

Expectation

Student Learning

Objectives (SLO)

Leveled Materials and

Media/School Library

Resources

Suggested Instructional

Activities

Suggested

Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodations of

Special Needs Students

(SE, ELL, 504, G&T)

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.

Self examination

of views of force

and motion

through

experimentation

and discussion.

Develop notes

which explain

motion from the

concept of an

agreed upon frame

of reference to the

major forces.

Compose, perform

and present

experiments that

challenge specific

physics motion

concepts.

Analyze and

translate motion of

simulations

Re-examine math

skills through

problem solving in

motion with others

A-Plus Physics;

http://www.aplusphysics.

com/ Glencoe Physics Program

PHET

http://phet.colorado.edu/

Physics Classroom;

www.physicsclassroom.c

om

Free textbooks for

Physics

https://en.wikibooks.org/

wiki/FHSST_Physics

Multiple resources and

interactives

https://www.nsf.gov/new

s/classroom/physics.jsp

Khan Academy

https://www.khanacadem

y.org/science/physics

Careers in Physics

Exploratory Labs:

a. Tower Lab

b. Kinetic Motion Labs

c. Force Labs

Discussion:

Motion from Developing a

Frame of Reference to Force.

o Guided Reading:

PhysicsClassroom, A-Plus

Physics, etc.

Virtual Labs:

Yenka, PHET and Croc motion

Labs

Confirmatory experiments: Table/Physical experiments

designed to examine

hypothesis based on physics

laws and theories.

Simulations: o Physicsclassroom.com

simulations of motion

o Video simulations of

motion

o Team problem solving.

Lab reports

Guided

Reading

Answers

Team

Problem

Answers

Homework

answers

Concept

Questions

Notebook

Game Score

Discussion Sessions

Exp./Investigation

proposal

Argumentation

session

Lab reports

Mini poster

Team Problems

Instructor rubric

Check-out questions

Topic Tests

Defined STEM

Jefferson Labs

On-Line

Guided

Reading

Multisensory

/ notebook

presentation

Calculators

Computers –

use software to

create essay &

lab reports,

etc.

pHET

simulations

Croc and

Yenka

software for

Virtual Labs

videos and

Modify instructional

approach and/or

assignments and

evaluations as needed to

facilitate strong learning

for ELL students:

Alternate Responses

(drawings with

captions, spoken

responses, etc.)

Focus on

Communication

Vocabulary

Advance/Guided

Notes

Extended time

Teacher Modeling

(non-verbal teacher

communication in

addition to spoken

instructions)

Simplified written and

verbal instructions

ELL support materials

(eDictionaries, native

language prompts,

etc.)

Acellus for math

Page 36 of 49

HS-PS2 Motion and Stability: Forces and Interactions

NGSS Performance

Expectation

Student Learning

Objectives (SLO)

Leveled Materials and

Media/School Library

Resources

Suggested Instructional

Activities

Suggested

Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodations of

Special Needs Students

(SE, ELL, 504, G&T)

http://www.physics.org/c

areers.asp?contentid=381

Physics World articles

and videos online

http://physicsworld.com/c

ws/channel/multimedia

Review Games:

o Vocabulary

o Team Jeopardy

Momentum

activities

Web lessons &

tutorials

Virtual Labs

Khan

Academy

videos on

various topics

Basic

instruction for

physics topics

http://interacti

vesites.weebly.

com/physics-

and-

motion.html

courses

Rosetta Stone

Differentiated

instruction to meet

varied needs and

levels of all students

Modify approaches,

assignments, and

evaluations as needed to

challenge gifted students:

Increased integration

of higher order

thinking processes,

creative and critical

thinking activities,

problem-solving, and

open-ended tasks

Self-regulated group

interaction

Advanced pacing

levels

Greater opportunities

for freedom of choice

and independent study

that encourage

independent and

intrinsic learning

May also include, but is

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.

Self examination

of views of

momentum

through

experimentation

and discussion.

Develop notes

which explain

motion from the

concept of an

agreed upon frame

of reference to

momentum.

Compose, perform

and present

experiments that

challenge specific

physics

momentum

concepts.

Analyze and

translate motion of

simulations in

terms of

momentum.

