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Waterford Public Schools

Science Curriculum Grades 9-12 2026

Table of Contents Committee Members………………………………………………………………………………………1 Vision of a Graduate………………………………………………………………………………………..2 Science Curriculum Vision Statement……………………………..……….…………...………… 3 Forensic Science.………………..………..………………………………………………………….……5 Marine Ecosystems.………………….…………………………………………………………………..30 Marine Organisms………………….……………………………………………………………………..43 Environmental Science…..………………………………………………………………………………57 ECE Marine Oceanography……………………………………………………………………………..74 ECE Marine The Sea Around Us……………………………………………………………………….91 ECE Biology…………………………………………………………………………………………………105 ECE Chemistry…………………………………………………………………………………………….141 ECE Environmental Science…………………………………………………………………………..219 ECE Physics 2……………………………………………………………………………………………..244 Honors Anatomy & Physiology……………………………………………………………………….275

Committee Members The following staff made significant contributions to the development of the Waterford Public Schools Science Curriculum:

Kim Agins

Waterford High School Science Teacher

Jo Ann Dumin

Waterford High School Science Teacher

Diane Herr

Waterford High School Science Teacher

Todd Kane

Waterford High School Science Teacher

James Lovering

Waterford High School Science Teacher

Katie Pesko

Waterford High School Science Teacher

Dawn Poitras

Waterford High School Science Teacher

Vision of the graduate

Effective Communicators

Information Analysts

Critical Thinkers

1A: Listen actively to understand information. 1B: Use an appropriate method of communication. 1C: Create a logical and evidence-based argument. 1D: Deliver a clear and effective presentation or performance. 2A: Use appropriate research tools to acquire information from a variety of sources. 2B: Evaluate different perspectives, biases, and levels of credibility. 2C: Analyze information gathered from research tools to demonstrate understanding.

3A: Make reasonable predictions of a real-world issue. 3B: Analyze data in order to justify a claim.

Self-Directed Learners

4A: Persevere through challenging situations with flexibility and resourcefulness. 4B: Recognize how thoughts, feelings, and actions affect achievement. 4C: Work independently towards achieving a meaningful goal.

Responsible Citizens

5A: Demonstrate respect for all cultures, identities, and perspectives. 5B: Practice responsible digital citizenship.

Waterford Public Schools is a community of learners that fosters and supports high aspirations, ensuring every student acquires the skills and knowledge necessary to be a responsible citizen, prepared to contribute and succeed in an ever-changing world. 2

Empowering Tomorrow's Innovators Today At Waterford Public Schools, we believe that science is not just a subject but a way of thinking and understanding the world. Our mission is to inspire and empower the next generation by fostering a deep appreciation and understanding of the natural world. Through immersive learning experiences, inclusive environments, and powerful conversations, we ignite a passion for discovery, innovation, and responsible stewardship of our planet. We aim to equip our students with the concepts and skills needed to tackle complex challenges and contribute to the advancement of scientific knowledge for the betterment of humanity. Key Goals: Students with increased independence will…

1. Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens) 2. Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners) 3. Ask questions or define problems to develop a prototype, design an investigation, or seek additional information (Critical Thinkers, Self-Directed Learners) 4. Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) 5. Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) 6. Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners) 7. Engage in scientific debates and discussions, articulating ideas and defending scientific phenomena with evidence in a clear, concise manner (Effective Communicators, Information Analysts) 8. Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens) 9. Communicate effectively with peers to build a respectful, productive, and inclusive academic culture to enhance their understanding of the interconnectedness of the world and the role their actions play in the greater environment (Responsible Citizens, Effective Communicators) **NOTE: The parenthetical reference shows the explicit connection to Vision of the Graduate. Instructional Approach for Secondary Science: We utilize science instructional time to include a rigorous mix of student exploration, explicit instruction, collaboration, and the use of technology for more targeted growth and understanding. We incorporate ongoing checks for understanding to monitor student progress and adjust instruction accordingly to support our individual learners. MODIFIED INSTRUCTIONAL APPROACH (SIMILAR TO CTE Draft CTE Vision with Transfer Goals) To ensure effective science instruction, we implement a structured approach that balances exploration with explicit teaching. Our instructional strategies focus on engagement, collaboration, and data-driven decisionmaking to support all learners. Key components of our approach include: 3

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Structured and Rigorous Instruction: We balance student-led exploration with direct, explicit instruction to ensure deep understanding of scientific concepts. Collaborative Learning: Lessons encourage teamwork and discussion among students to promote critical thinking and problem-solving skills. Technology Integration: Digital tools are embedded in instruction to enhance learning experiences and provide interactive, engaging opportunities for students. Formative Assessments: We use various strategies, including questioning techniques, exit tickets, and digital feedback tools, to assess student understanding in real-time. Data-Driven Differentiation: Continuous data collection allows for targeted instruction, ensuring individualized support to meet the diverse learning needs of all students.

Forensic Science COURSE # WNA031 Credit (STEM)

0.5

PREREQUISITE: 1.0 credits of science This course is aligned with the Next Generation Science Standards and is a study of basic chemistry and physic principles using forensics as a backdrop. The course will use a crime investigation scenario as the basis for student learning. Students will engage in laboratory experiments that highlight forensic techniques and demonstrate chemistry and physics topics such as matter and chemical reactions, Newton’s laws, and energy. The course focuses on the student’s ability to learn chemical and physical concepts through hands-on and group activities.

Forensics Forensics Unit 1: Foundations of Forensics: Observation, Evidence, & Investigation 3-5 Lessons

Unit 2: Fingerprinting 4-6 Lessons

Unit 3: Trace and Physical Evidence 4-6 Lessons

Unit 4: Blood Typing and Spatter 4-6 Lessons

We first get introduced to the foundational principles and practices of forensic science through engaging, real-world applications. We explore the role of observation, deduction, and evidence collection in solving crimes. This unit develops critical thinking, data interpretation, and scientific reasoning while demonstrating how chemistry, biology, and physics are applied in criminal investigations.

Now that we have the foundational skills of a forensic scientist, let's zoom in on a specific and powerful type of physical evidence: fingerprints. We learn how to identify, classify, and analyze fingerprints—one of the most reliable forms of physical evidence. We explore how fingerprints form, what makes them unique, how they are used in real investigations, and examine famous cases that involve fingerprint evidence and consider its limitations. Through hands-on labs, we lift prints from surfaces, compare them to exemplar examples, and learn the science behind their admissibility in court.

Beyond the unique patterns of fingerprints, forensic science also relies on the smallest, most overlooked pieces of evidence. We enter the microscopic world of trace evidence to examine how hair, fibers, soil, and glass fragments can tell a story about where someone has been or what they’ve come into contact with. Using microscopes and analytical tools, we develop skills to observe, compare, and interpret these small but powerful pieces of evidence. Real-life cases will show how even the smallest trace can link a suspect to a crime scene.

Building on knowledge of physical and trace evidence, we now investigate a common and crucial type of evidence: blood. We learn about blood types, run simulated typing tests, and apply physics to understand blood spatter patterns. We see how the shape and distribution of bloodstains reveal what happened at a crime scene. Labs and case studies will help put knowledge into practice by interpreting direction, angle of impact, and area of origin.

Forensics Unit 5: DNA and Serology 4-6 Lessons

Unit 6: Documents, Ink, and Digital Evidence 2-4 Lessons

Unit 7: Arson, Fire, and Explosives 2-4 Lessons

Unit 8: Forensic Entomology and Time of Death 2-4 Lessons

Unit 9: Crime Scene Project 3-5 Lessons

We now dive into the ultimate biological identifier: DNA. We explore how DNA is extracted, analyzed, and compared to link individuals to crime scenes. We simulate gel electrophoresis, learn about CODIS, and understand how DNA evidence is used in court. We also examine the science behind bodily fluids and how serology contributes to forensic investigations. Through real cases and interactive labs, we discover the power— and limits—of forensic biology.

Having explored the definitive biological evidence of DNA, we’ll now turn our attention to the clues left behind on paper and in digital files. We think like a forensic document examiner to compare handwriting samples, detect forgeries, and analyze inks using chromatography. We also begin exploring the growing field of digital forensics by learning how data, metadata, and images can be recovered or analyzed in a criminal investigation. Whether it’s a forged signature or a hidden file, we uncover the tools forensic scientists use to expose the truth.

While documents and data leave behind intricate clues, some crime scenes are defined by their sheer destruction. Next we explore how investigators determine the cause of a fire or explosion. We first learn about combustion reactions, accelerants, and burn patterns. Then, through lab simulations and video case analysis, we figure out how forensic scientists identify arson and what clues point to foul play. We also understand how explosions are analyzed and how chemistry helps explain destructive events.

We shift our focus to a different kind of timeline— one determined by nature itself. Welcome to forensic entomology—the use of insects in investigations. We study insect life cycles and decomposition timelines to estimate time of death. We also learn about rigor mortis, livor mortis, and algor mortis. Through virtual labs and casework, we see how bugs and biology help solve mysteries that other forms of evidence can’t.

Having learned to analyze a wide variety of evidence, you are now ready to put all of your skills to the ultimate test. We take on the role of a forensic investigator working a mock crime scene. We collect evidence, analyze fingerprints, identify trace materials, and piece together timelines. With your team, present findings, support your claims with data, and walk through reasoning like a real forensic investigator.

Forensics Unit 1 Course Name: Forensics Est. # of Lessons: 3 - 5 Unit 1 Title: Foundations of Forensics: Observation, Evidence, and Investigation Unit Overview: We first get introduced to the foundational principles and practices of forensic science through engaging, real-world applications. We explore the role of observation, deduction, and evidence collection in solving crimes. This unit develops critical thinking, data interpretation, and scientific reasoning while demonstrating how chemistry, biology, and physics are applied in criminal investigations. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. (Relevant when discussing perception and observation under varying conditions.) HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs. (Applied to critical thinking in crime scene analysis and eyewitness reliability.)

Transfer Goals ●

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Understandings ● ● ● ●

Scientific evidence must be accurately collected, documented, and analyzed Observations are subject to bias and error, affecting conclusions Forensic science relies on interdisciplinary collaboration Ethics and reliability are critical when human life and liberty are at stake

Essential Questions ● ● ●

Knowledge Key vocabulary: observation, inference, eyewitness testimony, perception, bias, deduction, evidence collection, chain of custody, reliability, validity, and ethics in forensics. ● ●

Distinction between observation and inference How perception is shaped by environment, expectations, and bias

How reliable are eyewitness accounts? What is the difference between an observation and an inference? How can perception and bias influence investigations?

Skills (Framed as Learning Targets) ● ● ● ●

I can distinguish between observation and inference. I can explain how bias and perception affect eyewitness accounts. I can evaluate the reliability of eyewitness testimony using real-world case studies. I can collect and document observational data from a simulated scene.

Forensics Unit 1 ● ●

Impact of unreliable eyewitness testimony on the justice system Importance of objective observation and documentation in forensic science STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

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Formative Assessment

Mini Crime Scene Scenario: requiring observational notes and analysis of potential witness reliability.

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Observation log with analysis. Case study response: Eyewitness reliability in wrongful conviction. Exit ticket on inference vs. observation.

STAGE 3: LEARNING PLAN First Topic: Observation, Inference, and Eyewitness Reliability

Estimated # of Lessons: 3 - 5

Learning Targets: ● I can distinguish between observation and inference. ● I can explain how bias and perception affect eyewitness accounts. ● I can evaluate the reliability of eyewitness testimony using real-world case studies. ● I can collect and document observational data from a simulated scene.

Essential Questions: ● How reliable are eyewitness accounts? ● What is the difference between an observation and an inference? ● How can perception and bias influence investigations?

Learning Activities: ● Aha! puzzles and logic games to activate deductive reasoning. ● Crime scene basics notes and vocabulary ● “How Observant are YOU?”: Observation and memory lab using classroom crime scenes. ● "Who is Littering?" evidence observation activity. ● Innocence Project gallery walk and case summary reflection. ● Exit Slips and Do Nows focusing on perception and reliability.

Forensics Unit 2

Course Name: Forensics Unit 2 Title: Fingerprinting

Est. # of Lessons: 4 - 6

Unit Overview: Now that we have the foundational skills of a forensic scientist, let's zoom in on a specific and powerful type of physical evidence: fingerprints. We learn how to identify, classify, and analyze fingerprints—one of the most reliable forms of physical evidence. We explore how fingerprints form, what makes them unique, how they are used in real investigations, and examine famous cases that involve fingerprint evidence and consider its limitations. Through hands-on labs, we lift prints from surfaces, compare them to exemplar examples, and learn the science behind their admissibility in court. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins. (Used when discussing skin cell residues and fingerprint development.) HS-ETS2-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints. (Students analyze how biometric data are used in criminal identification systems.)

Transfer Goals ●

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Understandings ● ● ●

Fingerprints are unique to every individual and can be reliably used for identification. Accurate classification and analysis of fingerprint patterns are essential to forensic investigations. The process of lifting and comparing prints requires precision, documentation, and understanding of limitations.

Essential Questions ● ●

Knowledge Key vocabulary: latent print, patent print, plastic print, loop, whorl, arch, minutiae points, AFIS (Automated Fingerprint Identification System), ridge characteristics, fingerprint classification, and exemplar prints. ●

How are fingerprints classified and used in investigations? What makes fingerprints unique?

Skills (Framed as Learning Targets) ● ● ●

I can identify the types of fingerprint patterns. I can lift and analyze fingerprint evidence. I can apply fingerprint data to match suspects.

Three main fingerprint patterns: loops,

Forensics Unit 2 ● ● ●

whorls, and arches Minutiae points and their role in fingerprint matching Methods for collecting latent prints from surfaces How fingerprint evidence is stored, analyzed, and presented in court STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

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Formative Assessment

Fingerprint Case File Project: Analyze a set of latent prints and match them to suspects with written justification

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Fingerprint pattern identification practice sheet Exit ticket comparing loop, whorl, and arch prints Mini-lab: Dusting and lifting latent prints

STAGE 3: LEARNING PLAN First Topic: Fingerprinting

Estimated # of Lessons: 4 - 6

Learning Targets: ● I can identify the types of fingerprint patterns. ● I can lift and analyze fingerprint evidence. ● I can apply fingerprint data to match suspects.

Essential Questions: ● How are fingerprints classified and used in investigations? ● What makes fingerprints unique?

Learning Activities: ● Practice classifying fingerprint patterns (loops, whorls, arches) using inked samples ● Perform fingerprint lifting using powders and tape from simulated crime scenes. ● Conduct a fingerprint comparison simulation to match latent prints to suspect cards. ● Watch videos on AFIS and fingerprint databases to understand digital classification. ● Complete a fingerprint challenge activity where students solve a mini-case using print evidence.

Forensics Unit 3 Course Name: Forensics Unit 3 Title: Trace and Physical Evidence

Est. # of Lessons: 4 - 6

Unit Overview: Beyond the unique patterns of fingerprints, forensic science also relies on the smallest, most overlooked pieces of evidence. We enter the microscopic world of trace evidence to examine how hair, fibers, soil, and glass fragments can tell a story about where someone has been or what they’ve come into contact with. Using microscopes and analytical tools, we develop skills to observe, compare, and interpret these small but powerful pieces of evidence. Real-life cases will show how even the smallest trace can link a suspect to a crime scene. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale. (Glass, fiber, and soil analysis align directly with this standard.) HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction. (Used in chemical testing of trace evidence like hair or fiber burn tests.)

Transfer Goals ●

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Understandings ● ● ●

Trace evidence can connect people, places, and objects with a high degree of certainty. Microscopic materials such as hair, fibers, and soil can be analyzed for forensic significance. Proper collection and comparison of trace evidence is essential for valid conclusions.

Essential Questions ● ●

Knowledge Key vocabulary: Locard’s Exchange Principle, trace evidence, microscopy, comparison microscope, hair medulla, cortex, cuticle, natural fibers, synthetic fibers, glass refractive index, fracture patterns, soil composition, pH, contamination, and transfer evidence. ●

How microscopes are used to compare trace evidence

What role does trace evidence play in solving crimes? How do we determine the source of small physical evidence?

Skills (Framed as Learning Targets) ● ● ● ●

I can distinguish between types of trace evidence. I can collect and preserve trace and physical evidence without contamination by using proper tools and procedures. I can observe and analyze evidence under a microscope and record both qualitative and quantitative details of hair, fiber, and glass. I can compare unknown samples with known

Forensics Unit 3 ● ● ●

Common types of trace evidence and their forensic relevance How fracture patterns, hair types, and fiber composition can be used to infer contact or movement Limitations and contamination risks of trace evidence

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references to identify similarities and differences. I can document my evidence clearly and accurately using notes, photographs, sketches, and data tables. I can interpret my findings and draw evidence-based conclusions while recognizing limitations of forensic tests. I can organize and communicate my results in a professional portfolio format using appropriate forensic terminology.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

Formative Assessment

Trace Evidence Portfolio: Analysis and documentation of multiple mock samples (glass, soil, hair, fibers)

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Microscopy sketch and comparison of hair/fiber samples Exit slip on Locard's Principle and trace transfer Lab notes and sample analysis forms

STAGE 3: LEARNING PLAN First Topic: Trace Evidence

Estimated # of Lessons: 4 - 6

Learning Targets: Essential Questions: ● I can distinguish between types of trace ● What role does trace evidence play in solving evidence. crimes? ● I can collect and preserve trace and ● How do we determine the source of small physical evidence without contamination physical evidence? by using proper tools and procedures. ● I can observe and analyze evidence under a microscope and record both qualitative and quantitative details of hair, fiber, and glass. ● I can compare unknown samples with known references to identify similarities and differences. ● I can document my evidence clearly and accurately using notes, photographs, sketches, and data tables. ● I can interpret my findings and draw evidence-based conclusions while recognizing limitations of forensic tests. ● I can organize and communicate my results in a professional portfolio format using appropriate forensic terminology.

Forensics Unit 3 Learning Activities: ● Use compound microscopes to observe hair and fiber samples and note distinguishing features. ● Conduct density and refractive index tests to compare glass fragments. ● Analyze soil texture and pH from various "crime scenes" to connect suspects to locations ● Complete a Locard’s Principle mini-lab using tape lifts and fiber transfer ● Engage in a case-based discussion: “How a single hair solved a case.”

Forensics Unit 4

Course Name: Forensics Unit 4 Title: Blood Typing and Spatter

Est. # of Lessons: 4 - 6

Unit Overview: Building on knowledge of physical and trace evidence, we now investigate a common and crucial type of evidence: blood. We learn about blood types, run simulated typing tests, and apply physics to understand blood spatter patterns. We see how the shape and distribution of bloodstains reveal what happened at a crime scene. Labs and case studies will help put knowledge into practice by interpreting direction, angle of impact, and area of origin. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems within multicellular organisms. (Blood typing connects to cellular biology and antigen-antibody interactions.) HS-PS2-1: Analyze data to support the claim that Newton’s Second Law describes the mathematical relationship among net force, mass, and acceleration. (Used when calculating angles and trajectories of blood spatter.)

Transfer Goals ●

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Understandings ● ● ●

Blood can serve as both physical and biological evidence. Blood spatter patterns are governed by physics and reveal the events of a crime. Blood typing and pattern analysis can help reconstruct scenes and eliminate suspects.

Essential Questions ● ●

Knowledge Key vocabulary: ABO blood groups, Rh factor, antigen, antibody, agglutination, bloodstain pattern analysis, angle of impact, point of origin, high velocity spatter, medium velocity spatter, low velocity spatter, transfer stains, and passive stains. ● ●

How is blood evidence used in investigations? What can spatter patterns tell us?

Skills (Framed as Learning Targets) ● ●

I can explain ABO blood typing. I can analyze blood spatter to reconstruct events.

Understand the principles behind ABO blood typing. Know how blood behaves upon impact and the types of patterns produced.

Forensics Unit 4 ● ●

Identify variables that affect spatter patterns (e.g., angle, force, surface). Understand limitations and contamination concerns related to blood evidence. STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

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Formative Assessment

Crime Scene Blood Analysis Report: Determine point of origin, type of weapon, and potential events based on patterns

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Blood spatter angle measurement worksheet Blood type reaction simulation worksheet Analysis of pattern types in a spatter lab

STAGE 3: LEARNING PLAN First Topic: Blood Typing and Spatter

Estimated # of Lessons: 4 - 6

Learning Targets: ● I can explain ABO blood typing. ● I can analyze blood spatter to reconstruct events.

Essential Questions: ● How is blood evidence used in investigations? ● What can spatter patterns tell us?

Learning Activities: ● Simulate ABO/Rh blood typing with synthetic blood and antisera to identify types. ● Drop synthetic blood from varying heights and angles to observe spatter patterns. ● Measure blood spatter angles and use trigonometry to calculate impact angles. ● Determine the point of origin on a wall using strings and multiple stains. ● Analyze real crime scene photos (redacted) for pattern type and cause.

Forensics Unit 5 Course Name: Forensics Unit 5 Title: DNA and Serology

Est. # of Lessons: 4 - 6

Unit Overview: We now dive into the ultimate biological identifier: DNA. We explore how DNA is extracted, analyzed, and compared to link individuals to crime scenes. We simulate gel electrophoresis, learn about CODIS, and understand how DNA evidence is used in court. We also examine the science behind bodily fluids and how serology contributes to forensic investigations. Through real cases and interactive labs, we discover the power—and limits—of forensic biology. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding for traits. (Students analyze DNA evidence to determine identity.) HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits. (Relevant when discussing matching probabilities in DNA profiling.)

Transfer Goals ●

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Understandings ● ● ●

DNA is the most individualized form of biological evidence. DNA and bodily fluids must be carefully collected and analyzed to avoid contamination. Ethical and legal issues are integral to the use of DNA in forensic contexts.

Essential Questions ● ●

Knowledge Key vocabulary: DNA profiling, STRs (short tandem repeats), PCR (polymerase chain reaction), gel electrophoresis, CODIS (Combined DNA Index System), bodily fluids such as saliva, semen, and

Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners) Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens)

How does DNA profiling work? How do we ensure accuracy and ethics in DNA testing?

Skills (Framed as Learning Targets) ● ●

I can explain how DNA is used to identify individuals. I can simulate DNA analysis using gel

Forensics Unit 5 blood, serology, banding pattern, and probability of match. ● ● ● ●

electrophoresis.

Understand how DNA is extracted, amplified, and visualized. Know what STRs are and how they are used in databases like CODIS. Identify the steps involved in analyzing bodily fluids in forensic contexts. Understand how to interpret DNA banding patterns from gel electrophoresis. STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

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Formative Assessment

DNA Case File: Analyze simulated gel results, link to suspect(s), and justify conclusions in written format

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Gel electrophoresis simulation reflection CODIS database role-play and journal response Quiz on DNA structure and lab process

STAGE 3: LEARNING PLAN First Topic: DNA and Serology

Estimated # of Lessons: 4 - 6

Learning Targets: ● I can explain how DNA is used to identify individuals. ● I can simulate DNA analysis using gel electrophoresis.

Essential Questions: ● How does DNA profiling work? ● How do we ensure accuracy and ethics in DNA testing?

Learning Activities: ● Simulate DNA extraction from strawberries or cheek cells and observe visible DNA. ● Run a paper-based gel electrophoresis simulation to separate DNA fragments. ● Role-play inputting and matching DNA profiles in a mock CODIS activity. ● Watch a video on the exoneration process using DNA and discuss its implications. ● Analyze mock gel results from a staged case and link profiles to suspects.

Forensics Unit 6 Course Name: Forensics Unit 6 Title: Documents, Ink, and Digital Evidence

Est. # of Lessons: 2 - 4

Unit Overview: Having explored the definitive biological evidence of DNA, we’ll now turn our attention to the clues left behind on paper and in digital files. We think like a forensic document examiner to compare handwriting samples, detect forgeries, and analyze inks using chromatography. We also begin exploring the growing field of digital forensics by learning how data, metadata, and images can be recovered or analyzed in a criminal investigation. Whether it’s a forged signature or a hidden file, we uncover the tools forensic scientists use to expose the truth. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-PS1-4: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends on the changes in total bond energy. (Chromatography and ink analysis involve principles of chemical interactions.) HS-ETS2-3: Evaluate the impact of technology on the environment and society. (Explores digital evidence and ethical implications of surveillance and tracking.)

Transfer Goals ●

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Understandings ● ● ●

Written and digital communication can be analyzed to establish authorship or detect tampering. Chromatography and handwriting analysis help reveal document forgeries. Digital evidence can be traced, recovered, and analyzed using forensic techniques.

Essential Questions ● ●

Knowledge Key vocabulary: handwriting analysis, forgery, erasure, alteration, chromatography, ink analysis, exemplars, digital metadata, digital footprint, document authentication, and signature characteristics.

Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens)

What clues do documents and digital files provide? How do investigators uncover forgeries?

Skills (Framed as Learning Targets) ●

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I can collect and examine handwriting samples to identify unique characteristics such as slant, pressure, spacing, and letter formation. I can compare handwriting samples to determine similarities and differences that

Forensics Unit 6 ● ● ● ●

Characteristics of individual handwriting How ink chromatography can differentiate samples Digital trails and use of metadata in investigations. Principles behind forensic documents and computer analysis.

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may indicate authorship. I can conduct ink analysis using methods like chromatography to distinguish between different inks. I can evaluate questioned documents for signs of forgery, alteration, or erasure. I can document my procedures and results with clear notes, photographs, and organized data. I can interpret the evidence to make evidence-based claims about document authenticity or authorship.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

Formative Assessment

Forgery Investigation: Compare handwriting and ink samples to determine authorship of a disputed document

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Handwriting comparison worksheet Ink chromatography strip analysis

STAGE 3: LEARNING PLAN First Topic: Documents, Ink, and Digital Evidence

Estimated # of Lessons: 4 - 6

Learning Targets: ● I can collect and examine handwriting samples to identify unique characteristics such as slant, pressure, spacing, and letter formation. ● I can compare handwriting samples to determine similarities and differences that may indicate authorship. ● I can conduct ink analysis using methods like chromatography to distinguish between different inks. ● I can evaluate questioned documents for signs of forgery, alteration, or erasure. ● I can document my procedures and results with clear notes, photographs, and organized data. ● I can interpret the evidence to make evidence-based claims about document authenticity or authorship.

Essential Questions: ● What clues do documents and digital files provide? ● How do investigators uncover forgeries?

Learning Activities: ● Practice handwriting comparison for slant, letter shape, pressure, and spacing. ● Conduct ink chromatography to compare pen samples from different suspects.

Forensics Unit 6 ● ● ●

Analyze a set of forged documents and match to the original using visible evidence. Explore digital evidence basics such as file metadata and digital footprints. Watch an investigative video about document forgery and summarize techniques used.

Forensics Unit 7 Course Name: Forensics Unit 7 Title: Arson, Fire, and Explosives

Est. # of Lessons: 2 - 4

Unit Overview: While documents and data leave behind intricate clues, some crime scenes are defined by their sheer destruction. Next we explore how investigators determine the cause of a fire or explosion. We first learn about combustion reactions, accelerants, and burn patterns. Then, through lab simulations and video case analysis, we figure out how forensic scientists identify arson and what clues point to foul play. We also understand how explosions are analyzed and how chemistry helps explain destructive events. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction. (Combustion reactions in arson and identification of accelerants are key here.) HS-PS3-3: Design, build, and refine a device that works within given constraints to convert one form of energy into another. (Applies to modeling explosions and understanding energy transfer.)

Transfer Goals ●

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Understandings ● ● ●

Fire and explosive scenes are analyzed through the physical principles of combustion. Identifying burn patterns and accelerants is key to detecting arson. Explosives require careful handling, and their residues can reveal materials used.

Essential Questions ●

Knowledge Key vocabulary: fire triangle, heat, fuel, oxygen, accelerant, flash point, burn pattern, combustion reaction, residue analysis, point of origin, explosion, deflagration, and blast radius. ● ● ● ●

What evidence suggests arson or use of explosives?

Skills (Framed as Learning Targets) ● ●

I can describe signs of arson and identify accelerants. I can analyze chemical evidence from fire scenes.

Fire triangle and combustion reactions Signs of arson including burn patterns and unusual residues How accelerants are detected and tested. Safety procedures and protocols when

Forensics Unit 7 investigating fire scenes. STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

Formative Assessment

Fire Scene Report: Determine whether a fire was accidental or intentional and identify possible accelerants or devices

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Fire triangle and burn pattern sketch Accelerant identification scenario Explosive residue analysis practice

STAGE 3: LEARNING PLAN First Topic: Arson, Fire, and Explosives

Estimated # of Lessons: 2 - 4

Learning Targets: ● I can describe signs of arson and identify accelerants. ● I can analyze chemical evidence from fire scenes.

Essential Questions: ● What evidence suggests arson or use of explosives?

Learning Activities: ● Conduct a combustion lab to observe the fire triangle in action with safe materials. ● Study burn patterns from controlled scenarios to infer point of origin. ● Use simulated accelerants to test for flame color, flash point, and residue. ● Analyze real-world cases where explosive residue identified suspects. ● Complete a fire investigation case simulation with lab notes and conclusions.

Forensics Unit 8 Course Name: Forensics Unit 8 Title: Forensic Entomology and Time of Death

Est. # of Lessons: 2 - 4

Unit Overview: We shift our focus to a different kind of timeline—one determined by nature itself. Welcome to forensic entomology—the use of insects in investigations. We study insect life cycles and decomposition timelines to estimate time of death. We also learn about rigor mortis, livor mortis, and algor mortis. Through virtual labs and casework, we see how bugs and biology help solve mysteries that other forms of evidence can’t. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. (Relevant for understanding insect life cycles and decomposition in ecosystems.) HS-LS2-3: Construct and revise an explanation for the cycling of matter and flow of energy in aerobic and anaerobic conditions. (Used when exploring the necrobiome and environmental decomposition rates.)

Transfer Goals ●

●

Understandings ● ● ●

The process of decomposition follows biological patterns that aid investigations. Insects play a critical role in estimating time of death. Forensic timelines are influenced by environmental variables and biological stages.

Essential Questions ●

Knowledge Key vocabulary: PMI (post-mortem interval), rigor mortis, livor mortis, algor mortis, blowflies, maggots, insect life cycle, necrobiome, decomposition stages, and environmental variables. ● ● ●

Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens)

How do entomologists contribute to solving crimes?

Skills (Framed as Learning Targets) ● ●

I can use insect development stages to estimate time of death. I can interpret data from cadaver ecosystems.

Understand rigor mortis, livor mortis, and algor mortis. Identify common insects used in estimating time of death. Know how to interpret decomposition stages.

Forensics Unit 8 ●

Understand how environmental conditions affect entomological evidence. STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

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Formative Assessment

Entomology Report: Use insect and temperature data to determine time of death for a mock case

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Insect life cycle chart with estimated postmortem interval (PMI) Rigor/livor/algor mortis calculation practice PMI estimation from a virtual decomposition case

STAGE 3: LEARNING PLAN First Topic: Forensic Entomology and Time of Death

Estimated # of Lessons: 2 - 4

Learning Targets: ● I can use insect development stages to estimate time of death. ● I can interpret data from cadaver ecosystems.

Essential Questions: ● How do entomologists contribute to solving crimes?

Learning Activities: ● Sequence the insect life cycle to determine PMI in mock remains. ● Record body condition factors and simulate rigor, livor, and algor mortis analysis. ● Use temperature and maggot size charts to estimate time since death. ● Analyze a virtual decomposition model over simulated time lapses. ● Examine a mock case file and determine TOD based on multiple biological clues.

Forensics Unit 9 Course Name: Forensics Unit 9 Title: Crime Scene Project

Est. # of Lessons: 3 - 5

Unit Overview: Having learned to analyze a wide variety of evidence, you are now ready to put all of your skills to the ultimate test. We take on the role of a forensic investigator working a mock crime scene. We collect evidence, analyze fingerprints, identify trace materials, and piece together timelines. With your team, present findings, support your claims with data, and walk through reasoning like a real forensic investigator. STAGE 1: DESIRED RESULTS Established Goals ●

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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. (This capstone experience embodies the engineering design process across all domains.) Science and Engineering Practices (SEPs): Planning and carrying out investigations, analyzing and interpreting data, constructing explanations, and engaging in argument from evidence. (These SEPs apply holistically to the final unit and throughout the course.)

Transfer Goals ●

●

Understandings ● ● ●

Synthesizing multiple lines of evidence provides a clearer understanding of events. Crime scene investigations require organization, collaboration, and accurate reporting. Clear communication and proper documentation are essential for presenting findings.

Essential Questions ● ●

Knowledge Key vocabulary: crime scene reconstruction, evidence log, chain of custody form, case report,

Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners) Engage in scientific debates and discussions, articulating ideas and defending scientific phenomena with evidence in a clear, concise manner (Effective Communicators, Information Analysts) Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens)

How do scientists solve crimes using evidence? How does collaboration strengthen an investigation?

Skills (Framed as Learning Targets) ●

I can secure, sketch, and document a crime scene to preserve evidence and maintain

Forensics Unit 9 forensic report writing, expert testimony, theory of the crime, evidence corroboration, and alternative hypotheses. ● ● ● ●

Role of various forensic disciplines in crime scene analysis How to construct timelines and evaluate conflicting data Procedures for collecting, processing, and interpreting multiple forms of evidence How to prepare and present a forensic case summary

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

chain of custody. I can organize, catalog, & document evidence in a way that is clear, accurate, & professional. I can collect, examine, and compare trace evidence (fibers, hair, soil, glass, paint) to identify similarities & differences. I can document trace evidence analysis using sketches, photographs, & written observations. I can collect latent fingerprints using appropriate lifting techniques. I can classify & compare fingerprint patterns to determine possible matches. I can use points of comparison to support evidence-based conclusions about fingerprint authorship. I can analyze bloodstain patterns to infer direction, angle of impact, & possible events at the crime scene. I can compare DNA samples (using electrophoresis models or case data) to determine possible matches. I can compare handwriting & document samples to identify unique features & potential signs of forgery. I can conduct ink or paper analysis & apply findings to questioned documents. I can collect/analyze insect evidence to est. post-mortem interval (time of death). I can explain how environmental conditions affect insect development & evidence interpretation. I can recognize patterns of fire behavior & burn damage to distinguish between accidental & intentional fires. I can identify possible accelerants through observation & simple lab techniques. I can interpret & integrate evidence from multiple forensic disciplines to develop a supported theory of the crime. I can evaluate alternative explanations & acknowledge the limitations of my evidence.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

Forensics Unit 9 ●

Crime Scene Investigation Report and Presentation: Full analysis of a staged crime scene, including evidence interpretation and theory supported by data

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Evidence collection logs Peer and teacher feedback checkpoints Daily scene processing progress journals

STAGE 3: LEARNING PLAN First Topic: Crime Scene Project

Estimated # of Lessons: 3-5

Learning Targets: Essential Questions: ● I can secure, sketch, and document a crime ● How do scientists solve crimes using scene to preserve evidence and maintain evidence? chain of custody. ● How does collaboration strengthen an ● I can organize, catalog, and document investigation? evidence in a way that is clear, accurate, and professional. ● I can collect, examine, and compare trace evidence (fibers, hair, soil, glass, paint) to identify similarities and differences. ● I can document trace evidence analysis using sketches, photographs, and written observations. ● I can collect latent fingerprints using appropriate lifting techniques. ● I can classify and compare fingerprint patterns to determine possible matches. ● I can use points of comparison to support evidence-based conclusions about fingerprint authorship. ● I can analyze bloodstain patterns to infer direction, angle of impact, and possible events at the crime scene. ● I can compare DNA samples (using electrophoresis models or case data) to determine possible matches. ● I can compare handwriting and document samples to identify unique features and potential signs of forgery. ● I can conduct ink or paper analysis and apply findings to questioned documents. ● I can collect and analyze insect evidence to estimate post-mortem interval (time of death). ● I can explain how environmental conditions affect insect development and evidence interpretation. ● I can recognize patterns of fire behavior and burn damage to distinguish between accidental and intentional fires.

