1^st Six Weeks

SC-HS-1.1.2

Students will understand that the atom’s nucleus is composed of protons and neutrons that are much more massive than electrons. When an element has atoms that differ in the number of neutrons, these atoms are called different isotopes of the element.

SC-HS-1.1.3

Students will understand that solids, liquids and gases differ in the distances between molecules or atoms and therefore the energy that binds them together. In solids, the structure is nearly rigid; in liquids, molecules or atoms move around each other but do not move apart; and in gases, molecules or atoms move almost independently of each other and are relatively far apart. The behavior of gases and the relationship of the variables influencing them can be described and predicted.

2^nd Six Weeks

SC-HS-1.1.1

Students will classify or make generalizations about elements from data of observed patterns in atomic structure and/or position on the periodic table.

The periodic table is a consequence of the repeating pattern of outermost electrons.

DOK 2

SC-HS-1.1.7

Students will:

·     construct diagrams to illustrate ionic or covalent bonding;

·     predict compound formation and bond type as either ionic or covalent (polar, nonpolar) and represent the products formed with simple chemical formulas.

Bonds between atoms are created when outer electrons are paired by being transferred (ionic) or shared (covalent). A compound is formed when two or more kinds of atoms bind together chemically.

DOK 2

SC-HS-2.3.1

Students will:

·     explain phenomena (falling objects, planetary motion, satellite motion) related to gravity;

·     describe the factors that affect gravitational force.

Gravity is a universal force that each mass exerts on every other mass.

DOK 3

3^rd Six Weeks

SC-HS-1.2.1

Students will:

·     select or construct accurate and appropriate representations for motion (visual, graphical and mathematical);

·     defend conclusions/explanations about the motion of objects and real-life phenomena from evidence/data.

Objects change their motion only when a net force is applied. Newton’s Laws of motion are used to describe the effects of forces on the motion of objects. Conservation of mechanical energy and conservation of momentum may also be used to predict motion.

DOK 3

SC-HS-1.2.2

Students will:

·     explain the relationship between electricity and magnetism;

·     propose solutions to real life problems involving electromagnetism.

Electricity and magnetism are two aspects of a single electromagnetic force. Moving electric charges produce magnetic forces or “fields” and moving magnets produce electric forces or “fields”. This idea underlies the operation of electric motors and generators.

DOK 3

SC-HS-1.2.3

Students will understand that the electric force is a universal force that exists between any two charged objects. Opposite charges attract while like charges repel.

4^th Six Weeks

SC-HS-4.6.2

Students will:

·     predict wave behavior and energy transfer;

·     apply knowledge of waves to real life phenomena/investigations.

Waves, including sound and seismic waves, waves on water and electromagnetic waves, can transfer energy when they interact with matter. Apparent changes in frequency can provide information about relative motion.

DOK 3

SC-HS-4.6.3

Students will understand that electromagnetic waves, including radio waves, microwaves, infrared radiation, visible light, ultraviolet radiation, x-rays and gamma rays result when a charged object is accelerated.

5^th Six Weeks

SC-HS-2.3.2

Students will:

·     describe the current scientific theory of the formation of the universe (Big Bang) and its evidence;

·     explain the role of gravity in the formation of the universe and it’s components.

The current and most widely accepted scientific theory of the mechanism of formation of the universe (Big Bang) places the origin of the universe at a time between 10 and 20 billion years ago, when the universe began in a hot dense state. According to this theory, the universe has been expanding since then. Early in the history of the universe, the first atoms to form were mainly hydrogen and helium. Over time, these elements clump together by gravitational attraction to form trillions of stars.

DOK 2

SC-HS-2.3.3

Students will explain the origin of the heavy elements in planetary objects (planets, stars).

Some stars explode at the end of their lives, and the heavy elements they have created are blasted out into space to form the next generation of stars and planets.

DOK 2

SC-HS-2.3.4

Students will understand that stars have life cycles of birth through death that are analogous to those of living organisms. During their lifetimes, stars generate energy from nuclear fusion reactions that create successively heavier chemical elements.

SC-HS-2.3.5

Students will understand that the Sun, Earth and the rest of the solar system formed approximately 4.6 billion years ago from a nebular cloud of dust and gas.

6^th Six Weeks

SC-HS-2.3.6

Students will:

·     compare the limitations/benefits of various techniques ( radioactive dating, observing rock sequences and comparing fossils) for estimating geological time;

·     justify deductions about age of geologic features.

Techniques used to estimate geological time include using radioactive dating, observing rock sequences and comparing fossils to correlate the rock sequences at various locations.

DOK 3

SC-HS-2.3.7

Students will:

·     explain real-life phenomena caused by the convection of the Earth’s mantle;

·     predict the consequences of this motion on humans and other living things on the planet.

The outward transfer of Earth’s internal heat drives convection circulation in the mantle. This causes the crustal plates to move on the face of the Earth.

DOK 3

SC-HS-2.3.8

Students will predict consequences of both rapid (volcanoes, earthquakes) and slow (mountain building, plate movement) earth processes from evidence/data and justify reasoning.

The Earth’s surface is dynamic; earthquakes and volcanic eruptions can be observed on a human time scale, but many processes, such as mountain building and plate movements, take place over hundreds of millions of years.

DOK 3

SC-HS-4.6.8

Students will:

·     describe the connections between the functioning of the Earth system and its sources of energy (internal and external);

·     predict the consequences of changes to any component of the Earth system.

Earth systems have sources of energy that are internal and external to the Earth. The Sun is the major external source of energy. Two primary sources of internal energy are the decay of radioactive isotopes and the gravitational energy from Earth’s original formation.

DOK 3

SC-HS-4.6.9

Students will:

·     explain the cause and effect relationship between global climate and weather patterns and energy transfer (cloud cover, location of mountain ranges, oceans);

·     predict the consequences of changes to the global climate and weather patterns.

Global climate is determined by energy transfer from the Sun at and near Earth’s surface. This energy transfer is influenced by dynamic processes such as cloud cover and the Earth’s rotation and static conditions such as the position of mountain ranges and oceans.

DOK 3

SC-HS-4.7.3

Students will:

·         predict the consequences of changes to any component (atmosphere, solid Earth, oceans, living things) of the Earth System;

·         propose justifiable solutions to global problems.

Interactions among the solid Earth, the oceans, the atmosphere and living things have resulted in the ongoing development of a changing Earth system.

DOK 3