Exploratory Labs:

o Balancing Act

o Distance Race

Discussion:

Momentum to Total Internal

Momentum.

o Guided Reading: Physics

Classroom, A-Plus

Physics, etc.

Virtual Labs:

Yenka, PHET and Croc

momentum Labs

Confirmatory experiments:

Table/Physical experiments

designed to examine

hypothesis based on physics

laws and theories on

Momentum.

Simulations:

o Physicsclassroom.com

Lab reports

Guided

Reading

Answers

Team

Problem

Answers

Homework

answers

Concept

Questions

Notebook

Game Score

Discussion Sessions

Exp./Investigation

proposal

Argumentation

session

Lab reports

Mini poster

Team Problems

Instructor rubric

Check-out questions

Topic Tests

Page 37 of 49

HS-PS2 Motion and Stability: Forces and Interactions

NGSS Performance

Expectation

Student Learning

Objectives (SLO)

Leveled Materials and

Media/School Library

Resources

Suggested Instructional

Activities

Suggested

Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodations of

Special Needs Students

(SE, ELL, 504, G&T)

Re-examine math

skills through

problem solving

in momentum

with others.

simulations of momentum

o Video simulations of

momentum

Team problem solving

momentum.

Review Games:

o Vocabulary

o Team Jeopardy

Momentum

not limited to the

following as determined

by the classroom, ELL or

special education teacher:

Layered Curriculum

Access to computers

for graphing

Substitute projects for

written work

80% Grading

Guided Notes for

Class Discussions

Unit study guides

Adjust assignment

length

Extended time for

completion of all work

Graphic organizers for

written work

Calculators

Word processing for

checking spelling,

grammar, etc.

Pull-out testing

Science Academy

Reteaching

enrichment activities

Hands-on activities,

labs and modeling

Acellus online course

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.

Self examination

of views of

momentum

through

experimentation

and discussion.

Experiment to

measure the

effects of methods

to reduce force in

a collision.

A-Plus Physics;

http://www.aplusphysics.

com/ Glencoe Physics Program

PHET

http://phet.colorado.edu/

Physics Classroom;

www.physicsclassroom.c

om

Free textbooks for

Physics

https://en.wikibooks.org/

wiki/FHSST_Physics

Multiple resources and

interactives

Exploratory Labs:

Egg Drop

Discussion:

Evaluation of Egg drop lab

based on Momentum and

Force

Confirmation Experiments

Virtual Experiments:

a) Yenka: Momentum

Collisions

Table/Physical

Experiments

a) Car-Wall Collision

Lab

Proposal

Argumentati

on Session

Lab Reports/

Competition

score

Lab Report Rubric

Instructor rubric

score

Argumentation

session

Page 38 of 49

HS-PS2 Motion and Stability: Forces and Interactions

NGSS Performance

Expectation

Student Learning

Objectives (SLO)

Leveled Materials and

Media/School Library

Resources

Suggested Instructional

Activities

Suggested

Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodations of

Special Needs Students

(SE, ELL, 504, G&T)

https://www.nsf.gov/new

s/classroom/physics.jsp

Khan Academy

https://www.khanacadem

y.org/science/physics

Careers in Physics

http://www.physics.org/c

areers.asp?contentid=381

Physics World articles

and videos online

http://physicsworld.com/c

ws/channel/multimedia

Google translate

Spanish glossary

Video tutors (Ex.

Khan Academy,

Bozeman science,

BrainPop, Jefferson

Labs, etc.)

A-Plus on line Physics

class

Long-term individual

research projects

HS-

PS2-4

Use

mathematical

representation

s of Newton’s

Law of

Gravitation

and

Coulomb’s

Law to

describe and

predict the

gravitational

and

electrostatic

Self examination

of “Force” views

of Netwon and

Coulomb

through

experimentation

and discussion.

Develop notes

which explain

motion from the

concept of an

agreed upon

frame of

A-Plus Physics;

http://www.aplusphysics.

com/ Glencoe Physics Program

PHET

http://phet.colorado.edu/

Physics Classroom;

www.physicsclassroom.c

om

Free textbooks for

Exploratory Labs:

o Distance and Force

Discussion:

From gravity to Coulomb’s

Law.

o Guided Reading:

Physics Classroom, A-

Plus Physics, etc.