Forensics Unit 9 ● ● ●

I can identify possible accelerants through observation and simple lab techniques. I can interpret and integrate evidence from multiple forensic disciplines to develop a supported theory of the crime. I can evaluate alternative explanations and acknowledge the limitations of my evidence.

Learning Activities: ● Collaboratively stage and analyze a full mock crime scene including blood, fingerprints, trace evidence, and documents. ● Use evidence collection kits to properly bag, tag, and log items for analysis. ● Rotate through analysis stations to apply learned techniques (DNA, fingerprints, ink, etc.). ● Write a formal forensic report that includes observations, evidence interpretation, and conclusions. ● Present findings to the class or a “jury” with visual aids and documented justification.

Marine Ecosystems MARINE ECOSYSTEMS - A COURSE # WNA070 Credit (STEM)

0.5

PREREQUISITE: 1.0 credits of science This is a survey course of the living ecosystems in the ocean. Subjects will include a survey of the major marine ecosystems, ecological relationships and adaptations. The course will take an ecosystems approach to looking at life in the sea. We will start with a look at marine ecosystems around the world including coral reefs, deep sea and kelp forests and then focus on our local estuarine ecosystem.

Marine Ecosystems: Semester 1 Unit 1: Introduction to Marine Ecosystems and Abiotic Factors 26-30 Lessons

Unit 2: Marine Biodiversity and Food Webs 10-15 Lessons

Unit 3: Human Impact and Marine Conservation 10-15 Lessons

How do abiotic conditions shape marine ecosystems and the organisms that live in them? We start the course by exploring how physical and chemical factors such as temperature, salinity, light, and pressure influence marine ecosystems. These abiotic conditions determine the structure of habitats and affect where and how marine organisms can live, from coral reefs to deep-sea hydrothermal vents.

How are marine organisms connected in complex ecosystems? Building on understanding of abiotic factors, this unit focuses on the biological interactions within marine ecosystems. We examine how organisms depend on one another through food webs and ecological relationships.

How do interactions between marine organisms and human activities affect ocean health? In this final unit, we examine the effects of human activity on marine ecosystems. Topics include pollution, climate change, overfishing, and the spread of invasive species. We use scientific evidence to assess how these factors are changing ocean environments and threatening marine biodiversity.

We examine real-time ocean data and investigate how life has adapted to survive in extreme environments. Activities will include fieldwork at local shorelines, virtual explorations of ocean zones, and data analysis to understand the distribution of marine life.

Through case studies and simulations, we analyze how energy moves from primary producers to top predators, and why biodiversity is crucial for ecosystem stability. We create food web models, test scenarios that affect ecosystem balance, and explore the impact of changes such as species loss or introduction of invasive species. By the end, we better understand how marine ecosystems function as interconnected systems.

We explore case studies, participate in simulations and discussions, and take on the role of scientists or policy advocates. The final project is designing a solution to a real-world marine environmental problem, applying knowledge gained throughout the course to address current challenges in ocean conservation.

Marine Ecosystems Unit 1

Course Name: Marine Ecosystems Est. # of Lessons: 26-30 Unit 1 Title: Introduction to Marine Ecosystems, Marine Aquaria, Biotic and Abiotic Factors Unit Overview: How do abiotic conditions shape marine ecosystems and the organisms that live in them? We start the course by exploring how physical and chemical factors such as temperature, salinity, light, and pressure influence marine ecosystems. These abiotic conditions determine the structure of habitats and affect where and how marine organisms can live, from coral reefs to deep-sea hydrothermal vents. We examine real-time ocean data and investigate how life has adapted to survive in extreme environments. Activities will include fieldwork at local shorelines, virtual explorations of ocean zones, and data analysis to understand the distribution of marine life. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors affecting biodiversity and populations in ecosystems. HS-ESS2-6: Develop a model to describe the cycling of water and its effects on climate and ecosystems. HS-ESS3-1: Construct an explanation based on evidence for how natural hazards, such as ocean currents and storms, affect ecosystems and human activity. HS-ESS2-4: Use a model to describe how variations in the flow of energy and matter through Earth's systems cause changes in climate and ecosystems. 9-12.LS2: Ecosystems: Interactions, Energy, and Dynamics Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 9-12.LS4: Biological Evolution: Unity and Diversity. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

Transfer Goals

● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information ● Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) ● Communicate effectively with peers and community members to build a respectful and productive academic culture (Effective Communicators, Responsible Citizens)

Understandings ●

Abiotic conditions determine the characteristics and distributions of marine ecosystems.

Essential Questions ●

How do abiotic factors influence marine ecosystems?

Marine Ecosystems Unit 1 ● ● ●

Ocean zones vary in abiotic factors like pressure, light, and temperature. Organisms adapt to the physical and chemical environment around them. Biotic factors like predator/prey relationships, competition, and symbiosis shape marine ecosystems.

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Knowledge ● ● ● ●

Major marine ecosystems (coral reefs, estuaries, deep sea, polar seas) Ocean zones: intertidal, pelagic, benthic, neritic, abyssal Abiotic factors and how they vary with depth, latitude, and currents Marine aquaria must match the natural conditions found in that ecosystem to keep classroom organisms healthy

Key Vocabulary: Biotic, Abiotic, Ecosystem, Community, Population, Intertidal, Pelagic, Benthic, Neritic, Ayssal

What makes each marine ecosystem unique?

Skills (Framed as Learning Targets) ● ● ● ● ● ●

I can analyze environmental data to interpret abiotic conditions. I can identify marine ecosystems and their key characteristics. I can model how abiotic factors influence biodiversity. I can create and maintain a model marine ecosystem in an aquarium I can identify marine ecosystems and their key characteristics. I can think critically about how living and nonliving factors shape marine ecosystems and support biodiversity.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

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Marine Ecosystem Research and Design to Produce Profile Poster: Students create informational displays about a selected marine ecosystem Ocean Ecosystems 3D Model and Diagram: Students use aquaria to model the abiotic and biotic conditions found in their selected ecosystem Marine Ecosystem Feedback on Gallery of Aquarium Displays and Posters: Students will search the displays of peers for critical information and design aspects. Groups will use student feedback on displays to edit and adjust ecosystem displays and models Coral Reef Ecological Assessment: Students create solutions to environmental issues in reef communities, design an ideal

Formative Assessment ● ● ● ● ● ● ●

Virtual ecosystem exploration exit tickets Interactive station reflections on biotic and abiotic factors Environmental data interpretation quizzes Aquaria design maintenance evaluations Deep Sea Creature presentation Aquarium function quiz Ecosystems quizzes

Marine Ecosystems Unit 1 reef, create hypothetical reef creatures, and accurately predict their adaptations. STAGE 3: LEARNING PLAN First Topic: Introduction to Marine Ecosystems through Marine Aquaria

Estimated # of Lessons: 10-15

Learning Targets: ● I can analyze environmental data to interpret abiotic conditions. ● I can identify marine ecosystems and their key characteristics. ● I can model how abiotic factors influence biodiversity. ● I can create and maintain a model marine ecosystem in an aquarium

Essential Questions: ● How do abiotic factors influence marine ecosystems? ● What makes each marine ecosystem unique?

Learning Activities: Lesson 1: Course Introduction & Marine Ecosystem Overview We explore the course structure and investigate types of marine ecosystems through video, visuals, and discussion. Students complete a class discussion and entry quiz on marine ecosystems. Lesson 2-3: Abiotic Factors in Marine Ecosystems We conduct laboratory experiments to measure temperature, salinity, and turbidity, and examine how tides and currents shape ecosystems. Students complete a lab worksheet analyzing abiotic data. Lesson 4-5: Biotic factors in Marine Ecosystems. We examine species interactions within marine ecosystems and focus on Symbiosis, predation, and competition. Lesson 6-7: Introduction to Marine Aquaria We explore types of marine aquaria and discuss how to simulate marine ecosystems in tanks. Students take a quiz on aquarium design and setup concepts. Lesson 7-8: Aquarium System Setup Basics We set up aquarium systems with substrate, filters, and test kits to establish a basic habitat. Students complete a setup checklist and lab worksheet on equipment and water conditions. Lesson 8-12: Ecosystem Design and Implementation Students select an ocean ecosystem and model that ecosystem in an aquarium and construct informational displays that create the feeling of a public aquarium with living tanks and informational displays. Lesson 13-15: Ecosystems Gallery Walk and Evaluation

Marine Ecosystems Unit 1 Students critically evaluate each other’s displays and aquaria and make constructive comments. Students use the feedback to adjust and edit ecosystem displays Second Topic: Marine Ecosystems investigations

Estimated # of Lessons: 16-18

Learning Targets: ● I can analyze environmental data to interpret abiotic conditions. ● I can identify marine ecosystems and their key characteristics. ● I can think critically about how living and non-living factors shape marine ecosystems and support biodiversity.

Essential Questions: ● How do abiotic factors influence marine ecosystems? ● What makes each marine ecosystem unique?

Learning Activities Lesson 1-2: Salt Marsh Ecosystem We analyze salt marsh food webs and plant zonation using real samples and case studies. Students create a group poster illustrating marsh structure and function. Lesson 3: Field Trip – Salt Marsh We sample salt marsh vegetation and water, identifying species and measuring water quality in the field. Students submit data sheets and a reflection essay on marsh ecosystems. Lesson 4-5: Estuaries and Their Ecological Role We explore estuaries as nurseries through salinity models and habitat case studies. Students complete a case study report on estuarine biodiversity and function and use density tanks to explore the relationships of fresh and salt water in the estuary. Lesson 6: Field Trip – Estuary Boat Trip (Project Oceanology) We board a research vessel to tow plankton nets, test estuarine water, and identify fish species. Students complete a field journal and analyze collected data. Lesson 7-8: Seagrass Beds and Their Importance We examine seagrass under microscopes and role-play food web positions in these ecosystems. Students complete a quiz and group discussion on ecosystem services. Lesson 9-10: Sandy Beach, Tidal Flats, and Their Importance We investigate Sandy Beach and tidal flat communities through videos and lab exercises with tidal flat organisms and their reaction to abiotic factors Lesson 11: Field Trip to Kiddie Beach We will investigate Sandy Beach, Tidal Flat, and Sea Grass communities. Students will collect living organisms, environmental data, and conduct a study of human impact on the communities Lesson 12 -13: Kelp Forest Ecosystem We use aquariums and video to explore kelp forests and their high biodiversity and structure. Students

Marine Ecosystems Unit 1 complete an observation journal documenting key species. Students compare and contrast Kelp Forest and land forest ecosystems. Lesson 14 -15: Coral Reef Ecosystem We take a virtual tour of coral reefs and explore coral bleaching and symbiosis using a guided worksheet. Students complete an assessment on reef threats and functions, design an ideal reef including abiotic conditions, and create hypothetical reef creatures with accurately depicted adaptations that match the organism’s niche. Lesson 16-18: Deep Sea Ecosystems We take a virtual tour of deep-sea communities that tie together to make up 99% of the living space in the ocean. Students investigate hydrothermal vent communities, brine pools, abyssal plains, and other remote communities in the vast deep sea via group presentations and video exploration. We join live deep-sea explorations on the vessels Okeanos and Nautilus with live Q&A with researchers in the field. Students chose a deep-sea creature to profile via presentation software.

Marine Ecosystems Unit 2

Course Name: Marine Ecosystems Unit 2 Title: Marine Biodiversity and Food Webs

Est. # of Lessons: 6-8

Unit Overview: How are marine organisms connected in complex ecosystems? Building on understanding of abiotic factors, this unit focuses on the biological interactions within marine ecosystems. We examine how organisms depend on one another through food webs and ecological relationships. Through case studies and simulations, we analyze how energy moves from primary producers to top predators, and why biodiversity is crucial for ecosystem stability. We create food web models, test scenarios that affect ecosystem balance, and explore the impact of changes such as species loss or introduction of invasive species. By the end, we better understand how marine ecosystems function as interconnected systems. STAGE 1: DESIRED RESULTS Established Goals HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and population dynamics. HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in ecosystems. HS-LS2-4: Use models to illustrate the role of photosynthesis and cellular respiration in the cycling of matter and flow of energy in organisms. HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms. HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

Transfer Goals

Understandings ● ● ●

Biodiversity contributes to ecosystem stability. Organisms are connected through energy flow and matter cycling. Disruptions in food webs affect biodiversity and ecosystem health.

Essential Questions ● ●

Knowledge ●

Marine food chains and trophic levels

How are marine organisms connected in food webs? Why is biodiversity important in marine ecosystems?

Skills (Framed as Learning Targets) ●

I can build and evaluate marine food webs.

Marine Ecosystems Unit 2 ● ●

Types of ecological interactions (predation, mutualism, competition) Examples of keystone and invasive species

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Key Vocabulary: Predation, Commensalism, Mutualism, Parasitism, Trophic, Keystone, and Invasive Species

I can identify ecological relationships and their functions. I can explain the consequences of biodiversity loss.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

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Formative Assessment

Marine Food Web Infographic - Students will create an infographic that accurately shows the relationships among organisms within a given ecosystem. Biodiversity and Stability Claim Evidence Reasoning (CER) Essay - Students will make a claim about ecosystem stability and its relation to biodiversity and defend that claim with evidence from real-world examples. Species Interaction Simulation Analysis Students will write a report that analyzes the results of computer-simulated impacts of predator/prey relationships, symbiotic relationships, and competition between species in a given marine ecosystem.

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Food web card sort Video-based quizzes on interactions Graphic organizers on species roles

STAGE 3: LEARNING PLAN First Topic: Marine Biodiversity and Food Webs

Estimated # of Lessons: 6-8

Learning Targets ● I can build and evaluate marine food webs. ● I can identify ecological relationships and their functions. ● I can explain the consequences of biodiversity loss.

Essential Questions: ● How are marine organisms connected in food webs? ● Why is biodiversity important in marine ecosystems?

Learning Activities: Lesson 1: Trophic Pyramids and Energy Transfer Through math-based activities, students model the 10% rule and construct energy pyramids. We analyze the limits of energy transfer.

Marine Ecosystems Unit 2 Lesson 2-3: Ecological Interactions Students examine predator-prey, mutualism, and parasitism through case studies. A short quiz checks understanding. Lesson 4-5: Keystone and Invasive Species We explore real-world examples and simulate effects of species removal. Students write a CER based on their findings. Lesson 6: Food Web Simulation Using a digital tool, students simulate environmental changes and observe resulting food web shifts. We journal and reflect on outcomes. Lesson 7: Biodiversity and Stability Students analyze documentary clips and scientific data on ecosystem collapse. Students model keystone species impact and run simulations on the loss of Otters on Kelp Forest health Lesson 8: Infographic Project Students design a visual model of a marine food web and explain its biodiversity significance. Peer feedback and rubric assessment follow.

Marine Ecosystems Unit 3

Course Name: Marine Ecosystems Unit 3 Title: Human Impact and Marine Conservation

Est. # of Lessons: 10-15

Unit Overview: How do interactions between marine organisms and human activities affect ocean and human health? In this final unit, we examine the effects of human activity on marine ecosystems and the resulting impacts on human health. Topics include pollution, climate change, overfishing, and the spread of invasive species. We use scientific evidence to assess how these factors are changing ocean environments and threatening marine biodiversity and ultimately human health and prosperity. We explore case studies, participate in simulations and discussions, and take on the role of scientists or policy advocates. The final project is designing a solution to a real-world marine environmental problem, applying knowledge gained throughout the course to address current challenges in ocean conservation STAGE 1: DESIRED RESULTS Established Goals HS-ESS3-3: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. HS-ESS3-5: Analyze geoscience data to make the claim that human activities have significantly altered Earth's surface. HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. HS-ETS1-3: Evaluate a solution to a complex realworld problem based on prioritized criteria and trade-offs.

Transfer Goals

Understandings ● ● ● ●

Human activity affects ocean health in complex ways. Marine conservation requires scientific and policy-based strategies. Individuals and communities can help protect marine environments. The health of the oceans impacts human health and economics.

Essential Questions ● ● ● ● ●

How do humans impact marine ecosystems? What strategies exist to protect the ocean? What happens when a keystone species disappears? How do rising temperatures affect coral reefs? What can communities do to fight ocean plastic or preserve fisheries?

Marine Ecosystems Unit 3 Knowledge ● ● ●

Skills (Framed as Learning Targets)

Types of human impact (e.g., plastic pollution, acidification, overfishing) Marine Protected Areas (MPAs), sustainable practices Examples of successful conservation efforts

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I can analyze human-caused changes in ocean systems. I can evaluate and compare conservation strategies. I can propose evidence-based solutions for marine issues.

Key Vocabulary: Acidification, Overfishing, Climate Change, Marine Protected Area, Mitigation, Conservation STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

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Formative Assessment

Human Impact CER(Claim, Evidence, Reasoning) Essay: Students will construct a CER based on available data from supplied resources on one or more of the human impacts outlined in the unit Group Conservation Action Proposal: Students will create a proposal, based on research and available data, that aims to prevent or mitigate human impact on the ocean. The proposal will include steps that students can take locally to help. Final Presentation or Showcase Event: Students will present the conservation proposal to fellow students at a marine symposium or present directly to local NGO or government groups interested in the topic.

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Plastic audit or pollution tracker activity. Students use pollution tracking apps to determine the location and impact of human waste in the ocean. Students conduct a personal audit of plastic use and use the data, combined with global data on recycling and plastic waste, to estimate the volume of plastic entering the ocean Simulations and short reflections. Students will run ocean acidification simulations to estimate impacts of future CO2 on marine ecosystems. Expert Q&A or guest speaker summary. Guest speakers from UCONN, NOAA, Sea Grant, NERR and Millstone may visit the classroom for presentations with Q&A. Students are expected to be attentive, ask questions and write reflections after the visit

STAGE 3: LEARNING PLAN First Topic: Human Impact

Estimated # of Lessons: 5-6

Learning Targets : ● I can analyze human-caused changes in ocean systems.

Essential Questions: ● How do humans impact marine ecosystems? ● What happens when a keystone species disappears? ● How do rising temperatures affect coral reefs?

Marine Ecosystems Unit 3

Learning Activities: Lesson 1-4: Human impact on marine ecosystems. Students investigate various human impacts through a plastics audit, using trackers to track various pollution sources and impacts, conducting an ocean acidification lab and simulation, running a virtual coral bleaching simulation, and watching videos that cover multiple environmental impacts on ocean ecosystems Lesson 5: Community Beach Clean-Up We participate in a beach clean-up to analyze marine debris and discuss human impact on coastal ecosystems. Students complete a clean-up log and reflective essay on environmental stewardship. Lesson 6: Long Island Sound debate Students will choose a side. Is Long Island Sound getting more or less healthy? We will conduct a structured debate that requires each student to contribute to the team’s debate presentation and delivery. Students will be graded on their ability to analyze data, communicate scientific ideas succinctly, and support their arguments utilizing available data. Students create an individual presentation that has 3 pieces of evidence to support their argument and three pieces of evidence the other side might use, which they will argue against. They then collaborate with others who are on their team and create one cohesive argument. Second Topic: Marine Conservation

Estimated # of Lessons: 5-6

Learning Targets: ● I can evaluate and compare conservation strategies. ● I can propose evidence-based solutions for marine issues..

Essential Questions: ● What strategies exist to protect the ocean? ● What can communities do to fight ocean plastic or preserve fisheries?

Learning Activities Lesson 1: Conservation & Education through Aquaria We plan and lead educational aquarium tours that highlight conservation themes and local marine issues. Students present their aquarium systems and reflect on their role in ocean stewardship. As it impacts their specific ecosystem. Lesson 2-4: Conservation Project Design and Planning We develop a local marine conservation or restoration project, identifying goals, strategies, and outreach plans. Students submit a formal project proposal and present their plan. Lesson 5-6: Final Presentations, Exams, and Reflection We showcase our final projects and demonstrate our understanding of marine ecosystems and conservation. Students complete a final exam, give presentations, and submit reflection writing.

Marine Organisms MARINE ORGANISMS - A COURSE # WNA071 Credit (STEM)

0.5

PREREQUISITE: 1.0 credits of science This is a survey course of life in the ocean. Subjects will include anatomy and physiology of marine organisms, evolutionary relationships and adaptations. The course will take a phylogenetic approach to looking at life in the sea. We will start with simple groups and move to more complex ones.

Marine Organisms: Semester 2

Marine Organisms: Semester 2 Unit 1:Introduction to Marine Organisms 10-15 Lessons

Unit 2: Marine Plants and Invertebrates 14-15 Lessons

Unit 3: Marine Vertebrates 15-16 Lessons

What defines life in the ocean, and how are marine organisms adapted to thrive there? We dive into this semester to explore life in a marine environment and how organisms are built to survive in the ocean’s unique conditions. We study major groups of marine life — from microscopic plankton to large vertebrates— and learn how scientists classify them based on shared characteristics.

How do marine organisms reveal their evolutionary secrets? After learning about groups of organisms in the ocean, we examine how marine animals’ structures reveal their evolutionary history and relations to each other, and to us. We explore the similarities and differences between marine plants and algae, and invertebrates — from soft-bodied jellies to crabs and octopus — and discover how ancient adaptations still shape ocean life today.

How are marine vertebrates different from invertebrates, and how do we relate to them? In this final unit, we examine the phyla of marine vertebrates, including fish, mammals, and reptiles.

Through dissections, microscope work, and model-building activities, we investigate how marine organisms move, hide, feed, and survive in various marine environments.

This unit starts with marine plants and continues through the marine invertebrates. We conduct dissections, compare body plans, and build models to understand how marine organisms move, feed, breathe, and protect themselves.

We will utilize live observations, visits to Mystic Aquarium and Project Oceanology, and dissections of preserved specimens. Our final project is to develop a conservation project aimed at the preservation of local marine organisms.

Marine Organisms Unit 1

Course Name: Marine Organisms Unit 1 Title: Introduction to Marine Organisms

Est. # of Lessons: 10-12

Unit Overview: What defines life in the ocean, and how are marine organisms adapted to thrive there? We dive into this semester to explore life in a marine environment and how organisms are built to survive in the ocean’s unique conditions. We study major groups of marine life — from microscopic plankton to large vertebrates— and learn how scientists classify them based on shared characteristics. Through dissections, microscope work, and model-building activities, we investigate how marine organisms move, hide, feed, and survive in various marine environments. STAGE 1: DESIRED RESULTS Established Goals ● ● ●

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HS-LS4-1: Students will explain how multiple lines of evidence support the theory of evolution and common ancestry. HS-LS4-2: Students will analyze how natural selection and genetic variation drive the evolution of species over time. RST.11-12.1: Students will evaluate and cite evidence from scientific texts to support analysis and identify gaps or inconsistencies in arguments. WHST.11-12.2: Students will write clear, informative texts that explain scientific concepts, procedures, and processes.

Transfer Goals ● ●

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Understandings ● ● ● ●

Life in the ocean spans all major taxonomic domains and kingdoms. Marine organisms show specific adaptations to environmental pressures. Classification systems help us understand biodiversity. A systematic investigation of characteristics of marine phyla illustrates the evolutionary relationships between them and humans. Knowledge

Essential Questions ● ● ●

What are the specific characteristics of different kingdoms of marine life? How do marine organisms adapt to their environments? What commonalities can we find in marine organisms, and how does that relate to human development and evolution?

Skills (Framed as Learning Targets)

Marine Organisms Unit 1 Key Vocabulary: Plankton, Nekton, Benthos, Osmoregulation, Buoyancy, Camouflage, Salinity, Pressure, Symbiosis, Classification ● ● ●

Major marine domains and kingdoms Traits of marine organisms (unicellular, multicellular, autotroph, heterotroph) Adaptations to saltwater, pressure, buoyancy, and light

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I can classify marine organisms based on observable characteristics. I can compare the anatomy and physiology of different marine phyla. I can explain how adaptations help marine organisms survive using illustrations and models to show how form and function relate. I can relate specific structures in marine phyla to human anatomy and evolution.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ●

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Formative Assessment

Marine Life Classification Lab Report. Students use keys, sort cards and phyla descriptions to classify marine organisms Dissection Comparative Anatomy Analysis. Students conduct initial comparative anatomy observations to place organisms in kingdoms. Adaptation Presentation. Students choose one of the marine organisms used in the lab to present on how the form has adapted to match the function needed for the environment Marine Microbe Menu. Students are given multiple choices to show mastery of the marine microbe materials. They can choose from 3d modeling, presentations, article annotations, and many other options. Students will be provided with a menu of potential choices, and they will choose various assessments to show their mastery

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Exit tickets on marine life characteristics Taxonomy card sort activities Observation sketches with annotations Classification quiz

STAGE 3: LEARNING PLAN First Topic: Introduction to Marine Organisms

Estimated # of Lessons:4-5

Learning Targets: ● I can classify marine organisms based on observable characteristics. ● I can explain how adaptations help marine organisms survive using illustrations and

Essential Questions: ● What are the specific characteristics of different kingdoms of marine life? ● How do marine organisms adapt to their environments?

Marine Organisms Unit 1 models to show how form and function relate. Learning Activities: Lesson 1: What Is Life? Introduction to Marine Organisms Explore traits shared by all living organisms. Compare marine vs. terrestrial life. Lesson 2-3: Classification of Marine Organisms Use card sorts and interactive keys to introduce taxonomy. Students categorize organisms by traits. Lesson 4-5: Kingdoms of Life in the Ocean Examine marine microbes, protists, fungi, plants, and animals. Complete kingdom comparison chart. Lesson 6: Marine Organism Microscopy Lab Examine plankton, algae, and marine bacteria. Sketch and label observations. Lesson 7-8: Marine Microbe Menu Work Students will research marine microbes and choose various assessment options to showcase their knowledge Lesson 9-10: Summative Presentation Day Students present models or slideshows explaining marine organism adaptations. Lesson 11-12: Field Experience: Mystic Aquarium Pre-Trip Activity: Create observation checklists based on the marine phyla studied On-Site Focus: ● Biodiversity across tanks (corals, cephalopods, marine mammals, deep sea) ● Adaptation observations (feeding, locomotion, camouflage, etc.) Post-Trip Reflection: Students complete annotated sketch journals and identify phyla observed Second Topic: Marine Microbes

Estimated # of Lessons: 6-7

Learning Targets: ● I can compare the anatomy and physiology of different marine phyla.

Essential Questions: ● What are the specific characteristics of different kingdoms of marine life? ● How do marine organisms adapt to their environments? ● What commonalities can we find in marine organisms, and how does that relate to human development and evolution?

Learning Activities Lesson 1: Marine Organism Microscopy Lab Examine plankton, algae, and marine bacteria. Sketch and label observations. Lesson 2-3: Marine Microbe Menu Work

Marine Organisms Unit 1 Students will research marine microbes and choose various assessment options to showcase their knowledge Lesson 4-5: Summative Presentation Day Students present models or slideshows explaining marine organism adaptations. Lesson 6-7: Field Experience: Mystic Aquarium Pre-Trip Activity: Create observation checklists based on the marine phyla studied On-Site Focus: ● Biodiversity across tanks (corals, cephalopods, marine mammals, deep sea) ● Adaptation observations (feeding, locomotion, camouflage, etc.) Post-Trip Reflection: Students complete annotated sketch journals and identify phyla observed

Marine Organisms Unit 2

Course Name: Marine Organisms Unit 2 Title: Marine Plants and Invertebrates

Est. # of Lessons:15-16

Unit Overview: How do marine organisms reveal their evolutionary secrets? After learning about groups of organisms in the ocean, we examine how marine animals’ structures reveal their evolutionary history and relations to each other, and to us. We explore the similarities and differences between marine plants and algae, and invertebrates — from soft-bodied jellies to crabs and octopus — and discover how ancient adaptations still shape ocean life today. This unit starts with marine plants and continues through the marine invertebrates. We conduct dissections, compare body plans, and build models to understand how marine organisms move, feed, breathe, and protect themselves. STAGE 1: DESIRED RESULTS Established Goals ●

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Transfer Goals ● ●

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Understandings Learning Targets: ● I can compare the anatomy and physiology of different marine phyla. ● I can identify marine algae into respective groups ● I can state the ecological importance of marine plants ● I can identify analogous structures within groups of plants and invertebrates Knowledge

Essential Questions Essential Questions: ● What are the specific characteristics of different kingdoms of marine life? ● ●

How do marine organisms adapt to their environments? What commonalities can we find in marine organisms, and how does that relate to human development and evolution? Skills (Framed as Learning Targets)

Marine Organisms Unit 2 Key Vocabulary: Phylogeny, Taxonomy, Body Plan, Cnidarian, Mollusk, Echinoderm, Arthropod, Segmentation, Filter Feeding, Exoskeleton ● ● ● ●

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STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

Formative Assessment

Marine Plant Pressing and Identification. Students will be given sample containers of live marine algae and plants. They will identify and catalog the specimens after pressing and drying. They will then use the species distribution of the class samples to compare with the historical distribution found in the area. Students will write a lab report analyzing patterns in species change.

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Exit tickets on marine life characteristics Taxonomy card sort activities Observation sketches with annotations Classification quiz

STAGE 3: LEARNING PLAN First Topic: Marine Plants

Estimated # of Lessons: 3

Learning Targets: ● I can compare the anatomy and physiology of different marine phyla. ● I can identify marine algae into respective groups ● I can state the ecological importance of marine plants

Marine Organisms Unit 2 Learning Activities: Lesson 1: Marine Plants Lab Students compare the major categories of marine plants and can differentiate between algae and flowering plants Lesson 2: Marine Plant Importance Students watch Blue Planet 2, Green Seas, and analyze the roles and importance of marine plants in the ocean. Lesson 3: Marine Plant Pressing Students identify, press, and catalog locally collected marine algae and flowering marine plants. Students analyze the species distribution and look for trends in historical data collections. Second Topic: Marine Invertebrates

Estimated # of Lessons: 15-16

Learning Targets ● I can compare the anatomy and physiology of different marine phyla. ● I can identify analogous structures within groups of plants and invertebrates

Lesson 1: Marine Invertebrates Students watch the Shape of Life videos and compare the invertebrate phyla covered Lesson 2: Dissection Lab: Invertebrate Basics Conduct a dissection of simple invertebrates. Annotate diagrams and identify structures. Lesson 3: Adaptation Stations Hands-on stations to explore camouflage, bioluminescence, and salinity regulation. Lesson 4: Field Observation on Project Oceanology Students collect marine invertebrates and identify species in Long Island Sound. Students will focus on form and function and submit a species analysis that relates observed characteristics to functions needed to survive. Lesson 5: Sponges and Cnidarians Dissection of a hydra or jellyfish. Focus on stinging cells and feeding strategies. Live samples will be collected and ordered for behavioral and structural observations. Students will submit a lab report Lesson 6-8: Sponge Dissociation and Reassociation Sponges are passed through cheesecloth to observe the cellular organization of the phyla. The sponge

Marine Organisms Unit 2 cells will then reassemble over time and form new colonies. Students will maintain the colony of sponges and do daily observations. Students will submit a lab report Lesson 9-11: Mollusks and Echinoderms Dissect a squid or clam and a starfish. Identify organ systems. Observe live mollusks and focus on filterfeeding bivalves. Observe live echinoderms and experiment on the adaptive force and functioning of tubefeet. Students will submit lab reports. Lesson 12-14: Crustaceans and Arthropods Analyze external and internal anatomy. Focus will be on exoskeletons and joints. Students will observe live barnacles feeding, live horseshoe crab eggs hatching, lobster respiration, dissect a horseshoe crab molt, and decorate the molt to bring home. Lesson 15-16: Review and Model Building. Build models of marine organisms and their adaptations using clay or paper.

Marine Organisms Unit 3

Course Name: Marine Organisms Unit 3 Title: Marine Vertebrates

Est. # of Lessons: 14-16

Unit Overview: How do marine animals reveal their evolutionary secrets? After learning about groups of organisms in the ocean, we examine how marine animals’ structures reveal their evolutionary history and relations to each other. We explore the similarities and differences between invertebrates and vertebrates — from soft-bodied jellies to crabs and fish — and discover how ancient adaptations still shape ocean life today. We conduct dissections, compare body plans, and build models to understand how marine animals move, feed, breathe, and protect themselves. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-LS4-1 -Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. HS-LS1-2 - Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. HS-LS2-6 - Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. RST.11-12.7 -Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, experiments, simulations) in order to address a scientific question or solve a problem.

Transfer Goals ●

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Understandings ● ●

Marine animals display a wide variety of body plans and adaptations. Evolutionary history is reflected in anatomy and classification.

Essential Questions ● ●

How are marine vertebrates adapted to life in water? What can anatomy tell us about how an organism lives?

Marine Organisms Unit 3 ●

Marine organisms play specific roles in ocean food webs.

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Knowledge

Skills (Framed as Learning Targets)

Key Vocabulary: Chordate, Cartilaginous Fish, Bony Fish, Marine Mammal, Reptile, Echolocation, Migration, Endothermic, Food Web, Biodiversity ● ●

How are marine animals grouped based on structure and function?

Vertebrate classes (fish, reptiles, birds, mammals) Feeding, reproduction, locomotion, defense, and sensory systems

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I can identify major marine animal phyla and classes. I can describe the body systems of marine vertebrates and relate inherited traits. I can analyze anatomical structures to infer behavior and habitat.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

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Formative Assessment

Comparative Dissection Lab Reports. Students will dissect a representative fish from each of the three classes and compare the internal and external structures. Animal Phyla Slide Deck - Students will create presentations on the anatomy, physiology, ecology, and human interactions with a selected marine mammal or reptile Marine Animal ID Quiz - Students will be quizzed on the major groups of marine vertebrates found in New England via a lab practical with preserved samples and images. Marine Science Day Presentations Students will prep materials for a station at Marine Science Day and host elementary students at Waterford Beach

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Body system diagram labeling. Students will label diagrams of the internal and external structures of marine organisms. Concept maps comparing phyla. Students will create a concept map to help clarify differences and similarities between phyla of marine animals. Short CERs after each dissection. Students will be presented with questions about the form and function of various aspects of fish biology and will write short CERs that defend a position about a structure's function related to its physical form and how that adaptation may have evolved. Field experience reflections will be done after each of the trips. Students will demonstrate learning through a variety of reflective assignments

STAGE 3: LEARNING PLAN First Topic: Introduction to Vertebrates and Marine Fish

Estimated # of Lessons:4-5

Learning Targets:

Essential Questions: ● How are marine invertebrates and

Marine Organisms Unit 3 ● ● ●

I can identify major marine animal phyla and classes. I can describe the body systems of marine invertebrates and vertebrates and relate inherited traits. I can analyze anatomical structures to infer behavior and habitat.

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vertebrates adapted to life in water? What can anatomy tell us about how an organism lives? How are marine animals grouped based on structure and function? What common structures exist across phyla, and how are they related?

Learning Activities: Lesson 1: Introduction to Marine Vertebrate Diversity Overview of animal groups, symmetry, and segmentation. Lesson 2: Introduction to Marine Vertebrates Overview of chordates, anatomy, and reproduction. Lesson 3: Cartilaginous vs. Bony Fish Dissection and comparison of shark vs. perch anatomy. Lesson 4: Field Experience Project Oceanology - Marine Fish - Students will collect samples of marine fish utilizing commercial and recreational fishing gear Post-Trip Activity: Complete reflection reports and create recommendations for future edits to stations and activities. Second Topic: Marine Reptiles, Birds, and Mammals

Estimated # of Lessons: 10-12

Learning Targets: ● I can identify major marine animal phyla and classes. ● I can describe the body systems of marine invertebrates and vertebrates and relate inherited traits. ● I can analyze anatomical structures to infer behavior and habitat.

Essential Questions: ● How are marine vertebrates adapted to life in water? ● What can anatomy tell us about how an organism lives? ● How are marine animals grouped based on structure and function?

Learning Activities Lesson 1: Marine Reptiles Virtual lab and anatomical comparisons. Students will use models to study the anatomy and physiology of Sea turtles. Lesson 2: Field Experience Mystic Aquarium Animal Rescue Center. Students will visit the animal rescue center and learn about cold-stunned Sea Turtles in New England. Students will be trained to be shoreline observers and first-line responders for cold-stunned sea turtles. If available, students will participate in a necropsy of a sea turtle with the aquarium veterinarian.

Marine Organisms Unit 3 Lesson 3: Marine Birds Trophic roles, migration patterns, anatomy, adaptations, and interdependence. Lesson 4-6: Marine Mammals: Students will conduct a virtual necropsy on a whale, study marine mammal social interactions, do a virtual visit with a sea otter handler at Monterey Bay aquarium, and do a data analysis of whale strandings, entanglements, and ship strikes to determine patterns and predict future outcomes. Lesson 7: Field Experience Project Oceanology. Students will conduct a seal census around Fisher’s Island and a bird census on South Dumpling Island Lesson 8: Phyla Review and Classification Game Jeopardy-style review or interactive quiz. Lesson 9: Summative Project Day Students create slideshows, 3D models, or info sheets on selected marine animals. Lesson 10-11: Field Experience: Marine Science Day at Waterford Beach Pre-Trip Activity: Students will develop hands-on stations about marine organisms for elementary students. On-Site Focus: ● Delivering age-appropriate programming for prek-5 students ● Sharing enthusiasm for Marine Science

Environmental Science ENVIRONMENTAL SCIENCE—A COURSE # WNA060 Credit (STEM)

0.5

PREREQUISITE: 1.0 credits of science This course focuses on environmental issues and how they impact students and the community. Students will study biospheres and examine how ecosystems work and how humans are affecting these ecosystems. Topics include water quality, pollution, waste management and recycling, alternative energy sources, endangered species and habitats, local flora and fauna, and current environmental issues at the state, national and global level.

Environmental Science Environmental Science Unit 1: How Ecosystems Work 9 Lessons

Unit 2: Interdependent Relationships in Ecosystems 9 Lessons

Unit 3: Taking Care of our Water Resources 9 Lessons

Unit 4: Atmosphere and Air Pollution 9 Lessons

Unit 5: Energy and Waste Management 9 Lessons

How do organisms obtain and use the matter and energy they need to live and grow? To start the course, we explore the foundational structure and function of ecosystems. We generate a model to show the transfer of energy through food webs, the cycling of matter, while raising painted lady butterflies, thereby demonstrating carbon cycling through cellular respiration. We also investigate how energy drives ecological dynamics, how inefficiencies in energy transfer shape food webs, and how human activities alter these natural processes.

How are ecosystems sustained, and what happens when biodiversity is lost? Building on the understanding of how organisms obtain and use energy, we explore how organisms interact with each other and their environment, forming complex systems that support life on Earth. We investigate food webs, energy flow, carrying capacity, and keystone species. We also examine how human activities disrupt ecological balance. We use real-world data to analyze threats to biodiversity and propose evidence-based solutions to maintain or restore ecosystems.

How do human actions affect water systems, and what can we do to protect them? After developing an understanding of ecosystems and organisms, we explore the causes and consequences of water pollution on local and global scales. We analyze the unique physical and chemical properties of water and how they make it central to Earth's systems. We investigate major sources of pollution, study water quality through fieldwork and lab activities, and valuate strategies for reducing human impact.

How does air pollution affect Earth’s systems, and what can be done to reduce it? Building on previous learning of how humans impact water systems, we explore the structure and function of Earth’s atmosphere, how it interacts with other Earth systems, and how human activity disrupts atmospheric balance. We examine key pollutants, sources, and the consequences for ecosystems and human health. Emphasis is placed on data analysis, modeling, and system-level thinking to understand feedback related to climate change.

How can we transition to a sustainable energy future and responsibly manage waste? We end the course by examining how the availability and use of natural resources have shaped human societies and influenced global sustainability. We investigate different energy sources and the trade-offs associated with their production and consumption. Through analysis of waste management strategies and energy technologies, we evaluate solutions to reduce human impact and investigate sustainable systems for energy and waste.

Environmental Science Unit 1

Course Name: Environmental Science Unit 1 Title: How Ecosystems Work

Est. # of Lessons: 9

Unit Overview: How do organisms obtain and use the matter and energy they need to live and grow? We explore the foundational structure and function of ecosystems. We examine the transfer of energy through food webs, the cycling of matter, and the processes of photosynthesis and cellular respiration. We also investigate how energy drives ecological dynamics, how inefficiencies in energy transfer shape food webs, and how human activities alter these natural processes. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-LS2-4: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms. HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the carbon cycle. HS-LS1-5, 6, 7: Understand photosynthesis and cellular respiration as fundamental energy processes in ecosystems.

Transfer Goals ●

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Understandings ● ●

Energy flows and matter cycles through ecosystems via food webs. Photosynthesis and cellular respiration are critical to energy capture and release.

Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens) Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners) Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens) Essential Questions

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How do food and fuel provide energy for organisms? If energy is conserved, why do people say it is produced or used?

Environmental Science Unit 1 ●

Human actions can alter energy and carbon flow through ecosystems.

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Knowledge

Skills (Framed as Learning Targets)

Key Vocabulary: Ecosystem, Food Web, Energy Transfer, Carbon Cycle, Cellular Respiration, Photosynthesis, Producer, Consumer, Decomposer, Trophic Level ● ● ● ●

How do photosynthesis and cellular respiration contribute to carbon cycling?

Only a small portion of energy is transferred at each trophic level. Photosynthesis and cellular respiration as components of the carbon cycle. Energy is neither created nor destroyed, only transformed. The roles of biosphere, atmosphere, hydrosphere, and geosphere in cycling matter.

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I can explain how energy and matter move through ecosystems. I can model the carbon cycle using scientific principles. I can analyze food webs to show energy loss at each trophic level. I can describe the role of photosynthesis and cellular respiration in ecosystems. I can develop and use simulations to represent ecological systems.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ● ●

Formative Assessment

Biomass Transfer Project using Painted Lady Butterflies or similar organisms. Carbon Cycle Model integrating biological and atmospheric components. Food Web & Energy Flow Diagrams that demonstrate conservation of energy and matter.

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Webquest on energy flow and ecosystem structure. Biome research and student presentations. Active Reading Annotations (e.g., "Everything is Connected"). Interactive simulations and worksheets. Field trip reflection and applied model construction.

STAGE 3: LEARNING PLAN First Topic: Introduction to Ecosystems

Estimated # of Lessons: 9

Learning Targets: ● I can explain how energy and matter move through ecosystems. ● I can model the carbon cycle using scientific principles. ● I can analyze food webs to show energy loss at each trophic level.

Essential Questions: ● How do food and fuel provide energy for organisms? ● If energy is conserved, why do people say it is produced or used?

Environmental Science Unit 1 ● ●

I can describe the role of photosynthesis and cellular respiration in ecosystems. I can develop and use simulations to represent ecological systems.

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How do photosynthesis and cellular respiration contribute to carbon cycling?

Learning Activities: Lesson 1: Introduction to Ecosystems ● Define biotic/abiotic factors, trophic levels. ● Food chain construction and pyramid models. Lesson 2: Energy Transfer & Biomass ● Painted Lady Butterfly project. ● Analyze data on energy loss at each trophic level. Lesson 3: Photosynthesis & Respiration Review ● Interactive modeling of molecular changes. ● Carbon cycling jigsaw activity. Lesson 4: Biomes and Ecosystem Diversity ● Biome research presentations. ● Focus on energy availability across ecosystems. Lesson 5: The Carbon Cycle ● Build physical or digital carbon cycle models. ● Analyze human-altered carbon pathways. Lesson 6: Duck Pond Field Trip ● Collect evidence of energy flow and ecological structure. ● Map local interactions and biodiversity. Lesson 7: System Simulation ● Use online tools to simulate carbon/energy flow. ● Discuss equilibrium, efficiency, and resilience. Lesson 8: Unit Review and Assessment Prep ● Carbon cycle games and food web challenges. ● Reflection on local ecosystems and human impact.

Environmental Science Unit 2 Course Name: Environmental Science Unit 2 Title: Interdependent Relationships in Ecosystems

Est. # of Lessons: 9

Unit Overview: How are ecosystems sustained, and what happens when biodiversity is lost? Building on the understanding of how organisms obtain and use energy, we explore how organisms interact with each other and their environment, forming complex systems that support life on Earth. We investigate food webs, energy flow, carrying capacity, and keystone species. We also examine how human activities disrupt ecological balance. We use real-world data to analyze threats to biodiversity and propose evidence-based solutions to maintain or restore ecosystems. STAGE 1: DESIRED RESULTS Established Goals ● ● ●

HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. HS-ETS1-1 to 3: Engineering design process and evaluation RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media

Transfer Goals ●

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Understandings ●

Biodiversity increases ecosystem stability, resilience, and productivity.

Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners) Ask questions or define problems to develop a prototype, design an investigation, or seek additional information (Critical Thinkers, SelfDirected Learners) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens) Communicate effectively with peers to build a respectful, productive, and inclusive academic culture to enhance their understanding of the interconnectedness of the world and the role their actions play in the greater environment (Responsible Citizens, Effective Communicators) Essential Questions

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What role does biodiversity play in maintaining ecosystem stability?

Environmental Science Unit 2 ● ●

Human activities disrupt ecological balance, often reducing biodiversity. Managing ecosystems involves understanding trade-offs, constraints, and stakeholder impacts.

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Knowledge

Skills (Framed as Learning Targets)

Key Vocabulary: Biodiversity, Keystone Species, Carrying Capacity, Predator-Prey, Symbiosis, Habitat, Ecological Niche, Invasive Species, Extinction, Conservation ● ● ● ● ● ●

How do human actions impact ecosystems and biodiversity? What can be done to reduce or reverse these impacts?

Definitions and roles of biodiversity (genetic, species, ecosystem) Food chains, food webs, and energy transfer in ecosystems Ecological relationships (predation, competition, symbiosis) Limiting factors, carrying capacity, keystone species Human impacts: habitat destruction, invasive species, climate change Conservation strategies and ecosystem restoration

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I can describe the roles organisms play in ecosystems. I can model energy flow through ecosystems. I can analyze how biodiversity contributes to ecosystem stability. I can evaluate the ecological impact of human activity. I can design a solution to minimize human impact on biodiversity.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

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Formative Assessment

Ecosystem Conservation Proposal: Create and present a written or multimedia proposal to protect a threatened ecosystem using scientific reasoning and ecological data. Food Web & Biodiversity Simulation: Model a real or simulated ecosystem to demonstrate interdependence, then test what happens when species are removed.

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Food web construction activity Claim-evidence-reasoning practice on biodiversity loss Short writing/reflection prompts on human impact Small-group debates on conservation strategies

STAGE 3: LEARNING PLAN First Topic: Introduction to Biodiversity in Ecosystems

Estimated # of Lessons: 9

Environmental Science Unit 2 Learning Targets: ● I can describe the roles organisms play in ecosystems. ● I can model energy flow through ecosystems. ● I can analyze how biodiversity contributes to ecosystem stability. ● I can evaluate the ecological impact of human activity. ● I can design a solution to minimize human impact on biodiversity.

Essential Questions: ● What role does biodiversity play in maintaining ecosystem stability? ● How do human actions impact ecosystems and biodiversity? ● What can be done to reduce or reverse these impacts?

Learning Activities: Lesson 1: Introduction to Biodiversity in Ecosystems ● Interactive exploration of genetic, species, and ecosystem biodiversity ● Video and note-taking: "Why Biodiversity Matters" Lesson 2: Energy Flow in Ecosystems ● Build a food web using local or global ecosystems ● Practice calculating energy transfer (10% rule) Lesson 3: Carrying Capacity and Limiting Factors ● Population simulation game or graph analysis ● Lab: Effects of limiting resources on population size Lesson 4: Keystone Species & Trophic Cascades ● Case studies: Yellowstone wolves, sea otters, coral reefs ● Group discussions and model drawing Lesson 5: Human Impacts on Biodiversity ● Students rotate through stations: deforestation, pollution, invasive species ● Annotated diagrams or Cornell notes Lesson 6: Ecological Modeling and Simulations ● Use digital simulations (like Gizmos or HHMI) to test biodiversity loss scenarios Lesson 7: Designing Solutions to Reduce Human Impact ● Introduce engineering constraints and stakeholder perspectives ● Start group work on the Ecosystem Conservation Proposal Lesson 8–9: Conservation Strategy Research & Debate ● Research case studies (e.g., national parks, wetland restoration) ● Teams argue the pros/cons of different strategies

Environmental Science Unit 3 Course Name: Environmental Science Unit 3 Title: Taking Care of our Water Resources

Est. # of Lessons: 15

Unit Overview: How do human actions affect water systems, and what can we do to protect them? After developing an understanding of ecosystems and organisms, we explore the causes and consequences of water pollution on local and global scales. We analyze the unique physical and chemical properties of water and how they make it central to Earth's systems. We investigate major sources of pollution, study water quality through fieldwork and lab activities, and evaluate strategies for reducing human impact. STAGE 1: DESIRED RESULTS Established Goals ● ● ● ● ● ● ● ●

HS-ESS2-5: Describe how water’s properties shape the Earth. HS-ESS3-1: Explain how natural resources and climate influence human activity. HS-ESS3-3: Create a model showing relationships among sustainability, biodiversity, and natural resources. HS-ESS3-4: Evaluate or refine solutions to reduce human impact. HS-ESS3-5: Use climate models to forecast impacts. HS-ESS3-6: Use systems thinking to describe human modification of Earth systems. HS-ETS1-3: Evaluate solutions by considering constraints and impacts. HS-LS2-4/5: Explain cycling of matter and conservation of energy in ecosystems.

Transfer Goals ●

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Understandings ● ● ● ●

Water’s properties make it essential to shaping Earth’s surface and transporting materials. Water pollution comes from a range of point and nonpoint sources. Human activities have large-scale effects on aquatic ecosystems and global systems. Solutions must balance environmental, economic, and societal factors.

Essential Questions ● ● ●

What are the causes of water pollution? What are the effects of water pollution on organisms and on the planet? What can be done to reduce water pollution?

Environmental Science Unit 3 Knowledge

Skills (Framed as Learning Targets)

Key Vocabulary: Water Cycle, Pollution, Runoff, Nutrient Loading, Water Quality, pH, Dissolved Oxygen, Eutrophication, Point Source, Nonpoint Source ● ● ● ● ● ●

Water’s chemical and physical properties Sources and types of water pollution (point vs. nonpoint) Wastewater treatment and environmental regulations Impacts of oil spills and other water crises Strategies for conservation, restoration, and sustainability Modeling Earth system interactions

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I can describe how water’s properties influence Earth's systems. I can identify and explain sources of water pollution. I can interpret and analyze water quality data. I can evaluate the effectiveness of pollution prevention and cleanup strategies. I can assess solutions based on environmental, societal, and economic factors.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

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Formative Assessment

Water Quality Investigation Report: (lab/field-based) Students will participate in the Project Search Water Quality study. They will collect stream samples, process them in the lab and write an analysis of the findings. Invasive Species Research Poster: Students will select an invasive species found in fresh or salt water systems and create digital posters about the issue and solutions Water Pollution Solution Proposal: (individual or group project) Students select a specific water pollution subject, do background research on the problem and create potential solutions that can be implemented locally.

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Oil spill cleanup lab reports. Students will participate in an oil spill lab where they test different methods for clean up. They then apply that data and create cost/benefit projections for various solutions. Macroinvertebrate ID & dichotomous key analysis. Students will be provided with Riffle-dwelling Macroinvertebrate samples and keys. This is a prep for the Project Search field activity Journal entries: ANWR, Pigeon River, Florida Sinkholes. Students will be expected to keep a journal with notes and analysis of each of the water quality activities.

STAGE 3: LEARNING PLAN First Topic: Introduction to Water Resources

Estimated # of Lessons: 9

Learning Targets:

Essential Questions: ● What are the causes of water pollution?

Environmental Science Unit 3 ● ● ● ● ●

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What are the effects of water pollution on organisms and on the planet? What can be done to reduce water pollution?

Learning Activities: Lesson 1: Introduction to Water Resources ● Explore Earth’s water distribution ● “Blue Gold: Water Wars” video with discussion Lesson 2: Properties of Water ● Lab on water’s heat capacity, solvent ability, and surface tension ● Application to Earth’s climate and erosion Lesson 3–4: Types and Sources of Pollution ● “After the Storm” video ● Non-point vs. point source case study analysis Lesson 5: Oil Spill Lab ● Simulated oil cleanup experiment ● Exxon-Valdez and Deepwater Horizon analysis Lesson 6: Invasive Aquatic Species ● Research & create “Wanted Posters” ● Ecological and economic consequences Lesson 7: Wastewater Treatment Plant Videos ● Observation of the water treatment process ● Reflection and connection to home and school use Lesson 8: Modeling Earth Systems ● Use simulations or published climate models (e.g., NASA Giovanni) ● Predict feedback and consequences Lesson 9: Water Use & Conservation Solutions ● Brainstorm and evaluate conservation techniques ● Apply constraints: cost, feasibility, cultural impact

Environmental Science Unit 4

Course Name: Environmental Science Unit 4 Title: Atmosphere and Air Pollution

Est. # of Lessons: 9

Unit Overview: How can we transition to a sustainable energy future and responsibly manage waste? We end the course by examining how the availability and use of natural resources have shaped human societies and influenced global sustainability. We investigate different energy sources and the trade-offs associated with their production and consumption. Through analysis of waste management strategies and energy technologies, we evaluate solutions to reduce human impact and investigate sustainable systems for energy and waste. STAGE 1: DESIRED RESULTS Established Goals ● ● ● ● ● ● ●

HS-ESS2-4: Use a model to show how changes in energy flow drive climate change. HS-ESS2-7: Describe how radiation from the sun drives Earth’s climate system. HS-ESS3-1: Explain how natural hazards, resources, and climate shape human systems. HS-ESS3-4: Evaluate or refine a solution to reduce human impact on natural systems. HS-ESS3-5: Analyze data from climate models to predict regional and global changes. HS-ESS3-6: Use simulations to explore Earth system interactions and human impacts. HS-ETS1-3: Evaluate solutions considering constraints and social/environmental impacts.

Transfer Goals ●

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Understandings ● ● ● ●

The sun’s radiation drives weather, climate, and energy flow on Earth. Human actions, such as burning fossil fuels, increase greenhouse gases and contribute to climate change. Air pollutants affect ecosystems, biodiversity, and human health. Solutions must consider environmental, economic, and social impacts.

Essential Questions ● ● ●

What are the causes of air pollution? What are the effects of air pollution on organisms and on the planet? What can be done to reduce air pollution?

Environmental Science Unit 4 Knowledge

Skills (Framed as Learning Targets)

Key Vocabulary: Atmosphere, Greenhouse Gas, Climate Change, Carbon Dioxide, Methane, Smog, Ozone, Acid Rain, Air Quality, Industrial Emissions ● ● ● ● ● ● ●

Structure and function of Earth’s atmosphere Greenhouse effect and global warming Types and sources of air pollution (e.g., ozone, particulate matter, acid rain) Human activities that contribute to pollution and climate change Tools for monitoring and modeling atmospheric conditions (e.g., AQI, satellite data) Climate change feedback loops Pollution prevention and control technologies

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I can use a model to show how energy from the sun drives climate systems. I can analyze air quality and carbon dioxide data to forecast environmental changes. I can explain feedback loops that accelerate or dampen climate change. I can assess the impact of air pollution on human and ecosystem health. I can evaluate and propose strategies to reduce pollution and atmospheric carbon. I can apply engineering practices to refine solutions within real-world constraints.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

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Formative Assessment

Air Pollution Prevention Project: (poster or digital proposal) Students investigate causes of air pollution globally and propose local solutions for prevention/mitigation

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Air Quality Analysis Report: using AQI or satellite data. Students use data from satellites and the school-mounted sensors to create air quality reports. Each student will be tasked with a 3-5 day period during which they will be the expert, providing a report to be aired on the announcements.

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Group discussion responses to the ozone video Household Product Hazard Research Project Climate model simulations and response questions Claim-evidence-reasoning writing prompts: Students will relate air pollution causes to live data and make claims about the daily and accumulating impacts. Reading responses and article annotations. Students will be provided source materials on specific local topical air pollution articles and will be expected to answer selected questions and discuss.

STAGE 3: LEARNING PLAN First Topic: Atmosphere Introduction

Estimated # of Lessons: 9

Learning Targets: ● I can use a model to show how energy from the sun drives climate systems.

Essential Questions: ● What are the causes of air pollution?

Environmental Science Unit 4 ● ● ● ● ●

I can analyze air quality and carbon dioxide data to forecast environmental changes. I can explain feedback loops that accelerate or dampen climate change. I can assess the impact of air pollution on human and ecosystem health. I can evaluate and propose strategies to reduce pollution and atmospheric carbon. I can apply engineering practices to refine solutions within real-world constraints.

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What are the effects of air pollution on organisms and on the planet? What can be done to reduce air pollution?

Learning Activities: Lesson 1: Atmosphere Introduction ● Layers of the atmosphere and their functions ● Guided notes and graphic organizer Lesson 2: Sun’s Role in Earth Systems ● Diagram of radiation flow, absorption, and reflection ● Interactive model: Earth's energy budget Lesson 3: Greenhouse Effect Simulation ● Use computer models to simulate carbon increases ● Reflection on the role of CO₂ in climate change Lesson 4: Types of Air Pollution ● Ozone video & questions ● Particulate matter and respiratory health Lesson 5: Acid Rain and Plant Growth ● pH lab: measure acidity of common liquids Lesson 6: AQI and Local Air Monitoring ● Use AirNow.gov and EPA AQI tools ● Compare AQI in various cities and reflect Lesson 7: Household Hazards Research ● Investigate VOCs and indoor air pollutants Lesson 8: Modeling Climate Feedback ● Use online models or data sets to simulate feedback ● Claim-evidence-reasoning writing on predicted outcomes Lesson 9: Reducing Air Pollution ● Explore technologies (scrubbers, clean energy, policies) ● Class brainstorm of local air quality improvement plans

Environmental Science Unit 5

Course Name: Environmental Science Unit 5 Title: Energy and Waste Management

Est. # of Lessons: 9

Unit Overview: How can we transition to a sustainable energy future and responsibly manage waste? After a comprehensive review of the environment and the impact humans are having on it, we explore how the availability and use of natural resources have shaped human societies and influenced global sustainability. Students investigate different energy sources and the trade-offs associated with their production and consumption. Through analysis of waste management strategies and energy technologies, we evaluate solutions to reduce human impact and investigate sustainable systems for energy and waste. STAGE 1: DESIRED RESULTS Established Goals ● ● ● ● ● ●

HS-ESS3-1: Analyze how resource availability and natural hazards influence human activity. HS-ESS3-2: Evaluate competing design solutions for energy and resource use. HS-ESS3-3: Create models showing how human activity alters Earth systems and sustainability. HS-ESS3-4: Design or refine solutions to reduce environmental impacts of human activity. HS-ESS3-6: Use models and simulations to analyze human interaction with Earth systems. HS-LS2-4: Use mathematical representations to support claims about energy flow and cycling of matter.

Transfer Goals ●

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Understandings ● ● ●

The availability and type of energy used in a society affect both sustainability and quality of life. All energy systems and waste management practices come with trade-offs. Technological innovations can improve sustainability but may have unintended consequences.

Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners) Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens)

Essential Questions ● ● ●

How can human societies manage natural resources in a responsible, sustainable manner? What alternative energy sources are there to using coal, oil, and natural gas? How can human societies better manage waste?

Environmental Science Unit 5 ●

Systems thinking is essential to analyze and solve environmental problems. Knowledge

Skills (Framed as Learning Targets)

Key Vocabulary: Renewable Energy, Nonrenewable Energy, Solar Power, Wind Energy, Fossil Fuel, Recycling, Composting, Landfill, Energy Efficiency, Sustainability ● ● ● ●

Types of energy sources: fossil fuels, solar, wind, hydroelectric, nuclear, biomass, geothermal Environmental, social, and economic impacts of energy production Concepts of sustainability, energy efficiency, and conservation Waste management strategies: recycling, landfilling, composting, incineration

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I can compare renewable and nonrenewable energy sources using scientific and economic criteria. I can evaluate the impact of various energy systems on society and the environment. I can analyze the life cycle of waste products and their environmental consequences. I can use data and models to support claims about sustainability and energy flow. I can propose a solution to reduce human impact through improved energy or waste systems.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

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Formative Assessment

Alternative Energy Research Presentation: Investigate and present the pros, cons, and applications of an alternative energy source. Energy and Waste Systems Model: Develop a model illustrating inputs, outputs, and feedback in an energy or waste system.

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Guided notes and quizzes on energy sources and systems Waste tracking log and reflection Group analysis of video resources and data sets Energy footprint or carbon footprint calculators

STAGE 3: LEARNING PLAN First Topic: What is Sustainability

Estimated # of Lessons: 9

Learning Targets: ● I can compare renewable and nonrenewable energy sources using scientific and economic criteria. ● I can evaluate the impact of various energy systems on society and the environment.

Essential Questions: ● How can human societies manage natural resources in a responsible, sustainable manner? ● What alternative energy sources are there to using coal, oil, and natural gas?

Environmental Science Unit 5 ● ● ●

I can analyze the life cycle of waste products and their environmental consequences. I can use data and models to support claims about sustainability and energy flow. I can propose a solution to reduce human impact through improved energy or waste systems.

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How can human societies better manage waste?

Learning Activities: Lesson 1: What is Sustainability? ● Intro to systems thinking and sustainability ● Case study: overuse of a natural resource and system feedback Lesson 2: Natural Resource Use and Human History ● Reading/discussion on how the availability of resources shaped civilizations ● Examples: water scarcity, fossil fuel use, deforestation Lesson 3–4: Energy Sources Overview ● Comparison chart: coal, oil, natural gas, solar, wind, hydro, biomass, nuclear Lesson 5–6: Alternative Energy Research Project ● Students research one alternative energy source ● Focus on mechanism, benefits, costs, and trade-offs Lesson 7: Energy Use and Your Footprint ● Personal energy audit or carbon footprint calculator Lesson 8: Waste Management Systems ● Overview of landfills, recycling, composting, and incineration ● Case study: e-waste or plastic pollution Lesson 9: Systems Modeling of Energy and Waste ● Build a simple system model showing inputs, outputs, and feedback ● Compare the stability of different systems

ECE Marine Oceanography ECE MARINE OCEANOGRAPHY—H COURSE# WNH072 Credit (STEM) (UCONN ECE MARN 1003) from UCONN)

1.0 (4 ECE credits

PREREQUISITE: 1.0 credits of science Students taking this class will have the opportunity to get UCONN credit for the class. This class will focus on the biological, chemical, and geophysical aspects of the ocean. Students taking the class will have access to the UCONN Avery Point campus library and lab facilities and online resources. Field programs will include trips to the Avery Point Marine Science Building for lab work as well as Project O for boat trips. *This course will be run in the 2025-26 school year- alternating years with WNH073 ECE Marine- Sea Around Us

ECE Marine Science: Introduction to Oceanography ECE Marine Science - MARN 1003 Introduction to Oceanography Unit 1: Ocean Exploration, Earth Systems, and Marine Technology 22-24 Lessons

Unit 2: Ocean Motion, Waves, and Climate Systems 22-24 Lessons

Unit 3: Marine Biodiversity, Food Webs, and Human Impact 22-24 Lessons

Unit 4: Capstone Project, Final Assessments, and Field Research 20-22 Lessons

How have human exploration and Earth systems shaped our understanding of the ocean? In our first unit, we explore the history and tools of ocean exploration alongside the fundamental Earth systems that shape ocean basins and processes. We learn about plate tectonics, seafloor mapping, and the technological advances (sonar, satellites, ROVs) that have deepened our knowledge of the marine environment. We analyze real-world data and construct models to understand oceanic features and processes.

How do physical forces shape ocean waves, currents, and climate? Building on the understanding of ocean exploration and Earth systems, we investigate the physical drivers of ocean motion—waves, tides, currents—and their connection to global climate systems. We engage in labs and simulations to understand wave formation, tidal cycles, thermohaline circulation, and how the ocean interacts with the atmosphere to regulate climate. We analyze real data and model ocean processes.

How do biodiversity and human actions interact to shape marine ecosystems? After investigating ocean motion, waves, and climate systems we explore marine biodiversity and food webs, focusing on species interactions and ecosystem services. We study human impacts such as pollution, overfishing, and climate change, and investigate conservation strategies. Labs, role-plays, and simulations deepen understanding, culminating in a group conservation proposal.

How can you apply marine science knowledge through research and communication? As a culminating academic experience, we conduct independent or group research projects applying course content. Fieldwork may include water quality testing, species surveys, or sediment sampling. We analyze data and communicate findings through scientific reports and presentations, demonstrating mastery of marine science inquiry.

ECE Marine Science Unit 1

Course Name: ECE Marine Science Est. # of Lessons: 20-26 Unit 1 Title: Ocean Exploration, Earth Systems, and Marine Technology Unit Overview: How have human exploration and Earth systems shaped our understanding of the ocean? In the first unit, we explore the history and tools of ocean exploration alongside the fundamental Earth systems that shape ocean basins and processes. We learn about plate tectonics, seafloor mapping, and the technological advances (sonar, satellites, ROVs) that have deepened our knowledge of the marine environment. We analyze real-world data and construct models to understand oceanic features and processes. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-ESS2-5 Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and the accuracy of data needed to produce reliable measurements, and consider limitations on the precision of the data HS-ESS3-1 Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, and peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. 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.

Transfer Goals

● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners) ● Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) ● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) ● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners)

Understandings ● ●

Ocean basins and seafloor topography are products of plate tectonics. Modern technology enables detailed ocean exploration and data collection. Earth’s systems influence oceanic physical conditions.

Essential Questions ● ● ●

How have exploration technologies changed our view of the ocean? What processes shape ocean basins and seafloor features? How do we use data from marine technologies to understand ocean systems?

ECE Marine Science Unit 1 Knowledge

Skills (Framed as Learning Targets)

Key Vocabulary: Sonar, ROV, AUV, Satellite, Plate Tectonics, Mid-Ocean Ridge, Trench, Continental Shelf, Bathymetry, Hydrothermal Vent ● ● ● ● ●

History of ocean exploration (from early navigation to modern tech) Plate tectonics: seafloor spreading, trenches, ridges Ocean basin features and seafloor mapping techniques Basic sonar, satellite, and ROV/AUV technologies Operational functioning of marine research cruises

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I can identify milestones in ocean exploration. I can describe key exploration technologies. I can develop research questions. I can reflect on marine science careers and methods. I can refine questions and start background research. I can propose independent research operations utilizing available oceanographic research equipment and personnel I can create, test, and refine boat designs that will carry two classmates without sinking.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ●

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Formative Assessment

Ocean Basin Mapping Project to explain how Earth’s systems shape ocean basins Ocean Technology Innovation Timeline Poster to describe the impact of technology on ocean exploration and interpret scientific data from marine technology. Cardboard Boat Race participation utilizing the engineering practices and problemsolving abilities needed to create a fullscale boat based on aspects of student model boats Research Cruise proposal to utilize ocean exploration equipment and collaborate with classmates, teachers, and Project Oceanology staff, and follow up analysis. Ancient Sea Creature Model - Students will independently create a 3D model of an ancient sea creature, describe the timeframe during which it lived, its adaptations for survival, and the evidence that led to the development of this model.