Virtual Labs:

Yenka, PHET and Croc

Electric Force Labs

Lab reports

Guided

Reading

Answers

Team

Problem

Answers

Homework

answers

Concept

Discussion

Sessions

Exp./Investigation

proposal

Argumentation

session

Lab reports

Mini poster

Team Problems

Page 39 of 49

HS-PS2 Motion and Stability: Forces and Interactions

NGSS Performance

Expectation

Student Learning

Objectives (SLO)

Leveled Materials and

Media/School Library

Resources

Suggested Instructional

Activities

Suggested

Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodations of

Special Needs Students

(SE, ELL, 504, G&T)

forces

between

objects.

reference to

different forces.

Compose,

perform and

present

experiments that

challenge

specific physics

Force Laws.

Analyze and

translate motion

of simulations in

terms of

changing forces.

Re-examine

math skills

through problem

solving in

Newton and

Coulomb force

laws with other

students.

Physics

https://en.wikibooks.org/

wiki/FHSST_Physics

Multiple resources and

interactives

https://www.nsf.gov/new

s/classroom/physics.jsp

Khan Academy

https://www.khanacadem

y.org/science/physics

Careers in Physics

http://www.physics.org/c

areers.asp?contentid=381

Physics World articles

and videos online

http://physicsworld.com/c

ws/channel/multimedia

Confirmatory experiments: Table/Physical experiments

designed to examine

hypothesis based on physics

laws and theories on the

relationship of different

forces.

Simulations: o Physicsclassroom.com

simulations of

Coulomb’s Law

o Video simulations of

electrical force

Team problem solving

Coulomb’s Law.

Review Games:

o Vocabulary

o Team Jeopardy

Different Forces

Questions

Notebook

Game

Score

Instructor rubric

Check-out

questions

Topic Tests

HS-

PS2-5

Plan and

conduct an

investigation to

provide

Self examination

of views of

Electromagnetic

forces through

A-Plus Physics;

http://www.aplusphysics.

com/

Exploratory Labs:

o Compass and

Electromagnetism

Lab reports

Guided

Reading

Discussion

Sessions

Exp./Investigation

Page 40 of 49

HS-PS2 Motion and Stability: Forces and Interactions

NGSS Performance

Expectation

Student Learning

Objectives (SLO)

Leveled Materials and

Media/School Library

Resources

Suggested Instructional

Activities

Suggested

Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodations of

Special Needs Students

(SE, ELL, 504, G&T)

evidence

that an electric

current can

produce a

magnetic field

and that a

changing

magnetic

field can

produce an

electric

current.

experimentation

and discussion.

Develop notes

which explain

Electromagnetic

forces from the

concept of an

agreed upon frame

of reference to

magnets and

electricity.

Compose, perform

and present

experiments that

challenge specific

physics

Electromagnetic

concepts.

Analyze and

translate motion of

simulations in

terms of

Electromagnetic

Fields.

Re-examine math

skills through

problem solving in

electromagnetism

with other

students.

Glencoe Physics Program

PHET

http://phet.colorado.edu/

Physics Classroom;

www.physicsclassroom.c

om

Free textbooks for

Physics

https://en.wikibooks.org/

wiki/FHSST_Physics

Multiple resources and

interactives

https://www.nsf.gov/new

s/classroom/physics.jsp

Khan Academy

https://www.khanacadem

y.org/science/physics

Careers in Physics

http://www.physics.org/c

areers.asp?contentid=381

Physics World articles

and videos online

http://physicsworld.com/c

ws/channel/multimedia

Discussion:

From gravity to Coulomb’s

Law to Magnetic Fields.

o Guided Reading: Physics

Classroom, A-Plus

Physics, etc.

Virtual Labs:

Yenka, PHET and Croc

Magnetic Force Labs

Confirmatory experiments:

Table/Physical experiments

designed to examine

hypothesis based on physics

laws and theories on the

relationship of electricity and

magnetism.

Simulations:

o Physicsclassroom.com

simulations of Magnetic

Force

o Video simulations of

Magnetic force

Team problem solving

Electricity and Magnetism.