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Cardboard boat individual model construction, demonstrating the understanding of buoyancy and displacement Generate exploration history graphic organizers to display a holistic image of marine exploration Plate tectonics model construction demonstrating the use of data to analyze plate boundaries and where and how they are moving Analysis of sonar and satellite data to interpret large swaths of the sea floor to determine evidence of plate tectonic activity Create a timeline of the development of Earth's Systems Use data on the distribution of land and water on Earth to create and analyze hypsographic curves Observe and measure sand samples to hypothesize their origin

STAGE 3: LEARNING PLAN

ECE Marine Science Unit 1 First Topic: Ocean Exploration

Estimated # of Lessons: 8 -10

Learning Targets: Essential Questions: ● I can identify milestones in ocean ● How have exploration technologies changed exploration. our view of the ocean? ● I can describe key exploration ● What questions about the ocean do I want to technologies. investigate? ● I can develop research questions. ● What does it take to plan and execute an ● I can reflect on marine science careers and oceanographic research cruise? methods. ● I can refine questions and start background research. ● I can propose independent research operations utilizing available oceanographic research equipment and personnel ● I can create, test, and refine boat designs that will carry two classmates without sinking. Learning Activities Lesson 1: Cardboard Boat Design ● Investigate buoyancy and displacement ● Create a cardboard boat design based on research Lesson 2: Boat Show and Testing ● Students share the 3d models they created ● Explain the features of the boats that make it successful ● Lab activity - calculate the theoretical carrying capacity of models and test it. Students fill models with sand until they sink. ● Based on the boat show sharing and testing of models, the class decides upon features to include on the full-scale cardboard boat to be built and raced at Avery Point on 9/19 Lesson 3: Boat Building ● Students divide into groups - Engineers, designers, decorators, and facilitators ● The class works together to design, construct, and decorate the full-scale model of the cardboard boat Lesson 4: Introduction to Ocean Exploration ● Virtual tours/videos on history and the impact of exploration ● Graphic organizer on milestones in ocean science ● Create and exchange trading cards of famous marine researchers ● Research and present famous voyages (Challenger, Alvin dives, etc.) Lesson 5: Student Ocean Exploration ● Develop research questions for year-long projects based on existing research and data. NOTE: This is something to get started here, even though it is written as a separate unit at the end of the course. ● Conference with classmates and the instructor on the feasibility of the projects and potential group involvement.

ECE Marine Science Unit 1 Lesson 6: Cardboard Boat Race - The class will travel to Avery Point to race against other high schools in the state. ● Students present their cardboard boat in a boat show at the beach ● Students participate in lectures and discussion groups on ocean topics ● Students participate in the cardboard boat race Lesson 7: Research Cruise Planning - The class will have control of the Project O boat in early October. ● Students investigate available research equipment and techniques at Project Oceanology. ● Students propose single-day research to be carried out in Oct. ● Students model a professional research cruise and act as principal investigators. They will collaborate with classmates, teachers, and Project Oceanology staff to design and carry out research that may contribute to a year-long study or may be a single-day project Lesson 8: Research Cruise (this will take place in October) ● Students carry out research on the Project Oceanology vessel. They serve as principal investigators who direct the Project O staff on where and what data to collect and submit requests for historical data to compare that day’s findings to. ● Students collect and analyze data from the trip and compare it to historical data to look for trends ● Students produce a research report on the findings Second Topic: Earth Systems

Estimated # of Lessons: 6-8

Learning Targets: ● I can explain ocean basin information. ● I can refine questions and start background research. ● I can synthesize Earth systems and technological knowledge.

Essential Questions: ● How have exploration technologies changed our view of the ocean? ● What processes shape ocean basins and seafloor features? ● How do we use data from marine technologies to understand ocean systems? ● How has life in the ocean changed over time and how has the changing environment impacted those changes?

Learning Activities Lesson 1: Ocean History ● Students create a timeline of critical events in Earth's history from the perspective of Earth Systems (atmosphere, hydrosphere, biosphere, geosphere) ● Students share their assigned timeframe and perspective with the class and create a combined detailed history of the development of Earth’s systems, including important milestones in the history of the ocean. ● Students include a description and analysis of the indirect evidence that suggests how these events unfolded ● Students model a 3D ancient sea creature and present it to the class in the appropriate time frame along the timeline Lesson 2: The Water Planet ● Students investigate the distribution of water on the planet ● Students create a hypsographic curve comparing water and land on Earth ● Students discuss the availability of water on the planet and the reservoirs it is located in, how it is transported between them, and the residence time of water in each.

ECE Marine Science Unit 1 Lesson 3: Plate Tectonics and Ocean Basins ● Modeling ocean ridges, trenches, and spreading centers based on indirect observations of earthquakes, volcanoes, geomorphology, and geochronology ● Discussion of how Earth’s movements shape the seafloor ● Students create a classification system that categorizes the plate boundaries into similar types, then compare that system to our current understanding of plate boundaries. Lesson 4: Bathymetric Mapping Techniques ● Use sonar data samples to create seafloor maps ● Create theoretical seafloors in shoeboxes ● Model single-beam or multi-beam technology to investigate other groups’ seafloor creations ● Assess the precision and accuracy of indirect techniques used in lab and in bathymetric studies of the seafloor Lesson 5: Sediment and Seafloor Samples ● Virtual sediment core analysis ● Sand samples from around the world - students must use information gathered from resources and observations of angularity, rounding, composition, sorting and size to guess the origin of 20 samples from around the world Third Topic: Marine Technology

Estimated # of Lessons: 6-8

Learning Targets: ● I can explain ocean basin information. ● I can refine questions and start background research. ● I can synthesize Earth systems and technological knowledge.

Learning Activities Lesson 1: Ocean Technology Overview ● Stations exploring sonar, satellites, ROVs, AUVs ● Students will be introduced to the use of ROVs in the pool (Project O ROV borrow, Dory ROV and ROVs built by the transportation class) Lesson 2: Interpreting Satellite Ocean Data ● Analyze sea surface temperature and chlorophyll data ● Find patterns and look for and explain changes. Lessons 3: Ocean Technology Innovation Timeline ● Group poster development and presentations ● Students will select a technology from a list and develop a poster that explains the history, current use, and outlook for that technology Lesson 4: Unit Review and Synthesis ● Jigsaw activity synthesizing Earth systems and technology

ECE Marine Science Unit 2

Course Name: ECE Marine Science Est. # of Lessons: 22-24 Unit 2 Title: Ocean Motion and Ocean-Climate Systems Interactions Unit Overview: How do physical forces shape ocean waves, tides, currents, and climate? Building on the understanding of ocean exploration and Earth systems, we investigate the physical drivers of ocean motion—waves, tides, currents—and their connection to global climate systems. We engage in labs and simulations to understand wave formation, tidal cycles, thermohaline circulation, and how the ocean interacts with the atmosphere to regulate climate. We analyze real data and model ocean processes. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-ESS2-6 Develop a model based on evidence to illustrate the relationships between systems or between components of a system. HS-ESS3-5 Analyze data using computational models in order to make valid and reliable scientific claims. 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.

Transfer Goals

Understandings ● ● ●

Waves and tides are driven by wind, gravity, and Earth’s rotation. Ocean circulation redistributes heat globally. Ocean conditions influence weather and climate systems.

Essential Questions ● ● ●

Knowledge Key Vocabulary:Wave, Tide, Current, Thermohaline Circulation, Upwelling, Coriolis Effect, El Niño, La Niña, Ocean-Atmosphere Interaction, Ocean Acidification

What physical forces create waves, tides, and currents? How does the ocean regulate Earth’s climate? How do ocean processes affect weather patterns?

Skills (Framed as Learning Targets) ● ● ● ●

I can describe wave characteristics. I can explain tidal mechanisms. I can model thermohaline circulation. I can collect and analyze environmental data.

ECE Marine Science Unit 2

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Wave formation and characteristics Tidal patterns and lunar/solar influences Ocean gyres and thermohaline circulation Sea surface temperature and climate feedbacks

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I can apply ocean motion concepts to research. I can communicate research progress. I can integrate ocean motion and climate knowledge. I can propose solutions to environmental issues

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ● ● ●

Formative Assessment

Wave Tank Experiment Report to model wave, tidal, and current behavior. Tidal Data Graphing and Analysis to analyze data to predict ocean–atmosphere interactions. Climate Systems Mapping Project to explain the ocean’s role in climate regulation. Coastal Erosion DBQ - Students will use document-based resources to design solutions to erosion at Waterford Beach

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Lab handouts to correlate data and analyze results Modeling to demonstrate understanding of phenomena being investigated Quizzes on wave and current terminology to demonstrate understanding UN climate meeting simulation

STAGE 3: LEARNING PLAN First Topic: Ocean Motion

Estimated # of Lessons: 14-16

Learning Targets: ● I can describe wave characteristics. ● I can explain tidal mechanisms. ● I can model thermohaline circulation. ● I can apply ocean motion concepts to research.

Essential Questions: ● What physical forces create waves, tides, and currents? ● How does ocean motion (Thermohaline circulation, tides, currents, and waves) impact organisms in the sea and human civilizations?

Learning Activities Lesson 1: Wave Formation and Properties ● Introduction and video exploration ● Hands-on wave tank lab Lesson 2-3: Wave Tank Experiment and Data Analysis ● Collect and analyze wave data, graph wave height and frequency ● Wave tank analysis report Lesson 4-5: Tidal Cycles and Influences ● Study lunar and solar tidal forces

ECE Marine Science Unit 2 ● ●

Graph tide height over time Apply tidal information globally to determine the three types of tidal patterns and where they are found

Lesson 5-6: Density and Thermohaline Circulation ● Lab measuring salinity and temperature effects on water density ● Lab report on interactions of salinity, temperature, and density Lessons 7-8: Ocean Gyres and Currents Modeling ● Create gyre models using rheoscopic fluid and current tables ● Satellite data analysis of major currents Lesson 9-10: Upwelling and Downwelling Simulation ● Explore coastal effects on nutrient cycling ● Students will use density tanks to explore the impacts of physical ocean processes on the biological productivity of the ocean Lesson 11-12: Sea Surface Temperature Mapping ● Use NOAA data sets for SST analysis ● Argo float data analysis exercise Lesson 13-16: Coastal Wave Reflection and Energy ● Labs simulating wave energy and coastal impacts ● DBQ on preventing erosion at Waterford Beach Second Topic: Ocean/Climate Systems

Estimated # of Lessons: 6-8

Learning Targets: ● I can collect and analyze environmental data. ● I can communicate research progress. ● I can integrate ocean motion and climate knowledge. ● I can propose solutions to environmental issues

Essential Questions: ● How does the ocean regulate Earth’s climate? ● How do ocean processes affect weather patterns?

Learning Activities Lesson 1-2: Climate Feedbacks and Ocean Influence ● Discuss El Niño and La Niña effects ● Role-play UN climate conference Lesson 3-4: Climate Systems mapping project ● Generate systems models for air-sea interactions ● Map out potential impacts of changing conditions in the Ocean/Atmosphere system Lesson 5-6: Unit Review and Integration ● Group synthesis and concept mapping

ECE Marine Science Unit 3

Course Name: ECE Marine Science Unit 3 Title: Marine Biodiversity, Food Webs, and Human Impact Unit Overview: How do biodiversity and human actions interact to shape marine ecosystems? After investigating ocean motion, waves, and climate systems we explore marine biodiversity and food webs, focusing on species interactions and ecosystem services. We study human impacts such as pollution, overfishing, and climate change, and investigate conservation strategies. Labs, role-plays, and simulations deepen understanding, culminating in a group conservation proposal. STAGE 1: DESIRED RESULTS Established Goals

● HS-LS2: Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. ● HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity ● HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. ● 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.

Transfer Goals ●

●

Understandings ● ● ●

Biodiversity supports ecosystem resilience and function. Human activities threaten marine life and habitats. Conservation requires science, policy, and community involvement.

Knowledge

Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners) Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens)

Essential Questions ● ● ● ●

Why is biodiversity important in marine ecosystems? What are major human threats to marine life? How can science guide effective marine conservation? How are humans and the sea connected?

Skills (Framed as Learning Targets)

ECE Marine Science Unit 3 Key Vocabulary: Biodiversity, Food Web, Ecosystem, Habitat, Overfishing, Pollution, Conservation, Marine Protected Area, Invasive Species, Sustainability ● ● ● ●

Marine trophic levels and food webs Keystone and indicator species Pollution types and effects (plastics, acidification) Conservation tools: MPAs, restoration, legislation

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I can describe marine biodiversity. I can analyze energy flow in ecosystems. I can identify keystone species. I can evaluate pollution effects. I can assess human impacts on marine ecosystems. I can design evidence-based conservation actions. I can refine research findings and presentations. I can develop effective communication skills.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ●

●

Formative Assessment

Create Food Web Diagram and Analysis: to evaluate marine biodiversity and ecosystem health Human Impact CER (Claim-EvidenceReasoning) Essay: to analyze human impacts and propose evidence-based solutions. Group Conservation Action Proposal and Presentation: to develop solutions that will promote the conservation of marine ecosystems.

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Create lab reports on microplastics and ocean acidification to understand how humans are impacting the marine environment Role-play reflections to develop an understanding on science policy, and community involvement Quizzes on data interpretation to demonstrate understanding on human activities and their impact on biodiversity

STAGE 3: LEARNING PLAN First Topic: Marine Biodiversity & Food Webs

Estimated # of Lessons: 6-8

Learning Targets: ● I can describe marine biodiversity. ● I can analyze energy flow in ecosystems. ● I can identify keystone species.

Essential Questions: ● Why is biodiversity important in marine ecosystems? ● What are major human threats to marine life? ● How can science guide effective marine conservation?

Learning Activities: Lesson 1-4: Introduction to Marine Biodiversity ● Introduction to marine lifestyles - Plankton, Nekton, Benthos. ● Explore species diversity and ecosystem roles

ECE Marine Science Unit 3 ● ●

Plankton lab - students identify the diversity of organisms that spend time as plankton, relate the importance of plankton in biological, geological, and ecological systems, and describe the importance of a healthy plankton for human health and economy. Analysis of seasonality and productivity of plankton globally

Lessons 2-3: Food Web Construction and Energy Flow ● Students build models of food webs across differing ocean ecosystems ● Students analyze trophic dynamics in coastal, open ocean and deep sea ecosystems Lesson 4-6: Keystone and Indicator Species Case Studies ● Kelp forest study of the impact of removing a keystone species(Sea Otter) ● Classic study analysis of predator/prey relationships and the impact of keystone species (Sea Star and Blue Mussel) ● Students build model ecosystems and study reactions to invasive species (Asian Shore Crab) Second Topic: Human Impact

Estimated # of Lessons: 16-18

Learning Targets: ● I can evaluate pollution effects. ● I can assess human impacts on marine ecosystems. ● I can design evidence-based conservation actions. ● I can refine research findings and presentations. ● I can develop effective communication skills.

Essential Questions: ● How are humans and the sea connected?

Learning Activities Lesson 1-2: Plastic Pollution and Microplastics Lab ● Microplastics field study at Waterford Beach ● Lab analysis of microplastics Lesson 3-4: Overfishing Role-Play and Discussion ● Tragedy of the Commons activity with Orange Roughy and Hoki fishing data ● Regional fishing council role play Lesson 5-6: Ocean Acidification Simulation ● CO2 impact on seawater lab ● Ocean acidification study and simulation Lesson 7-8: Coral Bleaching Virtual Exploration ● Historical coral bleaching data analysis ● Explore human efforts to counteract bleaching

ECE Marine Science Unit 3 Lesson 9-10: Invasive Species Impact Study ● Field study on the Asian Shore crab population ● Data analysis on the regional impact of invasive species Lessons 11-12: Sustainable Fisheries and Aquaculture ● Eat Like a Fish book with Green Wave analysis on 3D ocean Aquaculture ● Kelp rearing and harvesting lab Lesson 13: Marine Protected Areas (MPA) Gallery Walk ● Students explore the diversity, expanse, and impact of MPAs via poster sessions Lessons 14-15: Conservation Plan Development and Peer Review ● Students adopt a marine conservation topic and develop a conservation/mitigation plan to address the issue Lesson 16: Conservation Project Presentations

ECE Marine Science Unit 4

Course Name: ECE Marine Science Est. # of Lessons: 20-22 Unit 4 Title: Year-Long Project (This unit is integrated throughout the year) Unit Overview: How can you apply marine science knowledge through research and communication? As a culminating academic experience, we will conduct independent or group research projects applying course content. Fieldwork may include water quality testing, species surveys, or sediment sampling. We will analyze data and communicate findings through scientific reports and presentations, demonstrating mastery of marine science inquiry. STAGE 1: DESIRED RESULTS Established Goals ● ●

Integrative standards from previous units Emphasis on scientific inquiry, data analysis, and communication

Transfer Goals ●

●

Understandings ● ● ●

Scientific research is iterative and collaborative. Clear communication enhances scientific impact. Fieldwork grounds theory in real-world contexts.

Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens) Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners) Ask questions or define problems to develop a prototype, design an investigation, or seek additional information (Critical Thinkers, SelfDirected Learners) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners) Essential Questions

● ● ●

How can marine science answer local or global questions? What makes research valid and persuasive? How do you effectively communicate scientific results?

ECE Marine Science Unit 4 Knowledge

Skills (Framed as Learning Targets)

Key Vocabulary: Data Analysis, Sampling, Water Quality, Sediment, Survey, Observation, Hypothesis, Experimental Design, Scientific Report, Presentation ● ● ●

Field sampling and data collection techniques Statistical analysis and data visualization Scientific writing and presentation skills

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I can develop research questions. I can refine questions and start background research. I can synthesize Earth systems and technological knowledge. I can effectively design a research project that addresses a local need. I can create and present a summative poster on my research project.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ● ●

Formative Assessment

Research Paper and Poster: to communicate the findings of their yearlong project in multiple ways. Oral/Digital Presentation: at a regional symposium to communicate research findings effectively. Self and Peer Reflection: to understand the process of reporting on long-term research and reflect on other students' work.

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Field notebooks to document data from field trips that guide their research paper Draft submissions and peer feedback to refine paper and poster Data analysis exercises based on their individual research topic

STAGE 3: LEARNING PLAN First Topic: Year-Long Research Project

Estimated # of Lessons: 20-22

Learning Targets: ● I can develop research questions. ● I can reflect on marine science careers and methods. ● I can refine questions and start background research. ● I can develop a field or lab-based study to answer an oceanographic question. ● I can independently carry out hands-on research. ● I can analyze real-world results and create recommendations for further study based on my results.

Essential Questions: ● How can marine science answer local or global questions? ● What makes research valid and persuasive? ● How do you effectively communicate scientific results?

ECE Marine Science Unit 4 Learning Activities: Lesson 1-2: Year-Long Project Introduction and Proposal Writing Lessons 3-5: Field Methods Training (Water, Sediment, Biota Sampling) Lessons 6-10: Field Data Collection Trips Lessons 11-14: Data Analysis Workshops Lesson 15: Draft Submission and Peer Review Lessons 16-17: Presentation Skills and Preparation Lesson 18-19: Capstone Symposium: Presentations and Panel Discussion Lesson 20-22: Course Reflection, Portfolio Editing Session, and Submission

ECE Marine The Sea Around Us ECE MARINE THE SEA AROUND US—H COURSE# WNH073 Credit (STEM) (UCONN ECE MARN 1001) from UCONN)

1.0 (3 ECE credits

PREREQUISITE: 1.0 credits of science Students taking this class will have the opportunity to get UCONN credit for the class. This class will focus on the environmental, societal and governmental aspects of the ocean. Students taking the class will have access to the UCONN Avery Point campus library and lab facilities and online resources. Field programs will include trips to the Avery Point Marine Science Building for lab work as well as Project O for boat trips. *This course will be run in the 2026-27 school year- alternating years with WNH072 ECE Marine Oceanology

ECE Marine Science: The Sea Around Us: Year long MARN 1001 - The Sea Around Us - ECE Marine Science - Year Long Unit 1: Ocean and Human Systems – A History of Connection and Impact 10-15 Lessons

Unit 2: People and Marine Life – Resource Use, Biodiversity and Responsibility 10-15 Lessons

Unit 3: Ocean in Crisis – Climate, Pollution, and the Path to Solutions 10-15 Lessons

The Sea Around You – A Student-Led Ocean Action Project 15-18 Lessons - within the other 3 units and at the end of the course

How have people shaped the sea, and how has the sea shaped us? The story of the ocean is the story of us. In this first unit, we explore how humans have long depended on the sea for food, transportation, trade, and meaning. We also examine how our growing footprint is now transforming the ocean’s physical and biological systems through field trips, historical case studies, and field-based water testing.

How do humans rely on ocean life, and what are the consequences? Next, we explore the biological and economic dimensions of marine life use. We investigate food webs, fisheries, aquaculture, and biodiversity decline. Roleplay, modeling, and simulations help us illuminate competing stakeholder perspectives as we better understand contemporary issues that affect our economies, cultures, and futures.

How is human activity changing the ocean, and what can be done about it? Next, we dive into the major challenges confronting the ocean today — from climate change and acidification to plastics and coastal erosion — and learn how science, technology, and policy can work together to drive change. Through labs, documentaries, debates, and a capstone sustainability project, we design solutions for our local community and the planet to address major challenges.

What can we as students, citizens, and residents on this planet do to help conserve our oceans and coasts? In the final weeks of the course, we work independently or in small teams to refine and present an original Ocean Action Project. This project will be shared at a Marine Science Symposium or public showcase, because changing the future of the ocean starts with informed, empowered action.

The Sea Around Us Unit 1

Course Name: The Sea Around Us - ECE Marine 1001 Est. # of Lessons: 10-15 Unit 1 Title: Ocean and Human Systems – A History of Connection and Impact Unit Overview: How have people shaped the sea, and how has the sea shaped us? The story of the ocean is the story of us. In this first unit, we explore how humans have long depended on the sea for food, transportation, trade, and meaning. We also examine how our growing footprint is now transforming the ocean’s physical and biological systems through field trips, historical case studies, and field-based water testing. STAGE 1: DESIRED RESULTS Established Goals ● ● ●

HS-ESS3-1: Analyze geoscience data to make claims about climate change. HS-ESS3-3: Create a computational simulation to illustrate human-environment interactions. WHST.11-12.9: Draw evidence from multiple sources to support analysis and research.

Transfer Goals

● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information ● Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) ● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners)

Understandings ● ● ●

Human societies have always been shaped by proximity to the ocean. Technology and transportation have increased our ability to alter ocean systems. Marine science is deeply linked with human history and economics.

Essential Questions ● ● ●

Knowledge Key Vocabulary - Bathymetry, Continental Shelf, Sonar, AUV, El Niño. Upwelling, Ocean Acidification, Coastal Development, Ocean Literacy ●

Ocean basin geography and bathymetry

How have human civilizations historically interacted with marine environments? What tools do we use to explore and monitor ocean systems? In what ways does climate influence humanocean interactions?

Skills (Framed as Learning Targets) ● ● ●

I can explain how coastal geography affects development and population. I can interpret satellite and buoy data to describe sea surface changes. I can summarize the impact of past marine exploration on today’s policies.

The Sea Around Us Unit 1 ● ● ● ● ● ● ●

Coastal development trends Marine technology (sonar, satellites, AUVs) Ocean-atmosphere interactions and El Niño. History of ocean exploration and maritime heritage Ocean literacy and why it matters for global citizens How climate, currents, and chemistry are linked to human activity Impacts of coastal development, shipping, and dredging

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I can explain how human societies have interacted with ocean systems over time. I can interpret real oceanographic data tied to human impacts I can analyze how physical ocean features shape human settlement and industry I can explain how physical ocean systems influence and are influenced by human settlement and industry. I can analyze long-term data to evaluate how humans have historically altered marine systems. I can communicate how historical and cultural perspectives have shaped marine use and policy.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ●

Formative Assessment

Digital Poster: Timeline of Human-Ocean Interaction Oceanography Data Lab and ClaimEvidence-Reasoning (CER) Report: Students will investigate multiple sources of available oceanographic data and use 3 sources to support a claim about an oceanographic trend

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Bathymetric map analysis Ocean Explorer mission analysis journal Climate model interpretation worksheet

STAGE 3: LEARNING PLAN First Topic: Ocean Systems

Estimated # of Lessons: 5-6

The Sea Around Us Unit 1 ● ●

Lesson 4: Salinity Gradient & Water Quality Lab : Investigate impacts of Thermohaline circulation on ocean systems and human civilization Lesson 5 - 6: Field Experience to Mystic Seaport or Local Maritime Museum ○ Pre-Trip: Create an annotated timeline of maritime milestones ○ During: Interview docents on historical marine trades ○ Post-Trip: Connect regional maritime history to ocean science policy

Second Topic: Human Systems

Estimated # of Lessons: 13

Learning Targets: Essential Questions: ● I can explain how coastal geography affects ● How have human civilizations historically development and population. interacted with marine environments? ● I can interpret satellite and buoy data to ● What tools do we use to explore and monitor describe sea surface changes. ocean systems? ● I can summarize the impact of past marine ● In what ways does climate influence humanexploration on today’s policies. ocean interactions? Learning Activities ● Lesson 1: Estuary Mapping: GIS & aerial images: Students utilize online and paper resources to map out Long Island Sound geomorphology and human uses. ● Lesson 2: Land Use Impact Simulation: Students use computer modeling to investigate the impacts on the local marine environment of differing land uses ● Lesson 3-4: Commercial Fishing Overview: Target species locally are investigated. Students create species current use, future outlook, and catch limit recommendations ● Lesson 5-6: Overfishing + Bycatch Simulation Game: Students play an online version of The Tragedy of the Commons to illustrate the impacts of regulations and overfishing ● Lesson 7-8: NOAA FishStock Data Analysis: Students utilize the most up-to-date fish stock data used by fisheries management to generate a global fish stock analysis and recommend target species that are underutilized. Students then generate a marketing plan to shift consumer pressure off overfished species ● Lesson 9-10: Aquaculture: Pros and cons debate Lesson 11: Project Workday: Estuary Case Study ● Lesson 12-13: Presentation of Estuary case studies, proposals + Peer Review

The Sea Around Us Unit 2

Course Name: The Sea Around Us Est. # of Lessons: 10-15 Unit 2 Title: People and Marine Life – Resource Use, Biodiversity, and Responsibility Unit Overview: How do humans rely on ocean life, and what are the consequences? Next, we explore the biological and economic dimensions of marine life use. We investigate food webs, fisheries, aquaculture, and biodiversity decline. Role-play, modeling, and simulations help us illuminate competing stakeholder perspectives as we better understand contemporary issues that affect our economies, cultures, and futures. STAGE 1: DESIRED RESULTS Established Goals ● ● ●

HS-LS2-6: Evaluate claims about ecosystem changes. HS-ESS3-4: Refine solutions to reduce environmental impacts. WHST.11-12.1: Construct evidence-based arguments.

Transfer Goals

● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information ● Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) ● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners)

Understandings ● ● ● ●

Marine organisms form complex, fragile food webs. Human harvesting of marine life impacts entire ecosystems. Responsible resource use involves science, culture, and policy. Fishing practices shape marine biodiversity and human livelihoods.

Essential Questions ● ● ●

Knowledge ● ● ● ●

Key Vocabulary: Keystone Species, Trophic Pyramid, Quotas, Biodiversity Marine trophic pyramids and keystone species Fisheries management techniques (MSY, quotas) Aquaculture systems and impacts

How does human activity impact marine biodiversity? What are the biological and social consequences of overfishing? Can aquaculture offer a sustainable alternative to wild catch?

Skills (Framed as Learning Targets) ● ● ●

I can analyze data to model food webs and population change. I can compare and contrast wild fisheries vs aquaculture. I can propose strategies for protecting marine biodiversity.

The Sea Around Us Unit 2 ●

Restoration of marine habitats STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

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Formative Assessment

Stakeholder Role Play: Fisheries Management Simulation Policy Analysis: Fisheries regulations - Students will roleplay a fisheries council meeting about codfishing regulations and the environmental and human impacts of regulation changes Sustainability Proposal for Local Marine Species: Students build off research conducted in Unit One to produce a full species analysis of a local species and create a detailed sustainability proposal for a local commercial species

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Food web diagramming - students diagram and interpret food webs for commercially viable species Aquaculture case study critique - students analyze current aquaculture programs and suggest areas for improvement and create future outlook projections Biodiversity index calculation - students look at historical catch data for New England, compare it to NOAA trawl data, and perform Diversity Index calculations to indicate ecosystem health

STAGE 3: LEARNING PLAN First Topic: Resource Use and Biodiversity

Estimated # of Lessons: 10-15

Learning Targets: ● I can collect and interpret water chemistry data. ● I can analyze data to model food webs and population change. ● I can compare and contrast wild fisheries vs aquaculture.

Essential Questions: ● How do changes in water chemistry impact marine life? ● What can be done to reduce nutrient runoff into estuaries?

Learning Activities ● Lesson 1-4: FishBanks Simulation and Fisheries Role Play: Students play a fisheries game modeling economic and ecological trade-offs, and then take on a role play to determine regulation changes and impacts for the cod industry. ● Lesson 5: Biodiversity Survey & Indexing: Use a local estuary or digital database to classify and quantify species ● Lesson 6: Aquaculture Roundtable: Debate the use of marine farms using case study critiques ● Lesson 7: Trophic Cascade Lab: Food web impact modeling ● Lesson 8-10: Marine Chemistry Monitoring: Students will be introduced to methods and equipment used to monitor the chemical health of the ocean through labs and investigations in water chemistry ● Lesson 11: Field Experience — Trip to Project Oceanology ○ Trawl sampling and species ID

The Sea Around Us Unit 2 ○ Food web construction from catch ○ Water quality analysis for habitat health Second Topic: Responsibility

Estimated # of Lessons: 3-5

Learning Targets: ● I can propose strategies for protecting marine biodiversity.

Essential Questions: ● Can aquaculture offer a sustainable alternative to wild catch?

Learning Activities ● Lesson 1-5: Sustainability Proposal for Local Marine Species: Students build off research conducted in Unit One to produce a full species analysis of a local species and create a detailed sustainability proposal for a local commercial species. Students will present this analysis, and the class will serve as a fisheries council and decide on whether they accept the proposal, reject the proposal or suggest changes to the proposal. Students will provide data and forecast models for their species that demonstrate a potential sustainable fishery. Stakeholders will be identified and impacts assessed for each stakeholder group. Ecological, economic, and social impacts will be detailed, and students will propose implementation steps and a timeline.

The Sea Around Us Unit 3

Course Name: The Sea Around Us Est. # of Lessons: 14-17 Unit 3 Title: Ocean in Crisis – Climate, Pollution, and the Path to Solutions Unit Overview: How is human activity changing the ocean, and what can be done about it? Next, we dive into the major challenges confronting the ocean today — from climate change and acidification to plastics and coastal erosion — and learn how science, technology, and policy can work together to drive change. Through labs, documentaries, debates, and a capstone sustainability project, we design solutions for our local community and the planet to address major challenges. STAGE 1: DESIRED RESULTS Established Goals ● ● ●

HS-ESS3-5: Analyze geoscience data for future climate forecasting. HS-ETS1-1: Analyze a global challenge and propose solutions. WHST.11-12.7: Conduct a research project synthesizing diverse sources.

Transfer Goals

● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information ● Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) ● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners)

Understandings ● ● ●

Human activities are altering ocean chemistry, biology, and temperature. Conservation science uses data and community action to restore balance. Every person has a role in advocating for ocean sustainability.

Essential Questions ● ● ●

Knowledge Key Vocabulary: Eutrophication, Mitigation, Microplastic, Marine Protected Area, Non-point Source Pollution, Stormwater Management, Dead Zone, Heat Stress, Bleaching ● ● ●

CO2 impacts on ocean pH Plastics and eutrophication processes Marine Protected Areas and restoration efforts

How do climate and pollution affect marine ecosystems? What tools exist to protect ocean habitats and biodiversity? What can individuals and communities do to drive ocean conservation? Skills (Framed as Learning Targets)

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I can analyze climate and pollution data trends. I can evaluate conservation techniques using real-world examples. I can design and present a marine conservation proposal. I can use real data to model ocean changes due to climate and pollution

The Sea Around Us Unit 3 ● ● ● ● ●

Conservation communication and outreach Climate change impacts: sea level rise, warming seas, acidification Marine pollution: plastics, toxins, eutrophication Ocean governance: MPAs, marine policy, Indigenous perspectives Global and local conservation strategies

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I can propose evidence-based solutions to marine environmental issues I can advocate for sustainable oceans through communication and policy. I can use scientific data to evaluate ocean health. I can compare the effectiveness of different marine conservation strategies. I can communicate an action plan to address marine environmental challenges.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

●

Formative Assessment

Microplastics lab report: Students will investigate microplastics in the local environment, submit data to a study, and write a final analysis paper comparing microplastics in Waterford to other sites worldwide Human Impact CER Essay: Students will write a Claim, Evidence, Reasoning essay about the risks of sea level rise in a specific neighborhood and suggest mitigation.

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Ocean Acidification Lab Reports Pollution Source Mapping Conservation Strategy Gallery Walk Reflections

STAGE 3: LEARNING PLAN First Topic: Human Impact

Estimated # of Lessons: 8-10

Learning Targets : ● I can analyze climate and pollution data trends. ● I can evaluate conservation techniques using real-world examples.

Essential Questions: ● How do climate and pollution affect marine ecosystems? ● What tools exist to protect ocean habitats and biodiversity? ● What can individuals and communities do to drive ocean conservation?

Learning Activities: ● Lesson 1: Plastic Pollution Audit + Microplastics Lab - Students will collect samples from local beaches and process the data in class. Students will submit the data to an international microplastics study. ● Lesson 2: Ocean Acidification Lab: Simulated impact on shells. ● Lesson 3 - 4: Sea Level Rise Mapping & Community Risk Assessment: Students evaluate potential sea level rise, impacts, and mitigation under different emission scenarios.

100

The Sea Around Us Unit 3 ● ● ● ●

Lesson 5: Coral Reef Virtual Dive + Heat Stress Modeling: Students use immersive virtual technology to perform virtual dives on reefs around the world. They look for and document signs of heat stress via video evidence. Lesson 6: Point vs. Nonpoint Source Investigation: students analyze the broad categories of pollution sources and identify point and nonpoint sources. Lesson 7: Sewage and Stormwater Infrastructure: Students investigate various sewage and stormwater treatment methods through lab investigations. Lesson 8: Field trip on Project Oceanology: Students travel up the Thames river and conduct a sewage treatment study at the Groton sewage facility and conduct a lMunicipal MS4 and use survey along the river.

Second Topic: Marine Conservation

Estimated # of Lessons: 5-7

Learning Targets: ● I can design and present a marine conservation proposal.

Essential Questions: ● What tools exist to protect ocean habitats and biodiversity? ● What can individuals and communities do to drive ocean conservation?

Learning Activities ● Lesson 1: Case Study: Retreat vs. Rebuild activity: Students will conduct a Sea-Level Rise Mapping Lab and hold a Coastal Community Planning Simulation ● Lesson 2: Oil Spill Response Engineering Challenge: Students study potential mitigation methods for oil spills. ● Lesson 3: Data Dive: CT DEEP LIS Monitoring Reports: Students analyze environmental data and the effectiveness of conservation efforts and regulations. Lesson 4: Conservation Case Study Gallery Walk: Students analyze conservation efforts around the world and present them in a gallery walk format. ● Lesson 5-6: Peer-reviewed Conservation Proposal Design: Students choose a local environmental issue and any existing regulations and conservation efforts, then design a potential conservation project to address the issue. ● Lesson 7: Field trip to Hole in the Wall Beach to investigate stormwater treatment mitigation options.

101

The Sea Around Us Unit 4

Course Name: The Sea Around Us Est. # of Lessons: 15-20 Unit 4 Title: The Sea Around You – A Student-Led Ocean Action Project Unit Overview: How is human activity changing the ocean, and what can be done about it? Next, we dive into the major challenges confronting the ocean today — from climate change and acidification to plastics and coastal erosion — and learn how science, technology, and policy can work together to drive change. Through labs, documentaries, debates, and a capstone sustainability project, we design solutions for our local community and the planet to address major challenges. STAGE 1: DESIRED RESULTS Established Goals ●

●

HS-ESS3-1: Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity UConn MARN Departmental Learning Objective: Analyze environmental and economic trade-offs

Transfer Goals

● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information ● Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) ● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners)

Understandings ● ● ●

Human use of the ocean involves environmental tradeoffs. Pollution and climate change threaten marine ecosystems. Solutions exist but require public support and science communication.

Essential Questions ● ●

Knowledge ● ●

Key Vocabulary: Climate Change, Sustainability, Bias, Marine conservation, Stewardship Plastic pollution, oil spills, ocean acidification

How do humans impact the ocean—and vice versa? What is our responsibility in protecting marine ecosystems?

Skills (Framed as Learning Targets) ● ● ●

I can research and evaluate human impacts on the ocean. I can explain the science behind marine environmental problems. I can propose solutions and advocate for

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The Sea Around Us Unit 4 ● ●

Climate change impacts on oceans Sustainable practices and marine protected areas

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change. I can critically evaluate how human actions— such as pollution, climate change, and resource extraction—affect ocean systems. I can communicate complex environmental issues using scientific evidence to inform and persuade others. I can design and present realistic solutions for marine conservation that balance human and ecological needs. I can act as a responsible ocean steward by applying what I’ve learned to real-world environmental decisions.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

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Formative Assessment

Ocean Impact Capstone Research + Symposium: Students will generate summary posters of the design, implementation, impact, and future recommendations of their projects. These posters will be presented at UCONN Avery Point’s Marine Symposium in May. Final Reflection + Legacy Letter - students reflect on the impact of the project and write letters to the next group of students

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Project Proposal - Students generate proposals with timelines, funding, equipment, and staffing requests. Peer review, teacher, and local environmental professionals will give feedback on the design and feasibility of the project for revision. Annotated articles - students will show regular progress on finding and summarizing relevant research Research checkpoints - students will be given a timeline of goals to attain over the course of the year. Regular checkpoints will assess progress toward those goals.

STAGE 3: LEARNING PLAN First Topic: Student-Led Ocean Action Project

Estimated # of Lessons: 15-20

Learning Targets: ● I can research and evaluate human impacts on the ocean. ● I can explain the science behind marine environmental problems. ● I can propose solutions and advocate for change.

Essential Questions: ● How do humans impact the ocean—and vice versa? ● What is our responsibility in protecting marine ecosystems?

Learning Activities: ● Lesson 1-2: Ocean Issue Identification: Students will research environmental issues related to the ocean and identify a topic that they, individually or in groups, choose to address with an ocean

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The Sea Around Us Unit 4

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action project. Lesson 3-4: Conservation Strategy Mapping: Students investigate the variety of ocean conservation projects that exist, categorize and analyze the approaches taken, and map the effectiveness. Lesson 5-8: Research Checkpoint Workshops: Students work with peers and the teacher to find, collate, and analyze the research needed to develop the conservation project. Lesson 9-10: Project proposals: Students generate proposals with timelines, funding, equipment, and staffing requests. Peer review, teacher, and local environmental professionals will give feedback on the design and feasibility of the project for revision. Lesson 11-13: Project planning and implementation: Once plans are approved, students will have time to work on the actual lab or field-based portions of the project. Lesson 14: Capstone Presentations: Marine Symposium: Students will generate summary posters of the design, implementation, impact and future recommendations of their projects. These posters will be presented at UCONN Avery Point’s Marine Symposium in May. Lesson 15: Final Reflection + Legacy Letter - students reflect on the impact of the project and write letters to the next group of students.

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ECE Biology ECE BIOLOGY- H COURSE # WNH022 1.0 Credit (STEM) UCONN ECE BIO 1107 + BIO 1108 transferable to most schools)

(8 ECE credits from UCONN

PREREQUISITE: 1.0 credits of science The UCONN ECE biology course covers both the UCONN Biology 1107 and 1108 curriculum. This course integrates the major themes of biological science to give students a deep understanding of the major concepts which run through the discipline. Topics covered include science as process, evolution, energy transfer, continuity and change, regulation, biochemical principles, cell biology and science, technology, and society. Students will have the option to take the biology AP exam in May, although not all of the AP curriculum is covered in this course.

RECOMMENDATION: Grade of B or better in Honors or Advanced Biology and Honors or Advanced Chemistry. If students enrolled in Advanced Chemistry, a teacher recommendation is required.

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ECE Biology: UCONN Bio 1107 & Bio 1108 Course Name: ECE Biology- UConn Biol 1107 and Biol 1108 Unit 1: The Chemistry of Life 8 lessons

Unit 2: Cell Membranes and Material Movement 8 lessons

Unit 3: Mitosis, Meiosis, and Genetic Variation 6 lessons

Unit 4: DNA technology: PCR, gel electrophoresis, and sequencing 7 lessons

How do chemical interactions enable life’s functions? We start our year by exploring how chemistry interacts with biology. Specifically, we investigate the properties of functional groups found in various molecules within the cell and apply this learning to the amino acids that make up proteins to determine how they will fold. Because structure effects function, we investigate how changes in conditions such as pH, temperature, and the presence of competitive and noncompetitive inhibitors change the structure, and therefore the function, of various proteins.

How do chemical and cellular processes work together to support life? We begin this unit by reviewing the structure of the cell membrane and how materials move across it. We apply our understanding as we test various solutions’ effects on cell size to determine their identities. Finally, apply material movement to the functioning of body systems. For the respiratory system we determine the efficiency of passive transport by way of countercurrent exchange in both humans and fish. For the nervous system, we model the way both passive and active transport establish membrane potential, which allows for signals to be sent over long distances in the body.

How do cellular processes influence genetic outcomes and diversity? Building on our understanding of how cells function, we investigate how genetic information is stored, expressed, and passed on. We begin with mitosis and meiosis—cell division processes that enable growth, repair, and reproduction— focusing on how they ensure genetic continuity or introduce variation. We examine how gene expression is regulated in response to internal and external signals. By the end of the unit, we apply these concepts to a real-world case study of stickleback fish, using data to predict how changes in gene expression affect phenotype and fitness

How can we use DNA technology to investigate genetic traits and explore what makes us unique? This unit builds on the DNA basics from our previous unit by using cutting-edge biotechnology tools —like PCR and gel electrophoresis to analyze specific genes that influence our own traits. We use bioinformatics tools like BLAST to compare DNA sequences and investigate how biotechnology is used in medicine and beyond. This unit blends lab work and data analysis. By the end of the unit you will report the ratios for different gene variants across our class and compare them to predictions made from research on the general population. 106

ECE Biology: UCONN Bio 1107 & Bio 1108 Unit 5: Cellular Energy & Signaling 8 lessons

Unit 6: Genetics & Evolution 10 lessons

Unit 7: Photosynthesis & Cellular Respiration 4 lessons

Unit 8: Plant Form & Function 10 lessons

Unit 9: Animal Form and Function 6 lessons

How do cells use energy and signaling to maintain function and coordinate responses? Building on our knowledge of macromolecules and protein structure this unit focuses on how cells use energy to maintain homeostasis and respond to their environment. We begin by applying the laws of thermodynamics to evaluate energy changes and cellular conditions. We then explore how cells use signaling pathways—such as G-proteins and tyrosine kinases—to transmit messages and coordinate activity. The unit culminates with a presentation in which students explain how energy use and cell communication support the function of a specific organ system.

How do evolution and genetics together explain the similarities and differences among living things on Earth? Turning our focus from how cells communicate and use energy to maintain function, we examine how genetic variation and environmental pressures maintain function and drive evolution over time. Using tools like Hardy-Weinberg equilibrium and case studies such as malaria resistance, we model how allele frequencies change over time. The unit concludes with an analysis of speciation and phylogenetic trees to trace evolutionary relationships.

How do living organisms capture and transform energy to stay alive? In this unit, we return to energy for a more in-depth look at how cells convert energy through photosynthesis and cellular respiration, processes that are essential for life. We’ll examine how chloroplasts and mitochondria use structures like electron transport chains and proton gradients to make ATP, the energy currency of the cell. Through labs, models, and data analysis, we’ll compare these energy pathways and investigate what happens when energy flow is disrupted—affecting individual organisms and entire ecosystems.

How do the structures and internal systems of plants reflect their evolutionary history and support survival in changing environments? Building on our understanding of cellular energy processes, we now explore how plant structures support photosynthesis, growth, and reproduction. We investigate how roots, stems, and leaves transport water and nutrients via vascular tissues, and how hormones like auxins and gibberellins regulate growth and environmental responses. We apply these lessons to our own plants that we grow in the classroom.

How do the structures and internal systems of animals reflect their evolutionary history and support survival in changing environments? As we transition from plants to animals, we return to the lab to end our year to explore evolutionary relationships across animal phyla through dissection and developmental analysis. Starting with embryonic germ layers, we trace increasing complexity from sponges to mammals, focusing on symmetry, coeloms, and organ systems. By connecting structure, function, and phylogeny, we uncover how coordinated systems and evolutionary adaptations support survival and biological diversity. 107

ECE Biology Unit 1

Course Name: ECE Biology- UConn Biol 1107 and Biol 1108 Unit Title: 1 Chemistry of Life

Est. # of Lessons: 8

Unit Overview: How do chemical interactions enable life’s functions? We start our year by exploring how chemistry interacts with biology. Specifically, we investigate the properties of functional groups found in various molecules within the cell and apply this learning to the amino acids that make up proteins to determine how they will fold. Because structure effects function, we investigate how changes in conditions such as pH, temperature, and the presence of competitive and noncompetitive inhibitors change the structure, and therefore the function, of various proteins. STAGE 1: DESIRED RESULTS Established Goals ●

HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life. HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. HS-LS1-6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and other large carbonbased molecules. HS-LS1-7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy.

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Transfer Goals ●

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Understandings ●

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Living systems require a constant input of energy and matter to maintain order and carry out life processes and disruption to the flow of energy or molecular structure can lead to loss of cellular function and organismal health. Biological macromolecules have structures

Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners) Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners) Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens)

Essential Questions ● ● ●

How do living systems use energy and matter to maintain organization and support life processes? What role do water’s unique properties play in supporting life? How does the structure of biological macromolecules determine their function?

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ECE Biology Unit 1

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that determine their functions; these structures arise from the sequence and properties of their monomers. Molecular interactions within cells are critical to energy transfer, growth, reproduction, and homeostasis.

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Knowledge Key Vocabulary: Atom, ion, isotope, isomer, molecule, enantiomers, acid, base, polar, nonpolar, functional groups: methyl, amine, carbonyl, carboxylic acid, ketone, aldehyde, phosphate, alcohol, and sulfhydryl, eukaryote, prokaryote, macromolecule, competitive inhibitor, noncompetitive inhibitor, allosteric site, allosteric regulation, feedback inhibition, enzyme-substrate complex, activation energy, mitochondria, endoplasmic reticulum, Golgi apparatus, lysosome, vacuole, chloroplast, ribosome, cytoplasm ●

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Life requires a highly ordered system. This includes subcellular, molecular components such as water, macromolecules such as proteins, and organelles such as the endoplasmic reticulum as well as cells, tissues, organs, and systems. Molecules and atoms from the environment are necessary to build new molecules. Certain functional groups of molecules have predictable properties and can be used to determine how that molecule will react in water. The shape of enzymes, active sites and interaction with specific molecules are essential for basic functioning of the enzyme. Other molecules and the environment in which the enzyme acts can change enzyme activity.

How do enzymes enable and regulate biochemical reactions in cells? How can changes in molecules or environmental conditions impact structure and function in biological systems? Skills (Framed as Learning Targets)

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I can explain how living systems use free energy and matter to stay organized and alive. I can describe how properties of water support cellular and ecosystem function. I can identify the subcomponents of biological macromolecules and explain how their structure affects their function. I can investigate how environmental changes can affect enzyme structure and function and the rate of chemical reactions. I can illustrate how organelles such as mitochondria, lysosomes, and the ER contribute to homeostasis and energy use.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

Organelle perfect match- Claim, Evidence, Reasoning (CER) synthesizing peer

Formative Assessment ●

Mastering biology reading and questions and virtual pH lab

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ECE Biology Unit 1

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research and individual organelle work to determine organelle match Unit Test on molecule formation, water properties, protein folding, acid/base interactions, and chemical reactions both with and without enzymes.

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Functional group worksheets and practice Moly mod work on carbs Protein folding lab- activities 1-3 Organelle speed dating

STAGE 3: LEARNING PLAN First Topic: Basic Chemistry of Life

Estimated # of Lessons: 2

Learning Targets: ● I can explain how living systems use free energy and matter to stay organized and alive. ● I can describe how properties of water support cellular and ecosystem function.

Essential Questions: ● How do living systems use energy and matter to maintain organization and support life processes? ● What role do water’s unique properties play in supporting life?

Learning Activities: Lesson 1: Review basic chemical interactions ● We review basic atomic structure and chemical interactions that students should know coming in to the course- bonds (hydrogen, ionic, covalent), ions and isotopes, van der Waals forces Lesson 2: Evaluate the role of pH and feedback mechanisms on living systems ● We mathematically determine pH and pOH of several substances and discuss their meaning ● We virtually explore the effects of pH on living systems and the feedback mechanisms that maintain life Second Topic: Macromolecules and their Components

Estimated # of Lessons: 4

Learning Targets: Essential Questions: ● I can identify the subcomponents of ● How does the structure of biological biological macromolecules and explain how macromolecules determine their function? their structure affects their function. ● How do enzymes enable and regulate ● I can investigate how environmental biochemical reactions in cells? changes can affect enzyme structure and ● How can changes in molecules or function and the rate of chemical reactions. environmental conditions impact structure and function in biological systems? Learning Activities: Lesson 3:Evaluate structure and function of macromolecules ● We learn the structures of several basic functional groups (alcohol, amine, carbonyl- aldehyde and ketone, carboxyl, phosphate, sulfhydryl) ● We expand on our understanding of acids and bases as we see how certain functional groups (amines and carboxylic acids) react in water. Lesson 4: Analyze structures of macromolecules ● We model macromolecules such as carbohydrates, proteins, nucleic acids, and lipids and identify the functional groups that we learned in the previous lesson

110

ECE Biology Unit 1 Lesson 5-6: Investigation- protein folding ● We focus on amino acids and the differences in the R-group interactions of these molecules ● We model the basic interactions between amino acids and how they lead to protein shape, then predict how changes in the environment or in the amino acid sequence will affect folding. Third Topic: Cell Organelles

Estimated # of Lessons: 2

Learning Targets: ● I can illustrate how organelles such as mitochondria, lysosomes, and the ER contribute to homeostasis and energy use.

Essential Questions: ● How do living systems use energy and matter to maintain organization and support life processes?

Learning Activities: Lesson 7 and 8: Evaluate differences and connections between cell organelles ● We focus on animal cells and their functions by looking at cell specialization ● We apply our understanding of cell organelles and their functions to an organelle speed dating activity where students determine their organelle’s “best match” based on location and function within the cell

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ECE Biology Unit 2

Course Name: ECE Biology- UConn Biol 1107 & Biol 1108 Unit Title: 2 Cell Membranes and Material Movement

Est. # of Lessons: 8

Unit Overview: How do cellular processes enable life’s functions? We begin this unit by reviewing the structure of the cell membrane and how materials move across it. We apply our understanding as we test various solutions’ effects on cell size to determine their identities. Finally, we apply material movement to the functioning of body systems. For the respiratory system we determine the efficiency of passive transport by way of countercurrent exchange in both humans and fish. For the nervous system, we model the way both passive and active transport establish membrane potential, which allows for signals to be sent over long distances in the body. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. HS-LS1-6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and other large carbon-based molecules.

Transfer Goals ●

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Understandings ●

The timing and regulation of cellular processes are crucial for effective biological function. Cells use feedback mechanisms and signaling pathways to maintain homeostasis and coordinate responses.

Essential Questions ● ● ● ●

How does membrane structure determine what enters and leaves a cell? How do cells maintain internal conditions different from their external environments? What mechanisms allow cells to communicate, respond, and coordinate with each other? How do organelles and cellular processes

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ECE Biology Unit 2 contribute to the energy and material needs of the cell? Knowledge

Skills (Framed as Learning Targets)

Key Vocabulary: cell membrane, phospholipid bilayer, hydrophilic, hydrophobic, selective permeability, passive transport, active transport, diffusion, osmosis, facilitated diffusion, endocytosis, exocytosis, surface area-to-volume ratio, fluid mosaic model, membrane protein, aquaporin, hypertonic, hypotonic, isotonic, feedback loop, organelle, apoptosis, enzyme, active site, substrate, coenzyme, cofactor ● ● ● ●

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Eukaryotic cells rely on organelles working together to carry out energy transformations and metabolic functions. Cell membranes are selectively permeable, and this structure helps regulate internal environments to support life. Surface area-to-volume ratios limit cell size and influence resource exchange. Molecular signaling—both within and between cells—regulates gene expression and physiological processes.

I can explain how surface area-to-volume ratios impact cell function and efficiency. I can model how cell membranes regulate the movement of materials through passive and active transport. I can investigate how environmental changes affect the rate of diffusion or osmosis across a membrane. I can explain how membrane proteins and signaling molecules interact in processes like hormone signaling or neurotransmission.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ●

Formative Assessment

Mystery Solutions- CER conclusion of which mystery solution is which Unit Test on the structure of the phospholipid bilayer, how materials are transported in and out of the cell, circulation and gas exchange in land and water dwelling animals, and nerve impulses.

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Mastering biology reading and questions Cell membrane working models Cell size investigation Mystery solutions lab Water potential calculations Respiratory system lab Action potential simulation

STAGE 3: LEARNING PLAN First Topic: Limits on Cell Size

Estimated # of Lessons: 3

Learning Targets: ● I can explain how surface area-to-volume ratios impact cell function and efficiency. ● I can model how cell membranes regulate

Essential Questions: ● How does membrane structure determine what enters and leaves a cell? ● How do cells maintain internal conditions

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ECE Biology Unit 2 the movement of materials through passive and active transport.

different from their external environments?

Learning Activities: Lesson 1: Review basic cell membrane structure ● We create working models of the cell membrane structure and use them to show how different molecules would move in and/or out of the cell. Lesson 2: Investigation- cell size ● We test the efficiency of material movement through “cells” of various sizes and calculate the best size and shape for maximum efficiency using our results Lesson 3: Calculations of water potential ● We focus the movement of water at various concentrations and how water potential can explain why water moves either into or out of the cell based on the conditions of the environment Second Topic: Transport Applications

Estimated # of Lessons: 4

Learning Targets: Essential Questions: ● I can model how cell membranes regulate ● How do cells maintain internal conditions the movement of materials through passive different from their external environments? and active transport. ● What mechanisms allow cells to ● I can investigate how environmental communicate, respond, and coordinate with changes affect the rate of diffusion or each other? osmosis across a membrane. ● How do organelles and cellular processes ● I can explain how membrane proteins and contribute to the energy and material needs signaling molecules interact in processes of the cell? like hormone signaling or neurotransmission. Learning Activities: Lesson 4: Comparing passive and active transport ● We learn about the similarities and differences between the way materials are transported through the cell membrane. Lesson 5-6: Explore transport in the respiratory system ● We apply our understanding of the cell membrane structure and passive transport concepts to the epithelium of the lungs and capillaries. ● We learn about the role of partial pressures as a way to calculate movement of gasses in the respiratory system. ● We investigate our tidal and deep lung volumes and calculate the partial pressure of air in our own respiratory systems and how these change under various environmental stressors. Lesson 7: Explore transport in the nervous system ● We apply our understanding of the cell membrane structure and both active and passive transport concepts to nerve cells and how they set up membrane potential so that messages can be sent throughout the nervous system. ● We simulate the disruption of membrane potential through an action potential and determine the steps the cell membrane goes through during depolarization, hyperpolarization, and repolarization

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ECE Biology Unit 3

Course Name: ECE Biology- UConn Biol 1107 and Biol 1108 Unit 3 Title: Mitosis, Meiosis, Inheritance, and Genetic Variation

Est. # of Lessons: 6

Unit Overview: How do changes in genes lead to variation—or even disease? In this unit, we explore how cells divide and how genes are passed down from one generation to the next. First, we will review mitosis and meiosis—processes that allow your body to grow, repair itself, and make reproductive cells. We investigate how changes in DNA and chromosomes can lead to genetic variation or inherited disorders. We learn how genes are turned on or off and model gene expression under various conditions. By the end of the unit, we apply our understanding to a case study of stickleback fish where we predict outcomes when gene expression is altered. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. HS-LS3-1: Ask questions to clarify the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. HS-LS3-2: Make and defend a claim based on evidence that inheritable genetic variations may result from new genetic combinations through meiosis, viable errors during replication, or mutations caused by environmental factors. HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

Transfer Goals ●

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Understandings ●

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Genetic variation, resulting from mutation, recombination, and environmental influences, contributes to the diversity and adaptability of organisms. Gene regulation and expression determine the structure and function of cells and drive organism development and specialization. Errors in genetic processes can result in phenotypic changes, disease, or evolutionary advantages depending on

Essential Questions ● ● ● ● ●

How do mitosis and meiosis contribute to growth, repair, and genetic diversity? What mechanisms ensure accurate inheritance of genetic information—and what happens when they fail? How do internal and external factors influence gene expression and phenotypic traits? How can mutations and genetic variation impact individuals and populations? What are the ethical, social, and scientific

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ECE Biology Unit 3 environmental context.

implications of manipulating genes?

Knowledge

Skills (Framed as Learning Targets)

Key Vocabulary: Mitosis, meiosis, cytokinesis, chromatin, chromosome, sister chromatids, homologous chromosomes, centromere, spindle fibers, crossing over, independent assortment, diploid, haploid, gametes, zygote, nondisjunction, karyotype, genotype, phenotype, allele, dominant, recessive, homozygous, heterozygous, law of segregation, law of independent assortment, pleiotropy, gene linkage, recombination frequency, mutation, genetic variation, gene expression, operon, promoter, repressor, inducer, enhancer, transcription factor, epigenetics ●

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Genetic information is stored in DNA and transmitted from generation to generation via processes that include the cell cycle and mitosis or meiosis plus fertilization. The chromosomal basis of inheritance provides an understanding of the pattern of passage (transmission) of genes from parent to offspring. Gene regulation results in differential gene expression, leading to cell specialization.

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I can model and explain the stages of mitosis and meiosis and identify how errors in these processes can lead to disorders. I can explain how sexual reproduction and meiosis contribute to genetic variation in a population. I can analyze how environmental and genetic changes contribute to phenotypic diversity and evolution. I can interpret pedigree charts and genetic crosses to predict inheritance patterns using Mendelian and non-Mendelian models. I can describe how gene expression is regulated at multiple levels, including operons and transcription factors. I can explain how gene regulation, including the role of regulatory sequences and molecules like inducers and repressors, leads to cell specialization.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ●

Formative Assessment

Stickleback Extension- prediction and explanation models based on readings Unit Test on DNA structure, meiosis and recombination, calculation of recombination frequencies and gene regulation

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Mastering biology reading and questions POGIL DNA review and operons Chromosome modeling Barr body readings and questions Recombination problems Lac Operon Phet model Case studies- Who killed yew and Modeling the regulatory switches of sticklebacks

STAGE 3: LEARNING PLAN First Topic: Mitosis and Meiosis Basics

Estimated # of Lessons: 4

Learning Targets: ● I can model and explain the stages of

Essential Questions: ● How do mitosis and meiosis contribute to

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ECE Biology Unit 3

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mitosis and meiosis and identify how errors in these processes can lead to disorders. I can explain how sexual reproduction and meiosis contribute to genetic variation in a population. I can analyze how environmental and genetic changes contribute to phenotypic diversity and evolution. I can interpret pedigree charts and genetic crosses to predict inheritance patterns using Mendelian and non-Mendelian models.

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growth, repair, and genetic diversity? What mechanisms ensure accurate inheritance of genetic information—and what happens when they fail?

Learning Activities: Lesson 1: Review basic DNA structure and replication ● We collaborate to reconstruct our understanding of DNA structure and replication through a POGIL activity with our group. ● We build on our understanding of DNA structure to model chromosomes within a cell Lesson 2: Modeling Mitosis and Meiosis ● We create models of the cell in both mitosis and meiosis and show the steps of chromosome replication and division throughout each process. Illustrating the Laws of Segregation and Independent Assortment. ● We introduce mutations and determine how these affect the outcome of each process and extend this to several real-world disorders such as Turner syndrome, Cri du Chat, and Down syndrome. ● We research how female X chromosomes result in Barr bodies and look for exceptions to this trend. Lesson 3: Calculations of recombination frequency ● We expand on the Law of independent Assortment and actually calculate how frequently genes combine based on their distance apart on a particular chromosome. Lesson 4: Applications of the cell cycle to disease ● We explore a case study of the paclitaxel compound derived from Yew trees and its effect on the cell cycle. It can be used as a poison, but also a treatment for cancer. ● We discuss disruptions in the cell cycle that cause cancer and how something can be both helpful and harmful. Second Topic: Cell Regulation

Estimated # of Lessons: 2

Learning Targets: ● I can describe how gene expression is regulated at multiple levels, including operons and transcription factors. ● I can explain how gene regulation, including the role of regulatory sequences and molecules like inducers and repressors, leads to cell specialization.

Essential Questions: ● How do internal and external factors influence gene expression and phenotypic traits? ● How can mutations and genetic variation impact individuals and populations? ● What are the ethical, social, and scientific implications of manipulating genes?

Learning Activities: Lesson 5: Modeling gene regulation

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ECE Biology Unit 3 ●

We pivot to how in multicellular organisms cell division results in specialized cells and learn about ways specialization is regulated. ● We simulate the regulation of the lac operon of genes and compare and contrast repressors and inducers to gene activation. Lesson 6: Applications of gene regulation to changes in function ● We explore the case study of stickleback fish and how changes in regulation of various genes have resulted in evolutionary changes that are faster than expected. ● Students apply their understanding to make predictions about the results of various novel gene changes.

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ECE Biology Unit 4

Course Name: ECE Biology- UConn Biol 1107 and Biol 1108 Est. # of Lessons: 7 Unit 4 Title: DNA technology: PCR, gel electrophoresis, sequencing, cloning Unit Overview: How can we use DNA technology to investigate genetic traits and explore what makes us unique? This unit builds on the DNA basics from our previous unit by using cutting-edge biotechnology tools —like PCR and gel electrophoresis to analyze specific genes that influence our own traits. We use bioinformatics tools like BLAST to compare DNA sequences and investigate how biotechnology is used in medicine and beyond. This unit blends lab work and data analysis. By the end of the unit you will report the ratios for different gene variants across our class and compare them to predictions made from research on the general population. STAGE 1: DESIRED RESULTS Established Goals ●

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HS‑LS3‑2: Make and defend a claim based on evidence that inheritable genetic variations may result from new genetic combinations through meiosis, errors during replication, or mutations caused by environmental factors. HS‑LS3‑3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. HS-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 a proposed solution to a complex real-world problem.

Transfer Goals ●

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Understandings ●

DNA technologies such as PCR, gel electrophoresis, and sequencing allow scientists to detect, analyze, and compare genetic information, but raise important

Essential Questions ● ●

How can we manipulate DNA to study genes and their functions? What tools do scientists use to amplify, analyze, and compare genetic material?

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ECE Biology Unit 4 ethical, legal, and societal questions.

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Knowledge

Skills (Framed as Learning Targets)

Key Vocabulary: DNA sequencing, polymerase chain reaction (PCR), gel electrophoresis, restriction enzymes, DNA cloning, genetic engineering, recombinant DNA, gene expression, bioinformatics, BLAST, point mutation, transgenic organism, electrophoresis ladder, DNA fingerprinting, primer, master mix, thermal cycler, DNA ligase, vector ● ●

How can we use technology to determine how mutations affect genes and the traits they produce? What are the benefits and ethical considerations of DNA technology in medicine and research?

Mutations can alter protein structure and function, sometimes resulting in observable traits or genetic disorders. Genetic engineering and bioinformatics revolutionize our ability to diagnose disease, understand evolution, and design treatments.

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I can describe and explain how DNA technologies (PCR, gel electrophoresis, DNA sequencing) work. I can interpret the results of a gel electrophoresis and understand what the banding patterns mean. I can use online bioinformatics tools such as BLAST to analyze genetic sequence data. I can explain how point mutations can alter protein structure and function. I can reflect on the societal impacts of biotechnology and defend a position using evidence.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

●

Formative Assessment

Lab write up- UConn Formal Lab Report PCR + Electrophoresis + BLAST- how do class gene ratios compare to greater population research. Extended Quiz: Mixed-format assessment on reading gels, Blast info and conclusions, and the purpose of DNA technology.

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Mastering biology reading and questions Master Mix Calculations Worksheet PCR & Gel Pre-lab Questions Lab introduction- draft Blast activities 1-3

STAGE 3: LEARNING PLAN First Topic: Genetic Lab Techniques

Estimated # of Lessons: 4

Learning Targets: ● I can describe and explain how DNA technologies (PCR, gel electrophoresis, DNA sequencing) work. ● I can interpret the results of a gel electrophoresis and understand what the

Essential Questions: ● How can we manipulate DNA to study genes and their functions? ● What tools do scientists use to amplify, analyze, and compare genetic material?

120

ECE Biology Unit 4 banding patterns mean. Learning Activities: Lesson 1: Introduce gene variants ● We explore the differences between phenotypes of individuals with gene variants in the ACE, OXTR, CYP, and/or TASTR genes and determine questions about the class’s gene ratios of these genes that we would like to pursue. *Gene materials and equipment are provided by The Jackson Laboratory. ● We research more about these genes and their prevalence in the population, indicators that one may have one variant or another, and how these genes can be tested for in populations. ● We use our research to write a draft lab introduction and make predictions to answer our questions. Lesson 2: Apply DNA technology- DNA extraction and PCR ● We extract DNA from our saliva ● We amplify the DNA extracted through the use of Polymerase Chain Reaction Lesson 3: Apply DNA technology- Gel electrophoresis and Restriction Enzyme Digestion ● We verify the success of our DNA extraction and identify variants for genes such as ACE through gel electrophoresis. ● Genes such as OXTR and CYP require cutting with restriction enzymes so we perform restriction enzyme digestion on samples needing further processing and identify variants through gel electrophoresis. Lesson 4: Analyze gene data and Draw Conclusions ● We analyze the data from the gels and draw conclusions about how well our data matches the predictions in our hypotheses. ● We create a formal lab report with a revised introduction, pictures of our gels as data, detailed results, and a conclusion. Second Topic: Bioinformatics

Estimated # of Lessons: 3

Learning Targets: ● I can use online bioinformatics tools such as BLAST to analyze genetic sequence data. ● I can explain how point mutations can alter protein structure and function. ● I can reflect on the societal impacts of biotechnology and defend a position using evidence.

Essential Questions: ● How can we use technology to determine how mutations affect genes and the traits they produce? ● What are the benefits and ethical considerations of DNA technology in medicine and research?

Learning Activities: Lesson 5: Identifying a variant ● We learn how to use the ncbi database-BLAST search ● We use the BLAST search to identify a gene variant and determine how to note the location of a gene mutation Lesson 6: Sequence comparison- gene and protein ● We use the ncbi database BLAST search to identify a gene from an unknown sequence of DNA and compare that sequence to a reference to look for variants ● We also do a blast protein search to see how the changes in the gene affect the protein

121

ECE Biology Unit 4 Lesson 7: What does this mean ● We discuss ethical implications of gene technology and whether or not we believe it is more helpful or harmful.

122

ECE Biology Unit 5

Course Name: ECE Biology- UConn Biol 1107 and Biol 1108 Unit 5 Title: Cellular Energy and Signaling

Est. # of Lessons: 8

Unit Overview: How do cells use energy and signaling to maintain function and coordinate responses? Building on our knowledge of macromolecules and protein structure this unit focuses on how cells use energy to maintain homeostasis and respond to their environment. We begin by applying the laws of thermodynamics to evaluate energy changes and cellular conditions. We then explore how cells use signaling pathways—such as G-proteins and tyrosine kinases—to transmit messages and coordinate activity. The unit culminates with a presentation in which students explain how energy use and cell communication support the function of a specific organ system. STAGE 1: DESIRED RESULTS Established Goals ● ●

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HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. HS-LS1-6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and other large carbon-based molecules. HS-LS1-7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy. HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life.

Transfer Goals ●

●

Understandings ● ●

Cells transform and utilize energy through tightly regulated biochemical pathways to sustain life. Cellular communication relies on signal transduction pathways that regulate gene expression and cellular responses.

Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens)

Essential Questions ● ● ●

How do cells harness energy from their environment and transform it into usable forms? What role do enzymes play in regulating biological reactions? How do cells communicate with one another

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ECE Biology Unit 5 ●

Feedback mechanisms and signal cascades maintain internal stability and allow cells to respond to environmental stimuli.