Review Games:

o Vocabulary

Team Jeopardy Electricity and

Magnetism

Answers

Team

Problem

Answers

Homework

answers

Concept

Questions

Notebook

Game

Score

proposal

Argumentation

session

Lab reports

Mini poster

Team Problems

Instructor rubric

Check-out

questions

Topic Tests

Page 41 of 49

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.

Self

examination of

views of

Electromagnetic

forces through

experimentation

and discussion.

A-Plus Physics;

http://www.aplusphysics.com

/ Glencoe Physics Program

PHET

http://phet.colorado.edu/

Physics Classroom;

www.physicsclassroom.com

Free textbooks for Physics

https://en.wikibooks.org/wiki/

FHSST_Physics

Khan Academy

https://www.khanacademy.or

g/science/physics

Careers in Physics

http://www.physics.org/career

s.asp?contentid=381

Physics World articles and

videos online

http://physicsworld.com/c

ws/channel/multimedia

Argument Session:

o Force vs. Distance

Exploratory Lab:

o Opposing

Magnets

Lab

Proposal

Argumenta

tion

Session

Lab

Reports/ Competition score

Lab Report Rubric

Instructor rubric

score

Argumentation

session

Page 42 of 49

HS-ESS Earth's Systems

NGSS Performance

Expectation

Student Learning

Objectives (SLO) Leveled Materials and Media/School Library

Resources

Suggested Instructional

Activities

Suggested

Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodation of Special Needs

Students (SE, ELL, 504, G&T)

HS-

ESS2-1

Analyze a major

global

challenge to

specify

qualitative and

quantitative

criteria and

constraints for

solutions that

account for

societal needs

and wants.

Make scientific

claims and

predictions about

how plate tectonics

create waves that

result in earth

quakes and the

resulting changes.

Build mathematical

and computer

models of earth

quakes due to

waves.

Generate and

compare the

different types of

earth quake waves.

-Plus Physics;

http://www.aplusphysic

s.com/ Glencoe Physics

Program

PHET

http://phet.colorado.edu

/

Physics Classroom;

www.physicsclassroom

.com

Free textbooks for

Physics

https://en.wikibooks.or

g/wiki/FHSST_Physics

Khan Academy

https://www.khanacade

my.org/science/physics

Careers in Physics

http://www.physics.org

/careers.asp?contentid=

381

A-Plus Physics;

http://www.aplusphysic

s.com/

Performance Task: Earth

Quakes

Choose a major earth quake in

the last 30 years, list the major

physical impact of the quake

and analyze the cause of the

impact. Pay particular attention

to the waves behind the

physical changes/damage.

Propose methods to avoid the

negative impact in the future.

Simulations:

Find or develop a simulation

(mathematical or virtual) of the

waves that caused the physical

impact in your earth quake.

Experiment (Table or virtual):

Develop an experiment that

show the different types of

waves created by colliding

plates and show which wave is

likely to cause the surface

changes and methods to address

the problems.

Lab Proposal

Simulation

Lab Reports/

Competition

score

Lab Report

Rubric

Math

Performance/Sim

ulation Task

Scoring Guides

Defined STEM

Performance

Task Rubric

http://www.defin

edstem.com/tasks

/index.cfm?asset_

guid=3472928A-

AC48-4498-

A348-

61BE19A516DD

Defined STEM

Jefferson Labs

On-Line Guided

Reading

Multisensory

/ notebook

presentation

Calculators

Computers – use

software to

create essay &

lab reports, etc.

PHET

simulations

Croc and Yenka

Virtual Labs

Khan Academy

videos on

various topics

Basic instruction

for physics

topics

http://interactive

sites.weebly.co

Modify instructional approach and/or

assignments and evaluations as needed

to facilitate strong learning for ELL

students:

Alternate Responses (drawings

with captions, spoken responses,

etc.)

Focus on Communication

Vocabulary

Advance/Guided Notes

Extended time

Teacher Modeling (non-verbal

teacher communication in addition

to spoken instructions)

Simplified written and verbal

instructions

ELL support materials

(eDictionaries, native language

prompts, etc.)