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Knowledge Key vocabulary: free energy, entropy, enthalpy, Gibbs free energy (ΔG), exergonic reaction, endergonic reaction, competitive inhibitor, noncompetitive inhibitor, allosteric regulation, autocrine signaling, paracrine signaling, endocrine signaling, synaptic signaling, receptor, ligand, signal transduction pathway, G-protein, second messenger, cyclic AMP (cAMP), protein kinase, phosphorylation cascade, signal amplification, homeostasis, plasmodesmata, gap junctions ● ●

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ATP is the primary energy currency in cells and drives cellular work through phosphorylation. Enzymes are biological catalysts that regulate chemical reactions by lowering activation energy and are essential to metabolic processes. Enzyme activity is influenced by environmental factors and can be regulated by inhibitors or allosteric interactions. Cells use chemical signaling to communicate and coordinate responses across tissues and systems. Signal transduction pathways often involve multiple steps, including receptors, second messengers, and protein cascades Different types of cell signaling (e.g., endocrine, paracrine, synaptic) enable communication over varying distances. Signal amplification and feedback regulation are key to maintaining homeostasis.

and respond to external signals? In what ways do signaling pathways contribute to homeostasis and regulation in organisms? Skills (Framed as Learning Targets)

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I can explain how cells convert energy using biochemical pathways like cellular respiration and fermentation. I can interpret and perform calculations involving free energy changes (∆G) in metabolic processes. I can describe how enzymes function and how factors such as pH and temperature affect enzyme activity. I can model different types of cell signaling, including G-protein and hormone signaling pathways. I can explain how feedback loops and signaling cascades contribute to maintaining homeostasis. I can analyze lab data from enzyme investigations and connect experimental results to cellular processes.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

Lab Conclusion- effect of Gymnema tea on taste receptors

Formative Assessment ● ●

Mastering biology reading and questions POGIL- gibbs free energy, cell signaling

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ECE Biology Unit 5 ● ●

Unit Test on enzymes and signaling mechanisms Body System Presentations- group presentations on signaling in the cardiovascular, digestive, immune, urinary, and reproductive systems

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Calculation sheets- free energy Lab- enzymes- eppendorfase of yeast, taste receptors- gymnema tea Signaling in sex determination Draft presentation

STAGE 3: LEARNING PLAN First Topic: Free Energy

Estimated # of Lessons: 4

Learning Targets: ● I can explain how cells convert energy using biochemical pathways like cellular respiration and fermentation. ● I can interpret and perform calculations involving free energy changes (∆G) in metabolic processes. ● I can describe how enzymes function and how factors such as pH and temperature affect enzyme activity.

Essential Questions: ● How do cells harness energy from their environment and transform it into usable forms? ● What role do enzymes play in regulating biological reactions?

Learning Activities: Lesson 1: Introduce Free energy ● We collaborate to determine what free energy is and how it connects to our previous energy understanding guided by a POGIL ● We practice calculations using the Gibbs Free Energy Equation. Lesson 2: Apply free energy to enzymes ● We use the concept of free energy to explain enzyme activity and practice calculations based on an enzyme investigation Lesson 3-4: Changes in enzyme activity due to temperature and pH ● We apply the concepts of energy as we investigate enzymes, specifically, how their activity can change due to environmental factors- temperature and pH. Second Topic: Signaling Cascades

Estimated # of Lessons: 4

Learning Targets: Essential Questions: ● I can model different types of cell signaling, ● How do cells communicate with one another including G-protein and hormone signaling and respond to external signals? pathways. ● In what ways do signaling pathways ● I can explain how feedback loops and contribute to homeostasis and regulation in signaling cascades contribute to organisms? maintaining homeostasis. ● I can analyze lab data from enzyme investigations and connect experimental results to cellular processes. Learning Activities:

125

ECE Biology Unit 5 Lesson 5: Introduce the anchoring phenomenon ● We introduce the real-world connections of cell signaling by exploring the history of sex in olympic athletics Lesson 6: Determining signaling pathways ● We learn about several signaling pathways in cells and compare and contrast the various components Lesson 7: Investigation- cell signaling ● We experiment with Gymnema tea and miracle berry extract effects on our taste receptors Lesson 8: Cell signaling across systems ● We research the main signaling ligands in different body systems and present our findings to the class

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ECE Biology Unit 6

Course Name: ECE Biology- UConn Biol 1107 and Biol 1108 Unit 6 Title: Genetics and Evolution

Est. # of Lessons: 10

Unit Overview: How do evolution and genetics together explain the similarities and differences among living things on Earth? Turning our focus from how cells communicate and use energy to maintain function, we examine how genetic variation and environmental pressures maintain function and drive evolution over time. Using tools like Hardy-Weinberg equilibrium and case studies such as malaria resistance, we model how allele frequencies change over time. The unit concludes with an analysis of speciation and phylogenetic trees to trace evolutionary relationships. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. HS-LS4-3: Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. HS-LS4-5: Evaluate the evidence

Transfer Goals ●

●

Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Engage in scientific debates and discussions, articulating ideas and defending scientific phenomena with evidence in a clear, concise manner (Effective Communicators, Information Analysts)

127

ECE Biology Unit 6 supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Understandings ● ●

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Heritable information provides for continuity of life. Natural selection is a primary mechanism of evolution, favoring traits that enhance survival and reproduction. Genetic variation within populations provides the raw material for evolutionary change. Organisms are linked by lines of descent from common ancestry. Life continues to evolve within a changing environment. The origin of living systems is explained by natural processes.

Essential Questions ● ● ● ● ●

Knowledge Key Vocabulary: Natural selection, allele frequency, Hardy-Weinberg equilibrium, population genetics, gene pool, genetic drift, bottleneck effect, founder effect, speciation, reproductive isolation, prezygotic barrier, postzygotic barrier, allopatric speciation, sympatric speciation, phylogenetic tree, cladogram, punctuated equilibrium, gradualism, adaptive radiation, convergent evolution, divergent evolution, coevolution ● ● ● ●

Evolution is supported by diverse scientific evidence, including fossils, molecular biology, and mathematical models. Random processes such as genetic drift and mutation also influence evolution, especially in small populations. Speciation occurs through mechanisms like reproductive isolation and adaptive radiation. Phylogenetic trees and cladograms are

How do we track genes through generations and use this information to determine inheritance patterns? What roles do genetic variation, mutation, and random processes play in evolution? How can mathematical models and molecular evidence be used to support evolutionary theory? How do reproductive isolation and environmental pressures contribute to the formation of new species? What do phylogenetic trees and cladograms reveal about the relationships between organisms? Skills (Framed as Learning Targets)

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I can determine inheritance patterns from a variety of pedigrees. I can explain how natural selection and genetic variation contribute to changes in populations over time using real-world examples (e.g., peppered moths, antibiotic resistance) . I can calculate allele frequencies and apply the Hardy-Weinberg equation to determine if a population is evolving. I can construct and interpret phylogenetic trees and cladograms using morphological and molecular data. I can differentiate between mechanisms of evolution, including natural selection, genetic drift, gene flow, and mutation. I can explain how geographic and reproductive isolation contribute to speciation.

128

ECE Biology Unit 6 tools that help visualize evolutionary relationships and are constantly refined with new data. STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ●

Formative Assessment

Phylogenetic Tree Lab- Cytochrome C creation and data analysis Unit Test on pedigrees, mechanisms of evolution, speciation, and phylogenetic trees

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Mastering biology reading and questions Pedigree analysis H-W population genetics in malaria H-W calculation practice POGIL- selection and speciation Cladistic and phylogenetic parsimony

STAGE 3: LEARNING PLAN First Topic: Genetics

Estimated # of Lessons: 2

Learning Targets: Essential Questions: ● I can determine inheritance patterns from a ● How do we track genes through generations variety of pedigrees. and use this information to determine inheritance patterns? Learning Activities: Lesson 1: Review of genetic basics ● We review inheritance patterns of autosomal and sex-linked genes and how those genes get passed down through generations because of independent assortment. Lesson 2: Apply genetic inheritance to pedigree analysis ● We determine the patterns on various types of pedigrees that reveal inheritance patterns for various traits- including disease variants Second Topic: Natural Selection in Populations

Estimated # of Lessons: 4

Learning Targets: ● I can explain how natural selection and genetic variation contribute to changes in populations over time using real-world examples (e.g., peppered moths, antibiotic resistance) . ● I can calculate allele frequencies and apply the Hardy-Weinberg equation to determine if a population is evolving.

Essential Questions: ● What roles do genetic variation, mutation, and random processes play in evolution? ● How can mathematical models and molecular evidence be used to support evolutionary theory?

Learning Activities: Lesson 3: Calculating genes in populations ● We determine if our predictions for genes in populations are accurate using Chi square analysis Lesson 4: Darwin’s observations

129

ECE Biology Unit 6 ●

We put the idea of populations in the context of Darwin’s journey by looking through journal entries and mapping his progress on his voyage on the Beagle. Lesson 5: Introduce Hardy- Weinberg Equilibrium ● We discuss what causes change in populations and how we can mathematically show change through the Hardy-Weinberg calculations of equilibrium Lesson 6: Investigation- H-W Equilibrium ● We apply the Hardy-Weinberg equations to populations in a case study of malaria to experimentally show heterozygous advantage changes to gene frequencies ● We calculate additional scenarios using the H-W equations Third Topic: Speciation and Phylogeny

Estimated # of Lessons: 4

Learning Targets: ● I can construct and interpret phylogenetic trees and cladograms using morphological and molecular data. ● I can differentiate between mechanisms of evolution, including natural selection, genetic drift, gene flow, and mutation. ● I can explain how geographic and reproductive isolation contribute to speciation.

Essential Questions: ● How do reproductive isolation and environmental pressures contribute to the formation of new species? ● What do phylogenetic trees and cladograms reveal about the relationships between organisms?

Learning Activities: Lesson 7: Applications of Natural selection to speciation ● We discuss what determines species and research examples of barriers to reproduction ● We model how barriers determined in our research can reinforce old species and lead to the creation of new species. Lesson 8: Other mechanisms of genetic change ● We evaluate the effects of genetic disruptions such as genetic drift, the bottleneck effect, the founder effect, and factors such as sexual selection alter populations and extrapolate that to the long-term health of the population. Lesson 9: Introducing phylogenetic trees ● We learn about ways to display relationships between species and evaluate the most likely scenarios based on data Lesson 10: Determining parsimony ● We construct phylogenies based on the genetic data for Cytochrome C protein in multiple organisms

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ECE Biology Unit 7

Course Name: ECE Biology- UConn Biol 1107 and Biol 1108 Unit 7 Title: Photosynthesis & Cell Respiration

Est. # of Lessons: 4

Unit Overview: How do living organisms capture and transform energy to stay alive? In this unit, we return to energy for a more in-depth look at how cells convert energy through photosynthesis and cellular respiration, processes that are essential for life. We’ll examine how chloroplasts and mitochondria use structures like electron transport chains and proton gradients to make ATP, the energy currency of the cell. Through labs, models, and data analysis, we’ll compare these energy pathways and investigate what happens when energy flow is disrupted—affecting individual organisms and entire ecosystems. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-LS1-6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids or other large carbon-based molecules. HS-LS1-7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transfer energy to support cell functions. HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when the energy of the other component(s) changes.

Transfer Goals ●

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Understandings ● ●

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Living organisms require a constant input of free energy to maintain order, grow, and reproduce. Energy-related pathways in living systems are coordinated, regulated, and involve the movement of electrons and creation of gradients. Disruptions to energy processes can result in loss of function, decreased fitness, or death of an organism.

Essential Questions ● ● ● ●

Knowledge Key Vocabulary: Autotroph, Heterotroph,

Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens) Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners) Communicate effectively with peers to build a respectful, productive, and inclusive academic culture to enhance their understanding of the interconnectedness of the world and the role their actions play in the greater environment (Responsible Citizens, Effective Communicators)

How do organisms capture and transform energy to sustain life? What are the similarities and differences between photosynthesis and cellular respiration? Why is energy flow essential to the organization and function of living systems? How do disruptions in energy processes affect organisms and ecosystems? Skills (Framed as Learning Targets)

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I can model the flow of energy through the

131

ECE Biology Unit 7 Thylakoid, Stroma, Photosystem I, Photosystem II, Light-dependent reactions, Calvin cycle, Electron transport chain, Proton gradient, Chemiosmosis, ATP synthase, Glycolysis, Pyruvate, Krebs cycle, NADH, FADH₂, Oxidative phosphorylation, Aerobic respiration, Anaerobic respiration, Fermentation, NAD⁺ regeneration, Carbon fixation, Redox reactions ● Photosynthesis and cellular respiration are complementary processes in the global cycling of carbon and energy. ● Photosynthesis happens in specialized organelles called chloroplasts within plants while cellular respiration occurs in the mitochondria of plants and animals. ● The structure of cellular components is closely linked to their function in capturing, storing, and releasing energy. ● Both chloroplasts and mitochondria have electron transport chains that use energy to create ion gradients used to convert ADP to ATP.

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processes of photosynthesis and cellular respiration. I can explain how the structure of chloroplasts and mitochondria enables them to capture and convert energy. I can compare the stages of photosynthesis (light reactions and Calvin cycle) and cellular respiration (glycolysis, Krebs cycle, and electron transport chain). I can interpret data from experiments that investigate photosynthesis or cellular respiration.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

●

Formative Assessment

Compare Contrast Table Writingevaluating similarities and differences between photosynthesis and cell respiration on the superficial and molecular scale with modeling. Extended Quiz: Mixed-format assessment on basic photosynthesis and cellular respiration energy transfer and disruption effects

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Mastering biology reading and questions Photosynthesis lab- activities 1-4 POGIL: photosynthesis and Cell Respiration

STAGE 3: LEARNING PLAN First Topic: Photosynthesis and Cell Respiration

Estimated # of Lessons: 4

Learning Targets: ● I can model the flow of energy through the processes of photosynthesis and cellular respiration. ● I can explain how the structure of chloroplasts and mitochondria enables them to capture and convert energy.

Essential Questions: ● How do organisms capture and transform energy to sustain life? ● What are the similarities and differences between photosynthesis and cellular respiration? ● Why is energy flow essential to the

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ECE Biology Unit 7 ●

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I can compare the stages of photosynthesis (light reactions and Calvin cycle) and cellular respiration (glycolysis, Krebs cycle, and electron transport chain). I can interpret data from experiments that investigate photosynthesis or cellular respiration.

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organization and function of living systems? How do disruptions in energy processes affect organisms and ecosystems?

Learning Activities: Lesson 1: Investigating Photosynthesis ● We experiment with leaves to quantify the amount of photosynthesis being done by plants ● We separate out the pigments that are involved in the process and determine their role ● We examine the effect of various environmental conditions on the stomata in leaves and research how that may affect the rate of photosynthesis Lesson 2: Modeling Mechanisms- Photosynthesis ● We use models to show the molecular chemistry occurring during photosynthesis and how this results in changes in the forms of matter from input (water and carbon dioxide) to output (glucose and oxygen). Lesson 3: Modeling Mechanisms- Cell Respiration ● We use models to show the molecular chemistry occurring during cellular respiration and how this results in changes in the forms of matter from input (glucose and oxygen) to output (water and carbon dioxide). Lesson 4: Evaluating similarities and differences in each process ● We delve into both mechanisms simultaneously to determine all of the similarities and differences between the processes of photosynthesis and cellular respiration. ● We create a table that includes the evaluation and models of specific components to show how they compare and contrast.

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ECE Biology Unit 8

Course Name: ECE Biology- UConn Biol 1107 and Biol 1108 Unit 8 Title: Plant Form and Function

Est. # of Lessons: 10

Unit Overview: How do the structures and internal systems of plants reflect their evolutionary history and support survival in changing environments? Building on our understanding of cellular energy processes, we now explore how plant structures support photosynthesis, growth, and reproduction. We investigate how roots, stems, and leaves transport water and nutrients via vascular tissues, and how hormones like auxins and gibberellins regulate growth and environmental responses. We apply these lessons to our own plants that we grow in the classroom. STAGE 1: DESIRED RESULTS Established Goals ●

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HS‑LS1‑1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells HS‑LS1‑2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. HS‑LS1‑3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. HS‑LS1‑4: Use a model to illustrate the role of cellular division (e.g. meristem growth) and differentiation in producing and maintaining complex organisms. HS‑LS1‑5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

Transfer Goals ●

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Understandings ●

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The structure and organization of plant tissues support their specialized functions, including nutrient uptake, transport, and reproduction. Alternation of generations in plants illustrates the interplay between haploid and diploid stages and the genetic regulation of reproductive structures. Plant growth and responses to stimuli are governed by hormones such as abscisic

Essential Questions ● ● ● ●

How do the structures of plants support their survival, growth, and reproduction? How do plant form and function reflect evolutionary adaptations to their environments? How do plant life cycles illustrate the diversity and complexity of plant reproduction? How do plants interact with and respond to their environment through hormones and

134

ECE Biology Unit 8 acid, auxins, ethylene, gibberellins, and others which mediate environmental interactions and developmental timing.

signals?

Knowledge

Skills (Framed as Learning Targets)

Key Vocabulary: roots, stems, leaves, xylem, phloem, vascular tissue, primary growth, secondary growth, meristem, apical meristem, lateral meristem, root cap, zone of elongation, zone of maturation, Casparian strip, apoplast, symplast, cation exchange, nitrogen fixation, leaching, alternation of generations, gametophyte, sporophyte, auxin, gibberellins, abscisic acid, ethylene, phototropism, hormone signaling, ABC genes, stomata, guard cells, transpiration, root hairs, leaf venation, source, sink, tropism,plasmodesmata ●

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Plants have evolved mechanisms like transpiration, active transport, and hormone signaling to regulate internal conditions and respond to external stimuli. Water and nutrient movement in plants depends on both physical properties and biological processes, including the Casparian strip, xylem and phloem structure, and root adaptations. Gene expression, particularly the ABC genes, dictate the development of floral structures

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I can explain the evolutionary history of plants including the progression from nonvascular to vascular structures. I can identify and describe the structure and function of major plant organs, including roots, stems, and leaves. I can model how water and nutrients move into and through plant tissues using apoplastic and symplastic pathways and xylem and phloem pathways. I can explain the process of alternation of generations and identify key structures involved in plant reproduction. I can compare the functions of major plant hormones such as auxin, gibberellins, abscisic acid, and ethylene.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ●

Formative Assessment

Plant Diversity Lab- conclusion Unit Test on plant structure and physiology, transport, and hormone function.

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Mastering biology reading and questions Plant Diversity Lab (ongoing checks): Identify plant groups, note distinguishing anatomical features. POGIL- plant hormones

STAGE 3: LEARNING PLAN First Topic: Plant Evolution

Estimated # of Lessons: 4

Learning Targets: ● I can explain the evolutionary history of

Essential Questions: ● How do the structures of plants support their

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ECE Biology Unit 8

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plants including the progression from nonvascular to vascular structures. I can identify and describe the structure and function of major plant organs, including roots, stems, and leaves.

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survival, growth, and reproduction? How do plant form and function reflect evolutionary adaptations to their environments?

Learning Activities: Lesson 1: Introduction to plant anatomy ● We learn about basic plant anatomy and phylogeny ● We plant seeds for future investigation and to take home at the end of the unit Lesson 2: Investigation- nonvascular and vascular plants ● We examine the complexity of various categories of plants from nonvascular to vascular varietiesand compare and contrast the evolution of anatomy as the move from water to land occurred ● We complete a draft of our initial conclusions on why plant structures changed over time. Lesson 3: Investigation- seeds ● We evaluate the similarities and differences between spores and seeds. ● We look at how the seeds that we planted sprouted and identify the important structures for plant formation. Lesson 4: Drawing conclusions ● We complete our investigations on plant anatomy by determining different strategies for seed dispersal and develop a final conclusion on why plant structures changed over time. Second Topic: Plant Physiology

Estimated # of Lessons: 4

Learning Targets: ● I can model how water and nutrients move into and through plant tissues using apoplastic and symplastic pathways and xylem and phloem pathways. ● I can explain the process of alternation of generations and identify key structures involved in plant reproduction.

Essential Questions: ● How do plant life cycles illustrate the diversity and complexity of plant reproduction?

Learning Activities: Lesson 5: Introduction to plant physiology ● We learn about plant structures that are used for transport and reproduction ● We model apoplastic and symplastic movement and how the Casparian strip allows for plants to be selective about materials entering plant tissue through roots Lesson 6: Modeling movement from sources to sinks ● We apply our understanding of cell transport to movement through the xylem and phloem to store sugar and move water throughout the plant. ● We discuss how seasonal changes in deciduous plants can lead to the reversal of sources and sinks in the plant tissue. Lesson 7: Evaluating plant reproductive strategies ● We learn about the alternation of generations in both nonvascular and vascular plants ● We compare and contrast the structures and methods for gametophyte transfer between various plant species. We also discuss differences between plant gametophytes and our own reproductive cells.

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ECE Biology Unit 8 Lesson 8: Investigating Fruit diversity ● We learn about the diversity of fruit types that can result from angiosperm reproduction ● We dissect flowering plants to review anatomy and demonstrate similarities and differences in the productions of fruits Third Topic: Plant Signaling

Estimated # of Lessons: 2

Learning Targets: ● I can compare the functions of major plant hormones such as auxin, gibberellins, abscisic acid, and ethylene.

Essential Questions: ● How do plants interact with and respond to their environment through hormones and signals?

Learning Activities: Lesson 9: Introduction to plant signaling ● We review cell signaling from unit 5 and compare and contrast this to some specific plant signaling pathways for dormancy, germination, growth, and response to stimuli such as light and gravity. Lesson 10: Investigating where plant hormones originate and act ● We look at experiments on plants for determining how auxins and ethylene work and replicate these experiments in our own plants ● We examine cause and effect of additional plant hormones such as gibberellins, abscisic acid, and cytokinins

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ECE Biology Unit 9

Course Name: ECE Biology- UConn Biol 1107 and Biol 1108 Unit 9 Title: Animal Form and Function

Est. # of Lessons: 6

Unit Overview: How do the structures and internal systems of animals reflect their evolutionary history and support survival in changing environments? As we transition from plants to animals, we return to the lab to end our year to explore evolutionary relationships across animal phyla through dissection and developmental analysis. Starting with embryonic germ layers, we trace increasing complexity from sponges to mammals, focusing on symmetry, coeloms, and organ systems. By connecting structure, function, and phylogeny, we uncover how coordinated systems and evolutionary adaptations support survival and biological diversity. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. HS‑LS1‑2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Understandings

Transfer Goals ●

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Essential Questions

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ECE Biology Unit 9 ●

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Growth, reproduction, and homeostasis rely on maintaining an internal environment distinct from the external surroundings. Cooperation and specialization in biological systems increase efficiency and survival.

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Knowledge

Skills (Framed as Learning Targets)

Key vocabulary: Zygote, Cleavage, Blastula, Gastrula, Germ layers, Ectoderm, Mesoderm, Endoderm, Diploblastic, Triploblastic, Protostome, Deuterostome,, Radial cleavage, Coelom, Acoelomate, Pseudocoelomate, Coelomate, Blastopore, Embryonic development, Metamorphosis, Asymmetry, Radial symmetry, Bilateral symmetry, Dorsal, Ventral, Anterior, Posterior, Cephalization ● ●

How do animals maintain stable internal conditions in changing environments? What mechanisms allow cells and organ systems to communicate and coordinate biological functions? How do the interactions between organs and systems contribute to overall efficiency and survival?

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Environmental pressures lead to changes within and between biological systems. Interactions between organs and systems lead to emergent properties and coordinated function.

I can explain the evolutionary history of animals including the progression from invertebrate to vertebrate. I can identify and describe the structure and function of major animal developmental structures including the mesoderm and coelom. I can describe how cooperative interactions among cells, tissues, and organs promote energy efficiency and survival.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ●

Formative Assessment

Animal Diversity Chart- showing the tissue organization and developmental structures Extended Quiz: Mixed-format assessment on organism development and basic characteristics of phyla such as mammals, reptiles, amphibians, etc.

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Mastering biology reading and questions Dissections with labeled pictures

STAGE 3: LEARNING PLAN First Topic: Animal Phyla

Estimated # of Lessons: 6

Learning Targets: ● I can explain the evolutionary history of animals including the progression from invertebrate to vertebrate. ● I can identify and describe the structure

Essential Questions: ● How do animals maintain stable internal conditions in changing environments? ● What mechanisms allow cells and organ systems to communicate and coordinate

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and function of major animal developmental structures including the mesoderm and coelom. I can describe how cooperative interactions among cells, tissues, and organs promote energy efficiency and survival.

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biological functions? How do the interactions between organs and systems contribute to overall efficiency and survival?

Learning Activities: Lesson 1: Introduction to animal development ● We learn about how animal tissue layers organize and originate through development, symmetry, cephalization, and other advancements in organisms through evolutionary time. Lesson 2: Investigation- monoblasts and diploblasts ● We dissect sponge and hydra , jellyfish? ● We evaluate the structures and tissue complexity of the species and fill in our table accordingly Lesson 3: Investigation- triploblasts- non vertebrate ● We dissect planaria, mussel, and earthworm ● We evaluate the structures and tissue complexity of the species and fill in our table accordingly Lesson 4: Investigation- triploblasts- non vertebrate- arthropods ● We dissect crayfish, grasshopper, crab? ● We evaluate the structures and tissue complexity of the species and fill in our table accordingly Lesson 5: Investigation- triploblasts- non vertebrate- echinoderms ● We dissect sea stars, urchins? ● We evaluate the structures and tissue complexity of the species and fill in our table accordingly Lesson 6: Investigation- triploblasts- vertebrates ● We dissect frogs, snakes, and rats (perch, bird?) ● We evaluate the structures and tissue complexity of the species and fill in our table accordingly

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ECE Chemistry AP/ECE CHEMISTRY—H COURSE # WNH033 and # WNH034(lab) Credit (STEM)

1.5

(UCONN ECE CHEM1127Q + CHEM1128Q) (8 ECE Credits from UConn) PREREQUISITES: Completion of Honors Chemistry with a Grade of B or better This course is designed to provide a foundation for more advanced courses in chemistry. Students will learn about atomic theory, laws and theories concerning the physical and chemical behavior of gases, liquids, solids, and solutions as well as some of the more familiar elements and their compounds. Lab work will include quantitative measurements illustrating the laws of chemical combination and equilibrium in solutions and qualitative reactions of the common cations and anions. Students enrolled in this course will have the opportunity to take the AP Chemistry exam in May.

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ECE Chemistry ECE Chemistry 1127Q/1128Q Quantifying Matter 9-13 Lessons

Chemical Reactions 9-12 Lessons

Gases 9-12 Lessons

Thermochemistry 9-14 Lessons

We begin our journey into chemistry by exploring what matter is made of and how we describe it. We learn to use chemical formulas, models, and math to uncover what we can’t see—how atoms combine in fixed ratios and how to measure substances using the mole. Through hands-on investigations, we connect atomic-scale behavior to lab measurements, gaining confidence in using the mole as a bridge between the microscopic and macroscopic worlds. By the end, we can measure, describe, and model matter with precision, setting the stage for understanding how it transforms.

Now that we can quantify matter, we explore how it changes. We investigate how atoms rearrange during chemical reactions and how equations tell that story. Using balanced equations, we connect moles, mass, and particles to predict quantities of reactants and products. We classify reactions, identify limiting reactants, and justify outcomes using solubility rules and redox concepts. By connecting lab results to particlelevel models, we see that matter is conserved and predictable—an essential foundation for exploring how energy drives these transformations.

Building on our understanding of reactions, we turn to gases— matter in motion. Using the Kinetic Molecular Theory, we explore how temperature, pressure, and volume interact and apply the ideal gas law to describe real behavior. We connect these patterns to molecular motion and intermolecular forces, linking the invisible world of particles to measurable quantities. This unit bridges chemistry’s math and models, preparing us to examine how energy flows through physical and chemical systems.

As reactions unfold, energy is released, absorbed, and transformed. In this unit, we explore how and why that happens. Using calorimetry and equations like Q=mcΔT and Hess’s Law, we measure energy changes and connect them to particle-level interactions. We discover that all reactions are driven by energy flow—fueling the deeper study of why some changes happen spontaneously while others do not. This understanding leads us naturally into the world of atomic structure and bonding.

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ECE Chemistry Electronic Structure and Periodicity 12-15 Lessons

Chemical Bonding 8-10 Lessons

Intermolecular Forces and Their Effects on Liquids, Solids, and Solutions 10-12 Lessons

Chemical Kinetics 10-12 Lessons

General Equilibrium 7-9 Lessons

Having explored energy in reactions, we now look inward—to the atom itself. We examine how electrons are arranged and how that structure explains the periodic trends we see across elements. Through models, spectra, and data, we connect quantum ideas to patterns in reactivity, ionization energy, and electronegativity. This atomic perspective helps us understand why atoms bond the way they do, leading us to explore how those bonds shape the substances around us.

We move from individual atoms to the connections between them. By applying what we know about electrons and periodic trends, we explore ionic, covalent, and metallic bonding. Using Lewis structures and VSEPR theory, we visualize molecular shapes and predict properties like polarity, melting point, and conductivity. We also analyze bond energies to see how structure relates to stability and reactivity— laying the groundwork for understanding how molecules interact in the real world.

From bonds within molecules, we shift to the forces between them. We study how polarity and molecular structure determine interactions like hydrogen bonding and dispersion forces. These tiny attractions explain big phenomena—boiling points, solubility, and phase changes. Through lab investigations and particle models, we see how intermolecular forces govern the behavior of solids, liquids, and solutions, connecting structure to macroscopic properties.

Next, we explore not just if reactions occur, but how fast. We investigate what affects reaction rates— temperature, concentration, and catalysts—and use data and models to explain why. By linking molecular collisions to macroscopic rate laws, we develop a dynamic view of chemical change. This understanding prepares us to study what happens when reactions don’t go to completion but instead reach balance.

In this unit, we uncover the balance point of reversible reactions. We learn how systems reach equilibrium, how to calculate constants, and how they respond to changes using Le Chatelier’s Principle. By interpreting data and modeling shifts in concentration and temperature, we discover the chemistry of balance— connecting equilibrium to real-world systems in biology, industry, and the environment.

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ECE Chemistry Acid/Base Equilibrium 8-10 Lessons

Solubility Equilibrium 6-8 Lessons

Entropy and Gibbs’ Free Energy in Chemical Thermodynamics 6-8 Lessons

Electrochemistry 6-8 Lessons

With equilibrium as our lens, we now explore acids and bases in dynamic balance. We study ionization, pH, and the relative strength of acids and bases through titrations and data analysis. Using models, we visualize what’s happening in solution and interpret equilibrium constants to explain behavior. This work deepens our grasp of how chemistry governs everyday phenomena—from buffering systems to biological processes.

We then turn to the equilibrium between solids and solutions. By analyzing solubility products, we predict when a precipitate will form and how factors like common ions affect solubility. These concepts come alive through realworld applications such as water treatment and mineral formation, reinforcing how chemical principles shape the world around us.

Now we ask a deeper question: why do some reactions occur while others don’t? We explore entropy and Gibbs free energy to predict spontaneity, connecting energy, disorder, and temperature to chemical behavior. Through data, models, and reasoning, we learn to determine whether reactions are thermodynamically favorable—a key bridge between energy, equilibrium, and real-world chemistry.

Our story concludes with the movement of electrons and the conversion of chemical energy into electrical energy. We build voltaic and electrolytic cells, measure potentials, and connect redox reactions to Gibbs free energy and equilibrium. From batteries to electroplating, we see chemistry in action—where all the ideas we’ve built come together to explain and power the modern world.

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ECE Chemistry Unit 1

Course Name: ECE Chemistry 1127Q/1128Q Unit 1 Title: Quantifying Matter

Est. # of Lessons: 9-13

Unit Overview: We begin our journey into chemistry by exploring what matter is made of and how we describe it. We learn to use chemical formulas, models, and math to uncover what we can’t see—how atoms combine in fixed ratios and how to measure substances using the mole. Through hands-on investigations, we connect atomic-scale behavior to lab measurements, gaining confidence in using the mole as a bridge between the microscopic and macroscopic worlds. By the end, we can measure, describe, and model matter with precision, setting the stage for understanding how it transforms. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. HS-PS1-8: Develop models to illustrate the relationships between systems or components of systems.

Transfer Goals

Understandings ●

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The Law of Definite Proportions and the Law of Multiple Proportions provide fundamental insights into the composition of matter, which has challenged scientists to consider how atoms interact and combine, forming the foundation of modern chemical formulas and stoichiometry. The mole is the heart of chemistry connecting the macroscopic level of measurement (e.g. grams, volume) and atomic scales (numbers of particles). Empirical and molecular formulas are determined using experimental data,

Essential Questions ● ● ● ● ●

How do the laws of definite and multiple proportions help us understand the composition of compounds? How can we quantify matter in a way that connects the atomic scale to the macroscopic world? How does the mole concept help us analyze and calculate the composition of substances? How can we apply the laws of proportions and the mole concept to real-world chemical systems? How can molarity be used to quantify solutions and predict the outcomes of

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ECE Chemistry Unit 1

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demonstrating how the composition of a substance can be quantified and represented. The ability to calculate molarity and relate it to the amount of solute and volume of solution is key to preparing and analyzing chemical solutions. Knowledge

chemical reactions?

Skills (Framed as Learning Targets)

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ECE Chemistry Unit 1

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The law of definite proportions states that a given compound always contains the same elements in fixed mass ratios, regardless of the sample size or source. The law of multiple proportions shows that when two elements form multiple compounds, the masses of one element that combine with a fixed mass of the other are in simple whole-number ratios. A mole is a quantity that represents 6.022 x 1023 particles (atoms, molecules, or ions). Molar mass is the mass of one mole of a substance, expressed in grams per mole, and is numerically equivalent to the atomic or molecular mass in atomic mass units (amu). The percent composition of a compound can be presented as the mass or volume percentage of each element within a compound and it allows for the calculation of the relative amounts of each element in a substance. The empirical formula shows the simplest whole-number ratio of elements in a compound, while the molecular formula represents the actual number of atoms in a molecule. Molarity (M) is the concentration of a solution, defined as the number of moles of solute per liter of solution (M=moles of solute/liters of solution) which can be used to calculate the amount of solute needed or the volume required for a reaction. In a chemical reaction, matter is conserved, meaning the total mass of reactants equals the total mass of products.

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I can qualitatively and quantitatively deduce the composition of compounds. I can convert between mass, moles, and number of particles for an element or compound. I can determine the empirical formula or molecular formula of a compound given the mass or percent composition. I can relate the molar concentration (molarity) of a solution to the number of moles and volume of the solution. I can use particle models to show how elements combine in fixed ratios, represent the mole as a counting unit, and connect mass, number of particles, and concentration in a chemical system.

Key Vocabulary: Law of definite proportions, law of multiple proportions, mole, molar mass, Avogadro’s number, percent composition, empirical formula, molecular formula, stoichiometry, conservation of mass STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

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ECE Chemistry Unit 1 Summative Assessment

Formative Assessment

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Percent Composition of a Hydrate Lab: This lab helps students understand how the formula of a compound reflects the mass contributions of its components—in this case, water in a hydrate. It also connects to the Law of Definite Proportions.

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“Board Meetings” – We use whiteboards to model particle-level representations, explain mole conversions, and show how elements combine in fixed ratios. Sharing and discussing our boards helps make our thinking visible and deepens our understanding of abstract concepts.

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Determining an Empirical Formula from Mass Data Lab: This lab emphasizes moleto-mass conversions and supports the understanding of how formulas are derived from data, not just given.