Acellus for math courses

Rosetta Stone

Differentiated instruction to meet

varied needs and levels of all

students

Modify approaches, assignments, and

evaluations as needed to challenge

gifted students:

Increased integration of higher

order thinking processes, creative

and critical thinking activities,

HS-

ESS1-

4

Use

mathematical

or

computational

representations

Develop notes

which explain

Orbits from the

concept of an

agreed upon frame

of reference to

Discussion:

From gravity to Coulomb’s

Law to Magnetic Fields.

o Guided Reading:

Physics Classroom, A-

Lab reports

Guided

Reading

Answers

Discussion

Sessions

Exp./Investigatio

n proposal

Page 43 of 49

HS-ESS Earth's Systems

NGSS Performance

Expectation

Student Learning

Objectives (SLO) Leveled Materials and Media/School Library

Resources

Suggested Instructional

Activities

Suggested

Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodation of Special Needs

Students (SE, ELL, 504, G&T)

to predict the

motion of

orbiting

objects in the

solar system.

gravitational fields.

Compose, perform

and present

experiments that

challenge specific

physics of orbiting

objects.

Analyze and

translate motion of

simulations in

terms of

Gravitational

Fields.

Re-examine math

skills through

problem solving in

Kepler and

Newton’s Laws

with other students

Glencoe Physics

Program

PHET

http://phet.colorado.edu

/

Physics Classroom;

www.physicsclassroom

.com

Free textbooks for

Physics

https://en.wikibooks.or

g/wiki/FHSST_Physics

Khan Academy

https://www.khanacade

my.org/science/physics

Careers in Physics

http://www.physics.org

/careers.asp?contentid=

381

Physics World articles

and videos online

http://physicsworld.co

m/cws/channel/multime

dia

Plus Physics, etc.

Virtual Labs:

Yenka, PHET and Croc

Orbit Labs

Confirmatory experiments:

Table/Physical experiments

designed to examine

hypothesis based on

physics laws and theories

on the relationship of

orbiting objects.

Simulations:

o Physicsclassroom.com

simulations of Orbits

o Video simulations of

Orbiting Objects

Team problem solving

Kepler and Newton’s Laws.

Review Games:

o Vocabulary

Team Jeopardy: Universal

Gravity

Team Problem

Answers

Homework

answers

Concept

Questions

Notebook

Game Score

Argumentation

session

Lab reports

Mini poster

Team Problems

Instructor rubric

Check-out

questions

Topic Tests

m/physics-and-

motion.html

problem-solving, and open-ended

tasks

Self-regulated group interaction

Advanced pacing levels

Greater opportunities for freedom

of choice and independent study

that encourage independent and

intrinsic learning

May also include, but is not limited to

the following as determined by the

classroom, ELL or special education

teacher:

Layered Curriculum

Access to computers for graphing

Substitute projects for written

work

80% Grading

Guided Notes for Class

Discussions

Unit study guides

Adjust assignment length

Extended time for completion of

all work

Graphic organizers for written

work

Calculators

Word processing for checking

spelling, grammar, etc.

Pull-out testing

Science Academy

Page 44 of 49

HS-ESS Earth's Systems

NGSS Performance

Expectation

Student Learning

Objectives (SLO) Leveled Materials and Media/School Library

Resources

Suggested Instructional

Activities

Suggested

Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodation of Special Needs

Students (SE, ELL, 504, G&T)

Reteaching enrichment activities

Hands-on activities, labs and

modeling

Acellus online course

Google translate

Spanish glossary

Video tutors (Ex. Khan Academy,

Bozeman science, BrainPop,

Jefferson Labs, etc.)

A-Plus on line Physics class

Long-term individual research

projects

Page 45 of 49

HS-ETS1 Engineering Design

NGSS Performance

Expectation

Student

Learning

Objectives

(SLO)

Leveled Materials and Media/School Library

Resources

Suggested

Instructional

Activities

Suggested

Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodation of Special Needs

Students (SE, ELL, 504, G&T)

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.

Students will

apply the

physics

concepts

developed in

the last unit

covered to

create a model

that will solve a

societal

problem.