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Molar Relationships Lab: Inquiry-based lab where students are given seven sealed bags that are filled with a different powder and labeled with the number of moles of powder that is inside the bag. Students will develop their own procedure to identify the powder in each bag using their understanding of the mole and molar mass.

“Workshop” – We use class time to practice skills like calculating molar mass, converting between mass and moles, and solving for solution concentrations. This hands-on time helps us apply what we learned in notes and explorations to real-world chemistry problems.

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Process oriented guided inquiry learning (POGIL) activities:

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The Kool-Aid Lab: This lab emphasizes precision, molar relationships, and realworld application of solution chemistry skills commonly used in both academic and industrial settings. It also supports conceptual understanding of molarity and provides practice using the formula M₁V₁ = M₂V₂. Students also gain experience using volumetric tools and applying math in a lab setting.

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Determination of Copper in Brass Lab: This lab has students analyze percent copper by preparing a series of dilutions of a known copper solution and comparing their colors in order to become familiar with two similar colorimetric methods of quantitative analysis and to compare/contrast these two methods as far as ease of use and precision is concerned.

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University of Connecticut Problem Set #1: a rigorous, college-level assignment

○ Empirical Formulas ○ Combustion Analysis ●

Strange Case of Mole Airlines Flight 1023 activity - A fictitious scenario is presented to students where they act as forensic examiners to deduce the empirical formulas of various compounds that were found on victims of a plane crash in order to piece together the events that led up to the crash.

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Synthesis of a Green Complex Crystal Lab students carry out the synthesis of a distinctive green salt crystal compound that will be used as a sample in future quantitative analysis labs. The objective is to prepare a double salt through a controlled reaction between iron(II) sulfate heptahydrate (FeSO₄·7H₂O) and potassium oxalate monohydrate (K₂C₂O₄·H₂O) under specific conditions that promote crystallization. Students practice critical lab techniques including solution preparation, filtration, controlled cooling, and crystallization as they synthesize the compound.

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Determination of % Water by Mass in a Green Crystal Lab - students analyze the

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ECE Chemistry Unit 1 designed to reinforce and assess students’ mastery of core concepts in general chemistry through multi-step quantitative and conceptual problems.

hydration level of a synthesized green salt crystal by experimentally determining the mass percent of water in the compound. Building on prior synthesis work, students begin with a pre-weighed sample of the green crystal and gently heat it to drive off the water of hydration. By measuring the mass before and after heating, students calculate the mass of water lost and use this data to determine the percentage of water by mass in the compound.

STAGE 3: LEARNING PLAN First Topic: Exploring the Laws of Proportions

Estimated # of Lessons: 2-3

Learning Targets: ● I can qualitatively and quantitatively deduce the composition of compounds.

Essential Questions: ● How do the laws of definite and multiple proportions help us understand the composition of compounds?

Learning Activities: ● Percent Composition of an Oreo Mini-Lab - A regular stuffed oreo and double stuffed oreo are cut into their corresponding pieces in order to calculate the percentages by mass for each component to answer whether double stuffed oreos are truly double stuffed. ● Percent Water in a Hydrate Lab - the percent water in a crystalline hydrated ionic compound is analyzed and the hydrate is identified from a list of possible unknowns. ● Exploring the Law of Multiple Proportions - sample experimental evidence regarding elemental mass ratios in compounds are analyzed to determine formulas of compounds. ● Notes on the Law of Definite Proportions and the Law of Multiple Proportions. ● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes. Second Topic: Mole Concept

Estimated # of Lessons: 3-4

Learning Targets: ● I can convert between mass, moles, and number of particles for an element or compound.

Essential Questions: ● How can we quantify matter in a way that connects the atomic scale to the macroscopic world? ● How does the mole concept help us analyze and calculate the composition of substances?

Learning Activities: ● Molar Relationships Lab - Inquiry-based lab where students are given seven sealed bags that are filled with a different powder and labeled with the number of moles of powder that is inside the bag. Students will develop their own procedure to identify the powder in each bag using their understanding of the mole and molar mass.

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Notes on counting particles with the mole “Mole-ympic Games” - a competitive yet collaborative workshop-style activity designed to give students repeated, hands-on practice with mole conversions in a fun and structured format. During this event, students rotate through a series of "event stations," each representing a different type of mole-related challenge—such as mass-to-mole, mole-to-particle, particle-to-mass, and multistep conversion problems.

Third Topic: Empirical and Molecular Formulas

Estimated # of Lessons: 2-3

Learning Targets: ● I can determine the empirical formula or molecular formula of a compound given the mass or percent composition.

Essential Questions: ● How can we apply the laws of proportions and the mole concept to real-world chemical systems?

Learning Activities: ● Empirical Formulas POGIL - Guided questions are answered to help students deduce the two types of useful chemical formulas used in chemistry: empirical (simplest ratio of atoms) and molecular (true ratio of atoms) ● Strange Case of Mole Airlines Flight 1023 activity - A fictitious scenario is presented to students where they act as forensic examiners to deduce the empirical formulas of various compounds that were found on victims of a plane crash in order to piece together the events that led up to the crash. ● Percent Composition and Formula of Magnesium Oxide Lab - A sample of magnesium is massed then reacted with oxygen. The ending product is massed and its percent composition is determined. From this information, students determine the experimental empirical formula and compare it to the known empirical formula. ● Notes on empirical formulas. ● Combustion Analysis POGIL - Guided questions are answered to help students through the process of determining empirical formulas of unknown compounds based on combustion data. Working in structured teams with assigned roles (e.g., facilitator, recorder, spokesperson, and reflector), students analyze a series of data sets involving the masses of CO₂ and H₂O ● ● ●

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produced from burning a hydrocarbon or organic compound. Notes on combustion analysis and empirical formulas “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes. Synthesis of a Green Complex Crystal Lab - students carry out the synthesis of a distinctive green salt crystal compound that will be used as a sample in future quantitative analysis labs. The objective is to prepare a double salt through a controlled reaction between iron(II) sulfate heptahydrate (FeSO₄·7H₂O) and potassium oxalate monohydrate (K₂C₂O₄·H₂O) under specific conditions that promote crystallization. Students practice critical lab techniques including solution preparation, filtration, controlled cooling, and crystallization as they synthesize the compound. Determination of % Water by Mass in a Green Crystal - students analyze the hydration level of a synthesized green salt crystal by experimentally determining the mass percent of water in the compound. Building on prior synthesis work, students begin with a pre-weighed sample of the green crystal and gently heat it to drive off the water of hydration. By measuring the mass before

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ECE Chemistry Unit 1 and after heating, students calculate the mass of water lost and use this data to determine the percentage of water by mass in the compound. Third Topic: Molarity

Estimated # of Lessons: 2-3

Learning Targets: ● I can relate the molar concentration (molarity) of a solution to the number of moles and volume of the solution

Essential Questions: ● How can molarity be used to quantify solutions and predict the outcomes of chemical reactions?

Learning Activities: ● Introduction to Molarity - Guided questions and the “Molarity” pHET Simulation are used to deduce the relationship of moles of solute, volume of solution, and molarity as a measure of concentration to students. ● Guided Notes: Understanding Molarity – We take structured notes on how to define molarity as the concentration of a solution, calculate molarity using moles and volume, and apply this concept to prepare and dilute solutions. Diagrams and example problems help us visualize what's happening at the particle level in solutions. ● “Workshop” – We use class time to practice skills like calculating molar mass, converting between mass and moles, and solving for solution concentrations. This hands-on time helps us apply what we learned in notes and explorations to real-world chemistry problems. ● Determination of Copper in Brass Lab - The concentration of copper(II) ion, and hence, the concentration of copper in the brass sample can be measured by evaluating the intensity of the blue color. The color intensity can be measured visually by a comparison of the sample’s color with that of a series of copper(II) ion solutions of known concentrations. Alternatively, since the absorbance of the colored solution is directly proportional to its concentration. ● Testing Water: An Environmental Impact Study - In this lab, students will test a water sample which comes from a local zoo, where, it is reported that many bird eggs are not hatching. Students will test the water for the presence of multiple ions. Once the type of ion in the water is determined, students will write balanced equations to illustrate their findings. Students will also conduct a serial dilution to determine the concentration, or molarity, of the ion in the water sample. This molarity will be compared to known values to determine if the materials in the water are at an unhealthy level.

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ECE Chemistry Unit 2 Course Name: ECE Chemistry 1127Q/1128Q Unit 2 Title: Chemical Reactions

Est. # of Lessons: 9 - 12

Unit Overview: Now that we can quantify matter, we explore how it changes. We investigate how atoms rearrange during chemical reactions and how equations tell that story. Using balanced equations, we connect moles, mass, and particles to predict quantities of reactants and products. We classify reactions, identify limiting reactants, and justify outcomes using solubility rules and redox concepts. By connecting lab results to particle-level models, we see that matter is conserved and predictable—an essential foundation for exploring how energy drives these transformations. STAGE 1: DESIRED RESULTS Established Goals ●

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

Understandings

Transfer Goals

● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners) ● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information (Critical Thinkers, SelfDirected Learners) ● Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) ● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) ● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens) ● Communicate effectively with peers to build a respectful, productive, and inclusive academic culture to enhance their understanding of the interconnectedness of the world and the role their actions play in the greater environment (Responsible Citizens, Effective Communicators) Essential Questions

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ECE Chemistry Unit 2 ●

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Chemical reactions can be classified based on observable and theoretical patterns (e.g., synthesis, decomposition, combustion). Reactions proceed due to identifiable driving forces such as the formation of a gas, precipitate, water, or via electron transfer. The products of a reaction can be predicted using solubility rules, activity series, and knowledge of reactivity patterns. Representations of reactions at both macroscopic and particulate levels provide insight into the underlying processes. Acid-base and redox processes can be understood in terms of proton and electron transfers. Stoichiometry allows for quantitative predictions about the outcomes of chemical reactions. The type of chemical equation used (molecular, complete ionic, or net ionic) depends on the chemical context and provides different levels of detail.

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Knowledge Key vocabulary: chemical reaction, synthesis reaction, decomposition reaction, combustion reaction, precipitation reaction, acid-base neutralization, redox reaction, reactivity series, solubility rules, Brønsted-Lowry acid, BrønstedLowry base, conjugate acid-base pair, proton transfer, titration, precipitate, molecular equation, complete ionic equation, net ionic equation, limiting reactant, excess reactant, electron transfer, oxidation, reduction, oxidizing agent, reducing agent. ●

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Chemical reactions can be categorized into six major types—synthesis, decomposition, combustion, precipitation, acid-base, and redox—based on the identity of the reactants and the changes observed during the reaction. Solubility rules and the activity series are essential tools for predicting whether a

How do we know a chemical change has occurred? What patterns can we use to predict the outcome of a chemical reaction? How do acids and bases interact during a chemical reaction? How can we tell when a substance is gaining or losing electrons? How can redox reactions be used to quantify substances in a reaction?

Skills (Framed as Learning Targets) ● ● ● ● ● ● ● ●

I can classify a reaction as a double replacement reaction and justify the classification using observable evidence. I can predict the products of a double replacement reaction using solubility rules. I can write balanced molecular, complete ionic, and net ionic equations for double replacement reactions. I can identify a neutralization reaction as a type of double replacement reaction. I can write and balance molecular, complete ionic, and net ionic equations for acid-base reactions. I can explain how neutralization reactions involve the transfer of protons and result in the formation of water and a salt. I can use titration data to determine the concentration of an unknown acid or base. I can identify oxidation and reduction by tracking the movement of electrons.

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ECE Chemistry Unit 2

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double or single replacement reaction will occur and for determining the identity of the products formed. The driving forces behind chemical reactions—such as the formation of a gas, a precipitate, water, or the transfer of electrons—explain why certain reactions are favored under specific conditions. Molecular, complete ionic, and net ionic equations offer different levels of detail in representing reactions in solution, and the choice between them depends on which substances are physically present and observable. Acid-base reactions can be explained using Brønsted-Lowry theory, in which acids donate protons and bases accept them, forming conjugate acid-base pairs in the process. Oxidation and reduction involve the transfer of electrons between species and can be tracked using changes in oxidation numbers assigned to atoms within compounds or ions. Stoichiometry provides a mathematical framework for calculating the quantities of substances consumed and produced in a chemical reaction, including in titrations and reactions that form precipitates. Particulate-level models of reactions illustrate how atoms and ions rearrange during chemical processes and reinforce the principle of mass conservation at the atomic scale.

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I can assign oxidation numbers and use them to determine what is oxidized and reduced in a reaction. I can classify reactions as redox and justify the classification with evidence. I can balance redox reactions using the halfreaction method. I can use titration data to determine the amount of a substance involved in a redox process.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

Deducing the Solubility Rules: In this guided-inquiry lab, students explore the concept of solubility by mixing various combinations of ionic solutions and observing whether a precipitate forms. Through careful observation and recording of results, students determine which combinations produce insoluble

Formative Assessment ●

“Board Meetings” – We use whiteboards to draw particle diagrams, write and balance chemical equations, and classify reaction types. We explain our thinking to each other and revise our models based on peer and teacher feedback to better understand how matter changes during chemical reactions.

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ECE Chemistry Unit 2 compounds. They then analyze patterns in their data to deduce solubility rules— identifying which ions tend to form soluble versus insoluble salts. Standardization of NaOH & Determination of %K and %Fe Ions in a Green Crystal Lab: students first standardize a sodium hydroxide (NaOH) solution using potassium hydrogen phthalate (KHP) as a primary standard through acid-base titration. This standardization establishes an accurate molarity for the NaOH solution, which is critical for subsequent analytical procedures. In the second phase, students use the standardized base to analyze a green complex salt, KₓFe(C₂O₄)ᵧ·zH₂O, synthesized in a prior lab. By dissolving the green salt and passing it through a cation exchange column, potassium ions (K⁺) are replaced by hydronium ions (H₃O⁺). The eluted acidic solution is titrated with the NaOH, and the first equivalence point (V₁) allows students to calculate the percent by mass of potassium in the salt. As titration continues, a second equivalence point (V₂) indicates the precipitation of iron(III) hydroxide, enabling students to determine the percent by mass of iron in the sample. Students graph their titration data to identify these key endpoints and apply stoichiometric calculations to derive their final values. This lab integrates core concepts in acid-base chemistry, stoichiometry, ion exchange, and titration analysis, while promoting scientific reasoning through a CER-based conclusion. ● Standardization of KMnO₄ with FAS

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“Workshop” – We use class time to practice key skills like identifying reaction types, predicting products, balancing equations, and performing stoichiometry calculations. This hands-on time helps us apply what we’ve learned to solve real reaction scenarios and reinforce our understanding of chemical change.

(Redox Titration) Lab: Similarly, students will conduct a redox titration to evaluate their understanding of electron transfer, oxidation-reduction principles, and proper lab execution in redox systems.

Mission Impossible Lab - students receive a set of chemicals—metals (copper, iron, magnesium), common salts (like sodium carbonate, calcium chloride, potassium hydroxide, copper(II) sulfate pentahydrate), and acids (1 M HCl, 1 M H₂SO₄)— and are tasked with exploring various chemical reactions under time pressure. The mission: produce as many different products as possible by pairing any two reactants in one test tube

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ECE Chemistry Unit 2 reaction. Students must plan ahead, predicting which combinations—when dissolved or mixed as solids or solutions—will yield observable reactions like gas evolution, precipitate formation, color change, or heat release. Each reaction must be captured with a molecular equation, net ionic equation, and supported by evidence recorded in real-time: for example, noting “bubbles formed,” “precipitate observed,” or “solution color changed.” Students analyze unexpected results and explain why anticipated reactions might not occur. ● University of Connecticut Problem Set #2: a rigorous, college-level assignment designed to reinforce and assess students’ mastery of core concepts in general chemistry through multi-step quantitative and conceptual problems. ●

University of Connecticut Exam #1 STAGE 3: LEARNING PLAN

First Topic: Precipitation Reactions

Estimated # of Lessons: 3- 4

Learning Targets: ● I can classify a reaction as a double replacement reaction and justify the classification using observable evidence. ● I can predict the products of a double replacement reaction using solubility rules. ● I can write balanced molecular, complete ionic, and net ionic equations for double replacement reactions.

Essential Questions: ● How do we know a chemical change has occurred? ● What patterns can we use to predict the outcome of a chemical reaction?

Learning Activities: ● Introductory Demonstration: Teacher combines two clear ionic solutions that produce a visible precipitate. Students record observations and discuss possible explanations. This hooks students and introduces the idea of using evidence to identify chemical change. Resource: Teacher demo setup with lead(II) nitrate and potassium iodide (or similar safe alternative). ● Direct Instruction & Notes: Overview of double replacement reactions, identifying reactants and products, and using solubility rules. Students work through examples as a class. Resource: Solubility rules handout/chart ● Deducing Solubility Rules Lab: Students mix various ionic solutions, observe whether a precipitate forms, and record results. Based on their data, they deduce general solubility rules and apply them to new situations. Assessment: Students submit lab data table and summary of derived rules ● Guided Practice: Students predict the products of given double replacement reactions and

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ECE Chemistry Unit 2 determine whether a precipitate forms using solubility rules. They practice writing balanced molecular, complete ionic, and net ionic equations. Resource: Practice worksheet with scaffolded examples. Second Topic: Acid-Base Reactions

Estimated # of Lessons: 3 - 4

Learning Targets: Essential Questions: ● I can identify a neutralization reaction as a ● How do acids and bases interact during a type of double replacement reaction. chemical reaction? ● I can write and balance molecular, complete ionic, and net ionic equations for acid-base reactions. ● I can explain how neutralization reactions involve the transfer of protons and result in the formation of water and a salt. ● I can use titration data to determine the concentration of an unknown acid or base. Learning Activities: ● Introductory Phenomenon: Show a time-lapse video or live demo of an acid (e.g., vinegar) reacting with a base (e.g., baking soda), emphasizing gas formation and neutralization. Prompt discussion on what's happening at the particle level. ●

Concept Development: Mini-lesson on Brønsted-Lowry acid/base theory and how neutralization reactions fit into the double replacement category. Emphasis on identifying acids, bases, and the resulting salt and water. Resource: Guided notes with Brønsted definitions and sample equations.

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Equation Practice: Students practice writing molecular, complete ionic, and net ionic equations for acid-base reactions. Focus on eliminating spectator ions and identifying water as the key product. Scaffold: Include diagrams to show proton transfer and visual cues for dissociation.

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Titration Lab (Standardization of NaOH & Determination of %K and %Fe in Green Crystal): Students standardize a NaOH solution using solid KHP and phenolphthalein indicator. They calculate the exact molarity of the base through stoichiometry. Assessment: Lab report and calculations focused on acid-base mole ratios and neutralization points.

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CER Prompt: After the lab, students complete a Claim-Evidence-Reasoning response: "How can we determine the concentration of an unknown solution using titration?" Assessment: Formative writing task that synthesizes conceptual understanding and lab application.

Third Topic: Oxidation-Reduction (Redox) Reactions

Estimated # of Lessons: 3 - 4

Learning Targets: ● I can identify oxidation and reduction by tracking the movement of electrons. ● I can assign oxidation numbers and use them to determine what is oxidized and

Essential Questions: ● How can we tell when a substance is gaining or losing electrons? ● How can redox reactions be used to quantify substances in a reaction?

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reduced in a reaction. I can classify reactions as redox and justify the classification with evidence. I can balance redox reactions using the half-reaction method. I can use titration data to determine the amount of a substance involved in a redox process.

Learning Activities: ● Observation Lab Demo – The Silver Tree Reaction: To spark curiosity, students begin with a live demonstration where a copper wire is submerged in silver nitrate solution. As silver crystals grow on the wire and the solution changes color, students record detailed qualitative observations. They are asked to make predictions about what is occurring at the atomic level, setting the stage for a discussion on electron transfer, which introduces the concept of redox reactions in an engaging, visual way. ● Guided Lesson – Unpacking Oxidation and Reduction: Students participate in an interactive lesson that introduces oxidation numbers and electron transfer. Through collaborative examples, students learn how to assign oxidation numbers and identify what is being oxidized and reduced. Practice problems walk them through the process of identifying oxidizing and reducing agents, building their confidence in interpreting redox reactions beyond surface-level memorization. ● Skill Practice – Balancing Redox Reactions: In this scaffolded problem-solving session, students apply the half-reaction method to balance increasingly complex redox equations in acidic solution. They first learn to separate a redox equation into two half-reactions and then balance atoms and charges before recombining them. Visual guides, teacher modeling, and peer collaboration help solidify the process. Students reflect on why charge conservation is just as important as atom conservation in redox chemistry. ● Lab Investigation – Redox Titration: Standardization of KMnO₄ with FAS: Students conduct a quantitative titration between potassium permanganate and iron(II) ammonium sulfate

(FAS). Using a standardized KMnO₄ solution, students titrate against FAS, tracking the color

change that signals the reaction’s endpoint. They apply molarity and mole ratios to determine the iron content, then write balanced redox equations to represent the process. This lab

brings redox theory into real-world analysis and gives students an opportunity to collect and ●

analyze precise experimental data. CER Reflection – How Can Redox Reveal Quantity?: Students respond to a structured writing prompt: “How do you know when a redox reaction has occurred, and how can we use it to determine the amount of a substance?” They must construct a claim, support it with evidence from their redox titration lab, and explain the reasoning using key chemistry principles. This task strengthens their ability to synthesize hands-on results with abstract content knowledge.

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Course Name: ECE Chemistry 1127Q/1128Q Unit 3 Title: Gases

Est. # of Lessons: 12 - 14

Unit Overview: Building on our understanding of reactions, we turn to gases—matter in motion. Using the Kinetic Molecular Theory, we explore how temperature, pressure, and volume interact and apply the ideal gas law to describe real behavior. We connect these patterns to molecular motion and intermolecular forces, linking the invisible world of particles to measurable quantities. This unit bridges chemistry’s math and models, preparing us to examine how energy flows through physical and chemical systems. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. HS-PS1-4: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends on the changes in total bond energy. HS-PS1-5: Apply scientific principles and evidence to explain the effects of changing temperature or concentration on reaction rate

Transfer Goals ●

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Understandings ● ● ●

The behavior of gases can be predicted and explained using the Kinetic Molecular Theory and the ideal gas law. Real gases deviate from ideal behavior due to intermolecular forces and particle volume. Gas behavior connects particle-level

Ask questions or define problems to develop a prototype, design an investigation, or seek additional information (Critical Thinkers, SelfDirected Learners) Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners) Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens) Essential Questions

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How does the motion of particles explain the behavior of gases? What relationships exist among pressure, temperature, volume, and number of particles? How can we relate the amount of gas produced or consumed to a chemical

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interactions with measurable macroscopic variables. Mathematical models like PV = nRT help explain chemical and physical changes in gases.

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Knowledge ● ●

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The Kinetic Molecular Theory describes the behavior of ideal gases in terms of particle motion, collisions, and energy. The relationships between pressure, volume, temperature, and number of moles are described by gas laws such as Boyle’s, Charles’s, and Avogadro’s Laws, which can be combined into the ideal gas law (PV = nRT). Real gases deviate from ideal behavior due to intermolecular forces and the finite volume of gas particles, particularly at high pressure and low temperature. The Van der Waals equation adjusts the ideal gas law to account for real gas behavior by introducing correction factors for particle attraction and volume. Graham’s Law compares the rates of effusion or diffusion of different gases based on their molar masses. Stoichiometry involving gases can be performed using the molar volume at STP or the ideal gas law to relate quantities in chemical reactions. Partial pressures of gases in mixtures can be calculated using Dalton’s Law, which states that total pressure is the sum of the individual partial pressures.

reaction? How can we determine the identity of a substance from the behavior of its gas phase? What happens in a mixture of gases? How does the mass of a gas affect how fast it moves? Why do some gases behave differently than others? Why do real gases sometimes behave differently than predicted? What role do molecular interactions play in gas behavior at high pressure or low temperature? Skills (Framed as Learning Targets)

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I can use the ideal gas law to calculate the pressure, volume, temperature, or moles of a gas. I can explain gas behavior like pressure, temperature, and volume using particle diagrams and Kinetic Molecular Theory. I can perform stoichiometric calculations using gas volume, molar mass, and the ideal gas law. I can determine the molar mass of an unknown substance using experimental gas data. I can calculate and explain the significance of partial pressures in gas mixtures. I can compare the speeds of gas particles based on molar mass and temperature using Graham’s Law. I can explain gas speed distributions and their impact on effusion and diffusion. I can explain why and when real gases deviate from ideal gas behavior. I can describe how intermolecular forces and particle volume affect gas behavior under extreme conditions. I can apply the Van der Waals equation to analyze the behavior of real gases.

Key Vocabulary: pressure, volume, temperature, moles, ideal gas, real gas, Kinetic Molecular Theory, Boyle’s Law, Charles’s Law, Avogadro’s

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ECE Chemistry Unit 3 Law, ideal gas law (PV = nRT), Van der Waals equation, molar volume, standard temperature and pressure (STP), partial pressure, Dalton’s Law, effusion, diffusion, Graham’s Law, elastic collisions, intermolecular forces, gas stoichiometry, Kelvin temperature, gas constant (R), compressibility, and mean free path. STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

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Gas Laws in Action Lab: Students conduct a chemical reaction (e.g., Mg + HCl) to generate a known volume of hydrogen gas. Using collected data, they apply the ideal gas law to calculate moles of gas produced and compare it with stoichiometric predictions. Their lab report must include error analysis and commentary on assumptions of ideal gas behavior. Vernier Gas Sensor Lab – Boyle’s and Charles’s Laws: Using Vernier pressure and temperature sensors, students design and carry out experiments to investigate Boyle’s Law (pressure vs. volume at constant temperature) and Charles’s Law (volume vs. temperature at constant pressure). They graph data, derive mathematical relationships, and explain trends using the Kinetic Molecular Theory. Lab write-ups must include graphical analysis, interpretation of slope/shape, and conclusions grounded in particle-level explanations. CER Performance Assessment – Ideal vs. Real Gases: Students are given real gas

Formative Assessment ●

Whiteboard Board Meetings: Small groups work out gas law problems on whiteboards (e.g., Boyle’s or combined gas law) and present solutions to peers. Emphasis is placed on using particle diagrams to explain relationships among variables.

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PhET Simulation Analysis: Students use the “Gas Properties” simulation to explore how changes in variables affect pressure, temperature, and volume. They make predictions, collect data, and explain results using KMT. Practice Problem Workshops: Scaffolded packets used during workshop time are collected or checked for completion and understanding. Focus is on multi-step ideal gas law and stoichiometry problems.

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Process oriented guided inquiry learning (POGIL) activities: ○ Partial Pressures of Gases ○ Maxwell-Boltmann Distributions ○ Deviations from the Ideal Gas Law

data (e.g., CO₂ at high pressure) and

explain observed deviations from ideal behavior using a claim-evidence-

reasoning format. They must reference intermolecular forces, particle volume, and environmental conditions in their

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ECE Chemistry Unit 3 reasoning. ●

Gases in the Real World: Students solve a contextualized gas law challenge (e.g., weather balloon expansion, tire pressure fluctuation, gas leakage detection), justifying each step with calculations and scientific principles.

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University of Connecticut Problem Set #3: a rigorous, college-level assignment designed to reinforce and assess students’ mastery of core concepts in general chemistry through multi-step quantitative and conceptual problems. STAGE 3: LEARNING PLAN

First Topic: Ideal Gasses and the Gas Laws

Estimated # of Lessons: 4 - 5

Learning Targets: ● I can use the ideal gas law to calculate the pressure, volume, temperature, or moles of a gas. ● I can explain gas behavior like pressure, temperature, and volume using particle diagrams and Kinetic Molecular Theory.

Essential Questions: ● How does the motion of particles explain the behavior of gases? ●

What relationships exist among pressure, temperature, volume, and number of particles?

Learning Activities: ● PhET Simulation: “Gas Properties” – students adjust variables like pressure, volume, and temperature using Vernier lab equipment and record changes, connecting to the Kinetic Molecular Theory. ● Board Meetings: Groups model pressure-volume-temperature relationships using particle diagrams. ● Workshop: Ideal gas law practice and review stations (self-paced + peer review) ● Mini-Lab: Investigating Boyle’s and Charles’s Law with Vernier sensors or balloons and syringes Second Topic: Gas Stoichiometry

Estimated # of Lessons: 3 - 4

Learning Targets: Essential Questions: ● I can perform stoichiometric calculations ● How can we relate the amount of gas using gas volume, molar mass, and the ideal produced or consumed to a chemical gas law. reaction? ● I can determine the molar mass of an ● How can we determine the identity of a unknown substance using experimental gas substance from the behavior of its gas phase? data.

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ECE Chemistry Unit 3 Learning Activities: ● Gas Stoichiometry Workshop: Students solve guided practice problems involving gases produced or consumed in chemical reactions, incorporating molar volume at STP and PV = nRT. Problems are scaffolded to deepen conceptual understanding and mathematical fluency. ● Dumas Method Lab (Determining Molar Mass of a Volatile Liquid): Students heat a known mass of a volatile liquid in a boiling water bath to vaporize it in a sealed flask. Using temperature, pressure, and volume data, they calculate the number of moles and determine the molar mass to identify the substance. Students analyze data and reflect on error sources that affect experimental accuracy. ● The Ideal Gas Law Lab: How Can the Value of R Be Determined?: In this structured inquiry lab, students collect experimental data by reacting known quantities of metal (such as magnesium) with acid to produce hydrogen gas. By measuring the volume, pressure, and temperature of the gas produced and calculating moles from stoichiometry, they derive an experimental value of the gas constant (R). Students construct a claim-evidence-reasoning (CER) argument to justify their value and evaluate the reliability of their data and methods. Third Topic: Partial Pressures, Molecular Speeds, and Effusion/Diffusion

Estimated # of Lessons: 3 - 4

Learning Targets: ● I can calculate and explain the significance of partial pressures in gas mixtures. ● I can compare the speeds of gas particles based on molar mass and temperature using Graham’s Law. ● I can explain gas speed distributions and their impact on effusion and diffusion.

Essential Questions: ● What happens in a mixture of gases? ● How does the mass of a gas affect how fast it moves? ● Why do some gases behave differently than others?

Learning Activities: ● POGIL - Maxwell-Boltzmann Distributions: Students explore particle speed distribution curves and relate them to temperature and mass. ● Effusion Lab (Graham’s Law): Students compare the rate of effusion of two gases (or analog gases like acetone and ethanol vapors) using timing and distance data. They calculate relative rates and link results to molar mass. ● POGIL - Dalton’s Law of Partial Pressures: Students derive and apply Dalton’s Law to gas collection scenarios and mixtures. ● Workshop: Practice problems involving partial pressure, mole fractions, and collecting gases over water. ● Board Meeting: Students explain why lighter gases diffuse faster and present graphs and calculations. Fourth Topic: Real Gasses and Deviations from Ideal Behavior

Estimated # of Lessons: 2 - 3

Learning Targets: ● I can explain why and when real gases deviate from ideal gas behavior. ● I can describe how intermolecular forces and particle volume affect gas behavior

Essential Questions: ● Why do real gases sometimes behave differently than predicted? ● What role do molecular interactions play in gas behavior at high pressure or low

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under extreme conditions. I can apply the Van der Waals equation to analyze the behavior of real gases.

temperature?

Learning Activities: ● POGIL: Deviations from the Ideal Gas Law – In guided groups, students investigate the conditions under which gases deviate from ideal behavior. They analyze graphical data, compare polar and nonpolar gases, and interpret how intermolecular attractions and particle volume alter expected outcomes. This helps develop a conceptual foundation for real gas behavior. ● Conceptual Demo Discussion: Students observe or analyze data from gas canisters (e.g., CO₂

or propane) under pressure. They discuss how condensation and cooling demonstrate particle

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interactions not accounted for in PV = nRT. Van der Waals Exploration: Students are introduced to the Van der Waals equation, comparing predicted vs. actual pressures or volumes for various gases. Example calculations and class discussion help students connect the terms in the equation to physical realities like attractions and particle size. Board Meeting: Groups explain in their own words why certain gases deviate more than others and present particle diagrams showing attractive forces and excluded volume.

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ECE Chemistry Unit 4

Course Name: ECE Chemistry 1127Q/1128Q Unit 4 Title: Thermochemistry

Est. # of Lessons: 9-12

Unit Overview: As reactions unfold, energy is released, absorbed, and transformed. In this unit, we explore how and why that happens. Using calorimetry and equations like Q=mcΔT and Hess’s Law, we measure energy changes and connect them to particle-level interactions. We discover that all reactions are driven by energy flow—fueling the deeper study of why some changes happen spontaneously while others do not. This understanding leads us naturally into the world of atomic structure and bonding. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-PS1-4: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends on the changes in total bond 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 motion of particles (kinetic energy) and energy associated with the relative position of particles (potential energy). HS-PS3-4: Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperatures are combined within a closed system results in a more uniform energy distribution (second law of thermodynamics).

Transfer Goals ●

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Understandings ● ●

Energy is conserved and transferred between systems and surroundings during physical and chemical changes. Temperature is a measure of average kinetic energy, while enthalpy reflects total energy change in a process.

Essential Questions ● ● ●

Where does energy go during a physical or chemical change? How can we measure something we can’t see—like energy? Why do some processes absorb energy while others release it?

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The direction and magnitude of energy flow can be predicted and calculated using mathematical models and experimental data. Calorimetry provides a practical way to quantify energy changes in a system.

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Knowledge ●

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Energy exists in different forms, including kinetic, thermal, chemical, and phase energy, and these forms can be transferred or transformed during physical and chemical processes. Temperature is a measure of the average kinetic energy of particles in a substance, while enthalpy (ΔH) represents the total heat content or energy change during a process at constant pressure. Heating and cooling curves represent temperature changes over time and indicate when phase changes occur, such as melting, freezing, boiling, and condensing. The Law of Conservation of Energy states that energy cannot be created or destroyed, only transferred between systems or transformed from one form to another. Energy changes in a system can be quantified using mathematical expressions such as Q = mcΔT for temperature changes and Q = mΔH for phase changes or chemical reactions. Hess’s Law and standard enthalpies of formation can be used to calculate the overall enthalpy change of a chemical reaction by combining known reaction steps. Calorimetry is a method used to experimentally determine energy changes in physical and chemical processes by measuring temperature changes in a controlled system.