-Plus Physics;

http://www.aplusphysics.com

/ Glencoe Physics Program

PHET

http://phet.colorado.edu/

Physics Classroom;

www.physicsclassroom.com

Free textbooks for Physics

https://en.wikibooks.org/wiki/

FHSST_Physics

Khan Academy

https://www.khanacademy.or

g/science/physics

Careers in Physics

http://www.physics.org/career

s.asp?contentid=381

Physics World articles and

videos online

http://physicsworld.com/cws/

channel/multimedia

Performance Task:

Develop a model

(with teacher

approval and

following class

rules) that solves a

specific societal

problem relevant to

the last unit covered.

Example: see HS-

ESS2-1

Model

Model Rubric

Photo Story

Defined STEM

Jefferson Labs

Brain Pop

Multisensory/

Interactive

PowerPoint/

SMART notebook

presentation

Calculators

Computers – use

software to create

essay & lab

reports, etc.

pHET simulations

Brain Pop videos

and activities

Web lessons &

tutorials

Virtual Labs

Khan Academy

Modify instructional approach and/or

assignments and evaluations as needed to

facilitate strong learning for ELL students:

Alternate Responses (drawings with

captions, spoken responses, etc.)

Focus on Communication Vocabulary

Advance/Guided Notes

Extended time

Teacher Modeling (non-verbal teacher

communication in addition to spoken

instructions)

Simplified written and verbal

instructions

ELL support materials (eDictionaries,

native language prompts, etc.)

Acellus for math courses

Rosetta Stone

Differentiated instruction to meet

varied needs and levels of all students

Modify approaches, assignments, and

evaluations as needed to challenge gifted

students:

Increased integration of higher order

thinking processes, creative and critical

thinking activities, problem-solving,

and open-ended tasks

Self-regulated group interaction

Advanced pacing levels

Greater opportunities for freedom of

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.)

Develop

experiment

s that lead

to the

solution of

a societal

problem

based on

the last

Physics

unit

covered.

Experiment (Table

or virtual):

Develop

experiments (with

teacher approval and

following class

rules) that breaks

down and

demonstrates how

your model solution

might address each

of the problems in a

complex societal

challenge relevant to

the last Physics unit

covered.

Example: see HS-

ESS2-

Lab Reports Lab Report Rubric

Page 46 of 49

HS-ETS1 Engineering Design

NGSS Performance

Expectation

Student

Learning

Objectives

(SLO)

Leveled Materials and Media/School Library

Resources

Suggested

Instructional

Activities

Suggested

Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodation of Special Needs

Students (SE, ELL, 504, G&T)

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.

Develop a

Model

Evaluation

for your

model

solution for

a societal

problem

based on

the last unit

covered.

NGSS Evidence Statements

Process Oriented Guided-

Inquiry Learning (POGIL)

Biology Argument Driven

Inquiry

-Plus Physics;

http://www.aplusphysics.com

/ Glencoe Physics Program

PHET

http://phet.colorado.edu/

Physics Classroom;

www.physicsclassroom.com

Free textbooks for Physics

https://en.wikibooks.org/wiki/

FHSST_Physics

Khan Academy

https://www.khanacademy.or

g/science/physics

Careers in Physics

http://www.physics.org/career

s.asp?contentid=381

Physics World articles and

Model Evaluation:

Use the class Model

Evaluation Rubric to

indicate if and how

your model would

solve the challenge

in question.

Remember to use

evidence to support

you statements..

Example: see HS-

ESS2-1

Model Evaluation Model Evaluation

Rubric

videos on various

topics

Basic instruction

for physics topics

http://interactivesit

es.weebly.com/ph

ysics-and-

motion.html

choice and independent study that

encourage independent and intrinsic

learning

May also include, but is not limited to the

following as determined by the classroom,

ELL or special education teacher:

Layered Curriculum

Access to computers for graphing

Substitute projects for written work

80% Grading

Guided Notes for Class Discussions

Unit study guides

Adjust assignment length

Extended time for completion of all

work

Graphic organizers for written work

Calculators

Word processing for checking spelling,

grammar, etc.

Pull-out testing

Science Academy

Reteaching enrichment activities

Hands-on activities, labs and modeling

Acellus online course

Google translate

Spanish glossary

Video tutors (Ex. Khan Academy,

Bozeman science, BrainPop, Jefferson

Labs, etc.)

Page 47 of 49

HS-ETS1 Engineering Design

NGSS Performance

Expectation

Student

Learning

Objectives

(SLO)

Leveled Materials and Media/School Library

Resources

Suggested

Instructional

Activities

Suggested

Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodation of Special Needs

Students (SE, ELL, 504, G&T)

videos online

http://physicsworld.com/cws/

channel/multimedia

A-Plus on line Physics class

Long-term individual research projects

HS-ETS1 Engineering Design

NGSS Performance

Expectation

Student

Learning

Objectives

(SLO)

Leveled Materials and Media/School Library Resources

Suggested

Instructional

Activities

Suggested

Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodation of Special Needs

Students (SE, ELL, 504, G&T)

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.

Develop a

Simulation

and

Solution

Evaluation

that

examines

-Plus Physics;

http://www.aplusphy

sics.com/ Glencoe Physics

Program

PHET

http://phet.colorado.

edu/

Physics Classroom;

www.physicsclassro

om.com

Free textbooks for

Physics

https://en.wikibooks.

Simulations:

Find or develop a

simulation

(mathematical or

virtual) that

addresses the

problem you are

attempting to solve

and shows how

your model may

solve this problem.

Example: see HS-

ESS2-1

Simulation

Math

Performance/Simula

tion Task Scoring

Guides

Photo Story

Defined STEM

Jefferson Labs

Brain Pop

Multisensory/

Interactive

PowerPoint/

SMART notebook

presentation

Calculators

Computers – use

Modify instructional approach and/or

assignments and evaluations as needed to

facilitate strong learning for ELL

students:

Alternate Responses (drawings with

captions, spoken responses, etc.)

Focus on Communication

Vocabulary

Advance/Guided Notes

Extended time

Teacher Modeling (non-verbal

teacher communication in addition to

spoken instructions)

Simplified written and verbal

instructions

ELL support materials (eDictionaries,

Page 48 of 49

HS-ETS1 Engineering Design

NGSS Performance

Expectation

Student

Learning

Objectives

(SLO)

Leveled Materials and Media/School Library Resources

Suggested

Instructional

Activities

Suggested

Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodation of Special Needs

Students (SE, ELL, 504, G&T)

org/wiki/FHSST_Ph

ysics

Khan Academy

https://www.khanac

ademy.org/science/p

hysics

Careers in Physics

http://www.physics.

org/careers.asp?cont

entid=381

software to create

essay & lab reports,

etc.

pHET simulations

Brain Pop videos

and activities

Web lessons &

tutorials

Virtual Labs

Khan Academy

videos on various

topics

Basic instruction for

physics topics

http://interactivesites

.weebly.com/physics

-and-motion.html

native language prompts, etc.)

Acellus for math courses

Rosetta Stone

Differentiated instruction to meet

varied needs and levels of all students

Modify approaches, assignments, and

evaluations as needed to challenge gifted

students:

Increased integration of higher order

thinking processes, creative and

critical thinking activities, problem-

solving, and open-ended tasks

Self-regulated group interaction

Advanced pacing levels

Greater opportunities for freedom of

choice and independent study that

encourage independent and intrinsic

learning

May also include, but is not limited to

the following as determined by the

classroom, ELL or special education

teacher:

Layered Curriculum

Access to computers for graphing

Substitute projects for written work

80% Grading

Page 49 of 49

HS-ETS1 Engineering Design

NGSS Performance

Expectation

Student

Learning

Objectives

(SLO)

Leveled Materials and Media/School Library Resources

Suggested

Instructional

Activities

Suggested

Student

Output

Assessments:

Portfolios,

Evaluations, &

Rubrics

Multimedia

Integration

Accommodation of Special Needs

Students (SE, ELL, 504, G&T)

Guided Notes for Class Discussions

Unit study guides

Adjust assignment length

Extended time for completion of all

work

Graphic organizers for written work

Calculators

Word processing for checking

spelling, grammar, etc.

Pull-out testing

Science Academy

Reteaching enrichment activities

Hands-on activities, labs and

modeling

Acellus online course

Google translate

Spanish glossary

Video tutors (Ex. Khan Academy,

Bozeman science, BrainPop,

Jefferson Labs, etc.)

A-Plus on line Physics class

Long-term individual research

projects