How do we know if a chemical reaction or physical process is exothermic or endothermic? How does specific heat affect the way substances absorb or release energy? What factors influence temperature change? How can we calculate energy change for a reaction we don’t observe directly? Skills (Framed as Learning Targets)

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I can identify types of energy involved in physical and chemical changes and distinguish between the system and surroundings. I can explain how energy is conserved and transferred between systems and surroundings. I can classify changes as endothermic or exothermic and justify using particle-level reasoning. I can relate temperature to the average kinetic energy of particles. I can quantify energy changes using Q = mcΔT and Q = mΔH. I can interpret heating and cooling curves and relate them to energy changes and phase transitions. I can explain temperature changes using particle diagrams and the concept of specific heat. I can analyze calorimetry data to determine energy changes in a system. I can apply Hess’s Law and enthalpies of formation to determine ΔH for a chemical reaction. I can calculate enthalpy changes using Hess’s Law and enthalpies of formation. I can write and interpret thermochemical equations. I can explain why enthalpy is a state function and demonstrate this experimentally.

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ECE Chemistry Unit 4 Key Vocabulary: thermal energy, chemical energy, phase energy, kinetic energy, potential energy, temperature, heat (q), enthalpy (ΔH), specific heat capacity (c), calorimetry, system, surroundings, exothermic, endothermic, heating curve, cooling curve, phase change, melting point, boiling point, freezing point, condensation point, Hess’s Law, enthalpy of formation (ΔHf), enthalpy of reaction (ΔHrxn), conservation of energy, molecular collisions, particulate diagram, energy transfer, temperature change (ΔT), Q = mcΔT, Q = mΔH STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

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Lab Investigation: Thermal Energy and Specific Heat: We investigate how thermal energy is absorbed by different substances and use experimental data to determine their specific heat capacities. Working in teams, we design and conduct an experiment to answer the guiding question: "How can we use data to compare the specific heat capacities of different materials?" We heat metal samples of known mass and transfer them into water of known mass and initial temperature. By measuring the temperature change of the water, we apply the principle of conservation of energy and the equation Q = mcΔT to calculate the specific heat of each metal. This hands-on experience emphasizes careful measurement, error analysis, and system vs. surroundings thinking. Lab Investigation: Designing a Cold Pack: In this applied lab investigation, we take on the role of chemical engineers tasked with designing a safe, effective, and affordable cold pack for medical or athletic use. The goal is to identify a salt that, when dissolved in water, results in the most efficient endothermic process. We begin by testing a variety of ionic compounds (e.g., ammonium nitrate, potassium

Formative Assessment ●

“Board Meetings” – We use whiteboards to collaboratively solve problems and visually represent our understanding of thermochemistry concepts. In these sessions, we model scenarios such as heating/cooling curves, energy bar charts for phase and chemical changes, and system vs. surroundings energy flow. We use particle diagrams to show how energy is stored or transferred during endothermic and exothermic processes and to illustrate the motion and arrangement of particles across phase changes.

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Process oriented guided inquiry learning (POGIL) activities: ○ Calorimetry ○ Heats of Formation ○ Hess’ Law

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American Association of Chemistry Teachers Simulation - Understanding Specific Heat: In this interactive simulation, we take on the role of engineers selecting materials for an energy-efficient home. The activity begins with real-world scenarios to spark curiosity about how mass, energy, and specific heat capacity affect temperature change. We then explore a virtual lab where we calculate and

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ECE Chemistry Unit 4 chloride, sodium thiosulfate) and measuring the temperature change when each dissolves in a fixed volume of water. Using calorimetry, we calculate the heat absorbed by the solution (Q = mcΔT) and determine the enthalpy of dissolution per gram or per mole for each substance. ●

Lab Investigation: Heats of Reaction and Hess’ Law: In this lab, we experimentally verify Hess’s Law by measuring the enthalpy changes of three related reactions and showing that the sum of the enthalpies of two reactions equals the enthalpy change of a third. Using simple calorimetry, we perform neutralization and dissolution reactions involving NaOH and HCl, and record temperature changes to calculate ΔH using Q = mcΔT.

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University of Connecticut Problem Set #4: a rigorous, college-level assignment designed to reinforce and assess students’ mastery of core concepts in general chemistry through multi-step quantitative and conceptual problems.

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University of Connecticut Exam #2

compare the specific heat capacities of four building materials by analyzing their temperature changes after absorbing a known quantity of energy. ●

“Workshop”: We apply and reinforce thermochemistry concepts through targeted practice and collaborative problem-solving. We work on problems involving Q = mcΔT, Q = mΔH, heating/cooling curves, enthalpy calculations, and Hess’s Law.

STAGE 3: LEARNING PLAN First Topic: Energy, Systems, and Temperature

Estimated # of Lessons: 2-3

Learning Targets: ● I can identify types of energy in a system and distinguish between the system and surroundings. ● I can explain how energy is conserved and transferred between systems and surroundings. ● I can classify processes as endothermic or exothermic and explain why using particlelevel reasoning. ● I can relate temperature to the average kinetic energy of particles.

Essential Questions: ● Where does energy go during a physical or chemical change? ● How can we measure something we can’t see—like energy?

Learning Activities: ● “Hot or Not? Lab”: Students observe an endothermic and an exothermic process (e.g., dissolving

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ammonium nitrate vs. combustion of a candle). They record temperature changes and use qualitative data to classify each process and identify the system and surroundings. Guided Notes and Diagrams: Students define and differentiate between types of energy (kinetic, thermal, chemical), practice identifying systems and surroundings, and label energy flow in diagrams. Board Meeting: Using whiteboards, groups model energy transfer for everyday examples (e.g., ice melting, combustion) and use arrows to indicate direction of energy flow. They present and justify whether each process is endothermic or exothermic. Simulation Discussion Prompt: After exploring a simple energy transfer simulation, students explain how energy moves from one system to another and relate it to particle motion and temperature.

Second Topic: Specific Heat and Calorimetry

Estimated # of Lessons: 3-4

Learning Targets: ● I can quantify energy changes using Q = mcΔT and Q = mΔH. ● I can interpret heating and cooling curves and relate them to energy changes and phase transitions. ● I can explain temperature changes using particle diagrams and the concept of specific heat. ● I can analyze calorimetry data to determine energy changes in a system.

Essential Questions: ● How does specific heat affect the way substances absorb or release energy? ● What factors influence temperature change?

Learning Activities: ● POGIL Activity: Calorimetry – Modeling Energy Transfer in Chemical and Physical Changes: In this guided inquiry activity, we work in teams to explore how calorimetry allows us to measure the transfer of thermal energy during physical and chemical processes. Through a series of structured models and guided questions, we develop a conceptual understanding of how temperature change, mass, and specific heat are related through the equation Q = mcΔT. ● Guided Notes & Modeling Practice: Students are introduced to the specific heat formula (Q = mcΔT) and practice calculating energy using mass, specific heat, and ΔT. They annotate heating/cooling curves and identify regions of phase change and temperature change, linking to energy input/output. ● Whiteboard Practice: Students draw particle-level models to show how different substances absorb heat. They compare the spacing and speed of particles and label where potential vs. kinetic energy changes occur on heating curves. ● Simulation – Understanding Specific Heat: Students act as engineers designing energy-efficient homes. They calculate the specific heat of four materials using virtual temperature and energy data, compare results, and justify material choices based on energy performance and cost. Reflection questions tie back to real-world applications. ● Lab – Thermal Energy and Specific Heat: Students design and carry out an experiment to measure the specific heat of unknown metals. After conducting calorimetry, they calculate energy transferred, defend their findings through a CER (claim-evidence-reasoning) argument, and participate in peer critique discussions before submitting a final lab report.

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Lab – Designing a Cold Pack: Students test several salts (e.g., NH₄NO₃, KCl, NaCl) to determine which produces the greatest temperature decrease when dissolved. They measure temperature changes, calculate Q using Q = mcΔT, and evaluate each option for cost and safety. Teams present their findings as product engineers with justification of the optimal salt for medical or athletic use. Workshop Station Rotation: Students cycle through differentiated stations: specific heat calculations, curve interpretation, data graphing, error analysis, and CER writing support.

Third Topic: Enthalpy and Hess’ Law

Estimated # of Lessons: 3-4

Learning Targets: ● I can calculate enthalpy changes using Hess’s Law and enthalpies of formation. ● I can write and interpret thermochemical equations. ● I can explain why enthalpy is a state function and demonstrate this experimentally.

Essential Questions: ● How can we calculate energy change for a reaction we don’t observe directly?

Learning Activities: ● Hess’ Law POGIL: Students explore the idea of enthalpy as a state function using a hiking trail analogy. They analyze how indirect pathways to the same final state have the same energy change. Guided examples introduce Hess’s Law using thermochemical equations and ΔH values. ● Practice Set & Peer Coaching: Students work through multi-step Hess’s Law problems. Special focus is given to sign conventions and proper use of enthalpy of formation values. ● Heats of Reaction and Hess’s Law Lab: Students measure the heat of three reactions involving NaOH and HCl. By comparing their calculated values, they experimentally confirm that the enthalpy of reaction 3 equals the sum of reactions 1 and 2, verifying Hess’s Law. The lab report includes error analysis, justification of data, and clear linkage to energy conservation. ● Whiteboard Argument Round: Groups visually explain how Hess’s Law reflects energy conservation and present a reaction pathway diagram showing each step and its associated energy change.

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ECE Chemistry Unit 5

Course Name: ECE Chemistry 1127Q/1128Q Unit 5 Title: Electronic Structure and Periodicity

Est. # of Lessons: 12-15

Unit Overview: Having explored energy in reactions, we now look inward—to the atom itself. We examine how electrons are arranged and how that structure explains the periodic trends we see across elements. Through models, spectra, and data, we connect quantum ideas to patterns in reactivity, ionization energy, and electronegativity. This atomic perspective helps us understand why atoms bond the way they do, leading us to explore how those bonds shape the substances around us. STAGE 1: DESIRED RESULTS Established Goals ●

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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-PS4-3: Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model. HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

Transfer Goals ●

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Understandings ●

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Electrons are arranged in atoms in specific distributions that can be described and predicted using quantum mechanics and experimental data. The periodic table reflects recurring patterns in atomic properties that are

Ask questions or define problems to develop a prototype, design an investigation, or seek additional information (Critical Thinkers, SelfDirected Learners) Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners) Communicate effectively with peers to build a respectful, productive, and inclusive academic culture to enhance their understanding of the interconnectedness of the world and the role their actions play in the greater environment (Responsible Citizens, Effective Communicators) Essential Questions

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How does light reveal the behavior of electrons in an atom? What is the most accurate model of the atom, and how do we know? How can we tell where electrons are and how tightly they are held?

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ECE Chemistry Unit 5

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rooted in electron configurations and nuclear attraction. Concepts such as shielding, Coulomb’s law, and effective nuclear charge explain trends in atomic size, ionization energy, and reactivity. Experimental tools such as photoelectron spectroscopy and ionization energy data provide evidence for atomic models.

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Knowledge ●

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Electromagnetic radiation behaves as both a wave and a particle and can be described in terms of frequency, wavelength, energy, and speed. The relationship between a photon’s energy and its frequency is given by the equation E = hf, and energy is inversely related to wavelength. Quantum numbers describe the location, energy level, shape, and orientation of electrons in atoms. Electron configurations, both full and condensed, can be determined using the periodic table and help identify the number of unpaired electrons in an atom or ion. Photoelectron spectroscopy (PES) and ionization energy data provide experimental evidence for the arrangement of electrons in atoms. Coulomb’s Law explains the attraction between protons and electrons and helps predict differences in electron energy between atoms or within an atom. The periodic table is organized based on recurring patterns in atomic structure, which give rise to periodic trends. Trends in atomic radius, ionization energy, electron affinity, and electronegativity are explained by effective nuclear charge, shielding, and the shell model. These periodic trends influence chemical reactivity and can be used to justify why elements behave the way they do in reactions.

How does the location of electrons affect the properties of an atom? Why are periodic trends predictable, and what explains the exceptions? How do models and data help us understand something we can’t see—like electrons?

Skills (Framed as Learning Targets) ● ● ● ● ● ● ●

I can relate frequency, wavelength, and energy using the electromagnetic wave and photon models. I can explain how light interacts with electrons and provides evidence of atomic structure. I can use quantum numbers and electron configurations to describe the location of electrons in atoms and ions. I can analyze PES and ionization data to justify the arrangement of electrons in shells. I can apply Coulomb’s law to explain variations in electron energies. I can predict and explain periodic trends using effective nuclear charge, shielding, and electron configuration. I can use evidence to justify how atomic structure leads to chemical reactivity and periodic behavior.

Key Vocabulary: electromagnetic radiation,

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ECE Chemistry Unit 5 wavelength, frequency, energy, speed of light, photon, wave-particle duality, quantum numbers, principal energy level (n), angular momentum (l), magnetic quantum number (ml), spin (ms), electron configuration, orbital diagrams, Pauli exclusion principle, Hund’s rule, Aufbau principle, photoelectron spectroscopy (PES), ionization energy, Coulomb’s law, effective nuclear charge (Zeff), shielding, atomic radius, ionic radius, electron affinity, electronegativity, periodic trends, chemical reactivity STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

Trend Setter Lab (Periodic Trends Performance Task): Students analyze property cards of elements (atomic radius, ionization energy, electronegativity) to recreate the periodic table. They justify the placement of unknown elements and explain chemical behavior using periodic reasoning.

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Spectroscopy and Line Spectra Lab: Students measure spectral lines, calculate photon energies using E=hfE = hfE=hf and c=λfc = \lambda fc=λf, and relate observed colors to electron transitions between energy levels.

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Bohr to Schrödinger WebQuest and Simulation: Through simulation-based exploration, students compare models of the atom, explain wave-particle duality, and describe orbitals and probability distributions.

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Electron Configuration Battleship: A game-based review where students practice writing full and noble gas electron configurations. Their ability to predict periodic behavior based on electron arrangement is assessed informally.

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Photoelectron Spectroscopy (PES) Data

Formative Assessment ●

Mini Whiteboard Practice – “EM Energy Showdown”: Students work in pairs to solve light problems (e.g., calculating energy or wavelength of photons) on mini whiteboards. The teacher presents a scenario (e.g., “Which photon is more energetic—UV or IR?”), and students quickly calculate and display answers with justification. Peer critique and follow-up prompts ensure students explain the relationships rather than just calculate.

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PhET EM Simulation Check-In: After exploring the PhET “Waves Intro” simulation, students complete a brief reflection: “What happens when wavelength decreases?” and “How does this relate to photon energy?” The teacher uses this to identify misconceptions about wave-energy relationships.

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Visual Comparison Sorting – “Model MatchUp”: Students receive unlabeled diagrams representing the Bohr model, Schrödinger orbitals, and electron cloud probabilities. They work in small groups to match the diagram with a written description and evidence (e.g., “Used probability to describe electron position,” “Explains quantized energy levels”). Formative understanding is revealed through their justifications.

173

ECE Chemistry Unit 5 Task: Students interpret PES graphs to determine electron sublevels and make claims about ionization energy patterns using Coulomb’s Law and periodic structure. ●

University of Connecticut Problem Set #5: A rigorous, college-level assignment designed to reinforce and assess students’ mastery of core concepts in general chemistry through multi-step quantitative and conceptual problems.

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Journal Prompt – Why Schrödinger?: Prompt: “Why did scientists move from Bohr’s model to Schrödinger’s?” Students are expected to cite limitations of the Bohr model and reference electron behavior as waves, probability, or experimental support like PES. The responses help assess depth of understanding and clarity of reasoning.

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“One Wrong Configuration” – Error Analysis Warm-Up: Students are shown an incorrect electron configuration (e.g., 1s² 2s² 2p⁶ 3s² 3p⁴ 3d²) and asked to identify the error and explain why it’s incorrect. This quickly reveals misconceptions around order of filling and exceptions.

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Peer Teaching – Verbal Walkthroughs: In pairs, students take turns explaining how to determine the electron configuration of a given element. One student walks through it verbally while the other follows and checks. The teacher circulates and listens for use of vocabulary (orbitals, subshells, Aufbau, etc.) and scaffolds with questions.

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Concept Mapping – From Orbitals to Periodicity: Students create a concept map linking electron configuration, orbital diagrams, and periodic trends. They must include connections such as: “valence electrons → predict reactivity” and “orbital type → periodic block.” Used as both review and a way to visualize their thinking.

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Quick Graph Interpretation – PES Sketch Check: Given a simplified PES graph, students answer, “How many peaks are there?”; “Which sublevel has the highest energy electrons?”; “What element could this be?” They annotate and justify, giving insight into their ability to interpret and apply PES data.

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Whiteboard Challenge – Coulomb’s Law Application: Small groups are given scenarios (e.g., “Why does oxygen have a higher ionization energy than carbon?”) and use

174

ECE Chemistry Unit 5 whiteboards to sketch Bohr-like models and apply Coulomb’s Law. Emphasis is on written reasoning, not just formula use. ●

Trend Card Sort – Predict & Justify: Students are given sets of element cards with partial data (e.g., just atomic number and configuration) and asked to sort by size or ionization energy. They annotate cards with justifications referencing effective nuclear charge and shielding.

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Self-Check Quiz – Interactive Google Form: Includes auto-scored multiple choice + short answer. Example items: “Choose the element with the highest ionization energy from a list.” and “Explain why atomic radius decreases across a period.”

STAGE 3: LEARNING PLAN First Topic: Light and Electromagnetic Radiation

Estimated # of Lessons: 2-3

Learning Targets: ● I can relate frequency, wavelength, and energy of light using equations. ● I can explain how light interacts with electrons and provides evidence of atomic structure.

Essential Questions: ● How does light reveal the behavior of electrons in an atom?

Learning Activities: ● Intro Demonstration – Emission Tubes and Flame Tests: Students observe vibrant emission lines from gas discharge tubes (e.g., hydrogen, helium, neon) and various salt samples in flame tests. They record observations and hypothesize how electrons and energy relate to color. ● PhET Simulation – “Waves Intro”: Using the interactive simulation, students adjust frequency and wavelength sliders to explore how different types of light behave. They compare visible, UV, and IR radiation and graph how energy changes across the spectrum. ● Direct Instruction and Guided Notes: Students take structured notes on electromagnetic radiation, learning to apply equations like E=hfE = hfE=hf and c=λfc = \lambda fc=λf. They complete sample problems and interpret wavelength-energy relationships. ● Partner Problem Set: Students calculate the energy of photons emitted in specific transitions and classify types of radiation. Scenarios include identifying types of EM radiation and connecting to practical applications (e.g., microwaves, x-rays). Second Topic: Quantum Theory and Atomic Models

Estimated # of Lessons: 3-4

175

ECE Chemistry Unit 5 Learning Targets: ● I can explain how light interacts with electrons and provides evidence of atomic structure. ● I can use quantum numbers and electron configurations to describe the location of electrons in atoms and ions.

Essential Questions: ● What is the most accurate model of the atom, and how do we know?

Learning Activities: ● Simulation Exploration – Bohr vs. Schrödinger: Using a digital simulation (e.g., PhET’s “Models of the Hydrogen Atom”), students visualize electron transitions in both classical and quantum models. They see how Bohr’s model explains discrete energy levels and how Schrödinger’s model incorporates probability distributions. ● Guided WebQuest – de Broglie & Schrödinger: In this inquiry-based task, students use online resources and animations to explore how electrons behave as both particles and waves. They describe quantum mechanical orbitals (s, p, d, f), relate energy levels to orbital shapes, and compare visualizations across models. ● Light & Electrons Video Notes: Students watch a teacher-recorded, narrated tutorial that ties together wave-particle duality, quantum mechanics, and light’s role in supporting the atomic model. Notes include guided diagrams and application checks. ● Collaborative Reflection – Concept Carousel: Students work in groups to rotate through stations comparing Bohr, de Broglie, and Schrödinger contributions, annotating models, correcting misconceptions, and posing questions for clarification. Third Topic: Electron Configurations and Photoelectron Spectroscopy

Estimated # of Lessons: 3-4

Learning Targets: ● I can use quantum numbers and electron configurations to describe the location of electrons in atoms and ions. ● I can analyze PES and ionization data to justify the arrangement of electrons in shells. ● I can apply Coulomb’s law to explain variations in electron energies.

Essential Questions: ● How can we tell where electrons are and how tightly they are held?

Learning Activities: ● Interactive Notes – Configurations and Quantum Numbers: Students complete scaffolded notes that build from the four quantum numbers to orbital filling diagrams. They write configurations for elements and ions, highlight exceptions (e.g., Cr, Cu), and make periodic table connections. ● Electron Configuration Battleship Game: Students use coordinate-based clues to identify elements on a game board. To “hit” a ship, they must correctly identify the element based on its electron configuration. This helps reinforce periodicity and configuration logic in a fun, competitive setting. ● PES Data Practice Task: Students receive PES graphs for elements across periods. They label peaks (sublevels), infer number of electrons per shell, and use binding energy data to identify atomic number. They apply Coulomb’s Law to explain differences in energy and justify claims with configuration evidence.

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ECE Chemistry Unit 5 ●

Board Meeting – PES Challenge: In small groups, students sketch and annotate PES graphs on whiteboards. They debate interpretations of ionization energy changes, identify possible elements, and explain peak positions using shielding and nuclear attraction.

Fourth Topic: Periodic Trends and Reactivity

Estimated # of Lessons: 3-4

Learning Targets: ● I can predict and explain periodic trends using effective nuclear charge, shielding, and electron configuration. ● I can use evidence to justify how atomic structure leads to chemical reactivity and periodic behavior.

Essential Questions: ● How does the location of electrons affect the properties of an atom? ● Why are periodic trends predictable, and what explains the exceptions? ● How do models and data help us understand something we can’t see—like electrons?

Learning Activities: ● Trend Setter Lab: Students are given coded cards with atomic property data (e.g., atomic radius, ionization energy, electronegativity). Without element names, they arrange the cards into a logical periodic table based on observed trends. They identify patterns, propose positions for “unknowns,” and justify placements with scientific reasoning. ● CER Writing – Explaining Periodic Trends: Students select two elements from different groups or periods and construct a Claim-Evidence-Reasoning paragraph explaining differences in atomic radius or ionization energy. They must reference electron configuration, nuclear charge, and shielding in their justification. ● Visual Modeling – Trend Diagrams: Students draw and label Bohr models or orbital diagrams to explain periodic trends across periods and down groups. They use arrows, size comparisons, and shielding visuals to represent changes. ● Board Meeting – Trend Predictions: Using whiteboards, students are given scenarios like, “Which element is more reactive with water: potassium or calcium?” They write explanations using trends and structure, then critique peer reasoning. ● Unit Wrap-Up Discussion: The class revisits how electron structure connects to observed chemical behavior. Students summarize how their understanding has grown since the start of the unit using concept maps.

177

ECE Chemistry Unit 6

Course Name: ECE Chemistry 1127Q/1128Q Unit 6 Title: Chemical Bonding

Est. # of Lessons: 8-10

Unit Overview: We move from individual atoms to the connections between them. By applying what we know about electrons and periodic trends, we explore ionic, covalent, and metallic bonding. Using Lewis structures and VSEPR theory, we visualize molecular shapes and predict properties like polarity, melting point, and conductivity. We also analyze bond energies to see how structure relates to stability and reactivity—laying the groundwork for understanding how molecules interact in the real world. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-PS1-1: Use the periodic table as a model to predict properties of elements based on their electron structure and interactions. HS-PS1-3: Plan and conduct investigations to compare properties of substances before and after chemical reactions to determine if a chemical change has occurred.

Transfer Goals ●

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Understandings ●

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The type of bonding between atoms is influenced by their positions on the periodic table and their electronegativity differences. Bonding affects the physical and chemical properties of substances, such as melting point, solubility, and conductivity. Molecular shape, polarity, and hybridization arise from the arrangement of electrons and atoms in three-

Ask questions or define problems to develop a prototype, design an investigation, or seek additional information (Critical Thinkers, SelfDirected Learners) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Engage in scientific debates and discussions, articulating ideas and defending scientific phenomena with evidence in a clear, concise manner (Effective Communicators, Information Analysts) Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens) Essential Questions

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How does the location of atoms on the periodic table determine the type of bond they form? What evidence can we use to determine the type and strength of a bond? How do we model and predict the shape and polarity of molecules? How does bonding explain the physical and chemical properties of a substance?

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ECE Chemistry Unit 6

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dimensional space. Accurate representations (Lewis structures, VSEPR models) are tools to predict molecular behavior, reactivity, and interaction with other compounds. Knowledge

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Ionic, covalent (polar and nonpolar), and metallic bonding describe how atoms interact to form compounds based on electron behavior. Electronegativity differences between atoms can be used to predict the type of bond formed and the polarity of that bond. Lewis dot structures represent the valence electrons of atoms and help visualize molecular structure, including bonding pairs, lone pairs, resonance forms, and formal charges. VSEPR (Valence Shell Electron Pair Repulsion) theory explains how electron pairs repel each other and influence the three-dimensional geometry of molecules. Bond energy data can be used to estimate the enthalpy change (ΔH) of a chemical reaction by comparing the energy required to break bonds in the reactants and the energy released when new bonds form in the products. Hybridization describes the mixing of atomic orbitals to form new hybrid orbitals that determine the geometry and bonding properties of atoms in molecules.

Skills (Framed as Learning Targets) ●

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I can predict and justify the type of bond (ionic, covalent, or metallic) formed between atoms using periodic trends and electronegativity differences. I can connect the type of bonding and molecular structure to observable physical properties such as melting point, conductivity, and solubility. I can draw accurate Lewis structures for molecules and ions, including those with resonance and formal charges. I can apply VSEPR theory to predict the three-dimensional shape and bond angles of molecules based on electron domain geometry. I can determine whether a molecule is polar or nonpolar by analyzing its shape and bond dipoles. I can identify and describe the hybridization of atoms in a molecule and explain how hybrid orbitals influence molecular geometry. I can calculate the enthalpy change (∆Hrxn) of a chemical reaction using bond energies and use this to compare the energy changes in different reactions.

Key Vocabulary: ionic bond, covalent bond, polar covalent bond, nonpolar covalent bond, metallic bond, electronegativity, bond dipole, dipole moment, bond energy, bond length, Lewis structure, lone pair, bonding pair, resonance structure, formal charge, octet rule, expanded octet, VSEPR theory, electron domain, molecular geometry, bond angle, hybridization, sp, sp², sp³ hybrid orbitals, molecular polarity, and ∆Hrxn (enthalpy change of reaction) STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

179

ECE Chemistry Unit 6 Summative Assessment ●

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Formative Assessment

Bond Type and Structure Analysis Task: Students are given a set of unknown compounds with chemical formulas and physical properties (e.g., melting point, conductivity, solubility). They must predict the bond type (ionic, covalent, or metallic), justify their reasoning using electronegativity and periodic position, and explain observed properties based on bond type and structure. Molecular Geometry CER Performance Task: Students choose a covalent compound and construct a complete model including Lewis structure, formal charges, resonance (if applicable), VSEPR geometry, hybridization, and polarity. They present a Claim-Evidence-Reasoning (CER) explanation connecting the structure to molecular polarity and predicted behavior in real-world scenarios (e.g., solubility or reactivity).

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Bond Energy ∆Hrxn Calculation Assessment: Students are given several chemical reactions and corresponding bond energy tables. They must calculate the enthalpy of reaction (ΔHrxn), compare energetics across reactions, and explain how bond strength relates to stability and reactivity.

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University of Connecticut Problem Set #6: A rigorous, college-level assignment designed to reinforce and assess students’ mastery of core concepts in general chemistry through multi-step quantitative and conceptual problems.

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Whiteboard Check-Ins (Board Meetings): Students collaboratively sketch and explain Lewis structures, identify bond types, and predict molecular geometry using dry-erase boards. Each round focuses on a specific concept (e.g., formal charge, hybridization, polarity) with peer feedback and whole-class debriefs.

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Bonding Card Sort Activity: Students sort cards with structural and property data into categories (ionic, polar covalent, nonpolar covalent, metallic). They must justify placements with written reasoning, connecting periodic trends and bonding models.

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Interactive Molecular Modeling Stations: Students use kits or simulations to build molecules from given formulas and verify VSEPR predictions. They answer guided questions about electron domain geometry, polarity, and hybridization.

STAGE 3: LEARNING PLAN First Topic: Bond Types and Electronegativity

Estimated # of Lessons: 2-3

Learning Targets: ● I can predict and justify the type of bond (ionic, covalent, or metallic) formed

Essential Questions: ● How does the location of atoms on the periodic table determine the type of bond

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ECE Chemistry Unit 6

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between atoms using periodic trends and electronegativity differences. I can connect the type of bonding and molecular structure to observable physical properties such as melting point, conductivity, and solubility.

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they form? What evidence can we use to determine the type and strength of a bond? How does bonding explain the physical and chemical properties of a substance?

Learning Activities: ● Tug-of-War Electronegativity Analogy: Students model bond polarity by acting out electron sharing based on electronegativity values. ● Bonding Scenarios Card Sort: Students predict bond type using electronegativity differences and periodic placement. ● Board Meeting: Students defend classifications of unknown compounds based on physical properties and electronegativity analysis. ● Bonding Property Lab Stations: Students test a variety of compounds for solubility, conductivity, and melting point. Second Topic: Lewis Structures, Resonance, and Formal Charge

Estimated # of Lessons: 2 - 3

Learning Targets: ● I can draw accurate Lewis structures for molecules and ions, including those with resonance and formal charges.

Essential Questions: ● How do we model and predict the shape and polarity of molecules?

Learning Activities: ● Scaffolded Practice with Guided Notes: Students build proficiency drawing Lewis structures using rules for electron count and bonding capacity. ● Resonance Structure Practice: Nitrate and carbonate examples are used to explore delocalized electrons. ● Formal Charge Calculation: Students determine most likely Lewis structures using formal charge analysis. ● Peer Critique Gallery Walk: Students evaluate and leave feedback on peer-drawn structures. ● Whiteboard Lightning Round: Timed practice drawing increasingly complex molecules. Third Topic: VSEPR Theory and Hybridization

Estimated # of Lessons: 2 - 3

Learning Targets: ● I can apply VSEPR theory to predict the three-dimensional shape and bond angles of molecules based on electron domain geometry. ● I can determine whether a molecule is polar or nonpolar by analyzing its shape and bond dipoles. ● I can identify and describe the hybridization of atoms in a molecule and explain how hybrid orbitals influence

Essential Questions: ● How do we model and predict the shape and polarity of molecules?

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ECE Chemistry Unit 6 molecular geometry. Learning Activities: ● Molecular Model Lab: Students build and sketch molecules to visualize geometry and electron domains. ● Polarity Sorting Challenge: Students categorize molecules as polar or nonpolar using VSEPR predictions. ● Hybridization Charting Activity: Students determine orbital hybridization for atoms in various molecules. ● Board Meeting: Teams present and defend the geometry and polarity of an assigned molecule. Fourth Topic: Bond Energy and ∆H Calculations

Estimated # of Lessons: 2 - 3

Learning Targets: ● I can calculate the enthalpy change (∆Hrxn) of a chemical reaction using bond energies and use this to compare the energy changes in different reactions.

Essential Questions: ● What evidence can we use to determine the type and strength of a bond? ● How does bonding explain the physical and chemical properties of a substance?

Learning Activities: ● ∆Hrxn Practice with Bond Energies: Students calculate the enthalpy of reactions using tables and break/form bond analysis. ● Case Study – Cold Packs vs. Hand Warmers: Students apply bond energy concepts to real-world product design.

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ECE Chemistry Unit 7

Course Name: ECE Chemistry 1127Q/1128Q Est. # of Lessons: 10 -12 Unit 7 Title: Intermolecular Forces and Their Effects on Liquids, Solids, and Solutions Unit Overview: From bonds within molecules, we shift to the forces between them. We study how polarity and molecular structure determine interactions like hydrogen bonding and dispersion forces. These tiny attractions explain big phenomena—boiling points, solubility, and phase changes. Through lab investigations and particle models, we see how intermolecular forces govern the behavior of solids, liquids, and solutions, connecting structure to macroscopic properties. STAGE 1: DESIRED RESULTS Established Goals ● ●

HS-PS1-3: Plan and conduct investigations to compare properties of substances. HS-PS2-6: Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

Transfer Goals ●

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Understandings ● ● ● ●

The type and strength of intermolecular forces influence the state of matter and macroscopic properties. Molecular structure and polarity affect how substances interact and dissolve in different solvents. Models of particle arrangement and motion help explain the behavior of solids, liquids, and solutions. The concentration and type of solute particles affect the physical properties of solutions in predictable ways.

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How do intermolecular forces affect the state and properties of a substance? Why do some substances dissolve in others while some do not? How can we model interactions between particles to explain observable behavior? How does adding solute change the physical properties of a liquid?

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ECE Chemistry Unit 7 Knowledge ●

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London dispersion forces, dipole-dipole interactions, and hydrogen bonding vary in strength and influence physical properties such as boiling point, melting point, and volatility. Molecular structure and polarity determine the type and strength of intermolecular forces present in a substance and influence solubility and phase behavior. Phase diagrams provide information about state changes, relative stability, and the conditions under which a substance exists as a solid, liquid, or gas. Colligative properties—such as freezing point depression, boiling point elevation, vapor pressure lowering, and osmotic pressure—depend on the concentration of solute particles and their dissociation (as represented by the van’t Hoff factor). Molar concentration (molarity) is used to quantify solute in a solution and is essential in explaining changes in physical properties due to solution behavior.

Skills (Framed as Learning Targets) ● ● ● ● ● ● ● ● ●

Key Vocabulary: intermolecular forces, London dispersion forces, dipole-dipole interactions, hydrogen bonding, polarity, molecular structure, solubility, miscibility, phase diagram, triple point, critical point, enthalpy of vaporization, enthalpy of fusion, solution, solvent, solute, molarity, molality, colligative properties, freezing point depression, boiling point elevation, vapor pressure, osmotic pressure, van’t Hoff factor, electrolyte, nonelectrolyte, chromatography, lattice, metallic bonding, network covalent solid, ionic solid

I can identify and compare the strength of intermolecular forces in various substances. I can predict physical properties like boiling point, solubility, and viscosity based on particle interactions. I can interpret phase diagrams to determine the state of matter and energy changes. I can create and use particle-level models to represent molecular solids, ionic solids, metallic solids, and covalent network solids. I can explain solution formation using concepts of entropy, enthalpy, and particle interactions. I can determine whether substances are miscible or immiscible based on polarity and IMF compatibility. I can use colligative property calculations to determine molar mass and predict solution behavior. I can interpret particle diagrams and lab data to analyze and explain observable trends. I can calculate and interpret molar concentration and use it to quantify changes in solution behavior.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

Intermolecular Forces CER Task: Students are given molecular structures and must identify and justify the dominant intermolecular forces present. They then predict physical properties such as boiling

Formative Assessment ●

Whiteboard Practice & Peer Feedback (Board Meetings): Students work in small groups to draw particle-level models of solids, liquids, and solutions. Each group defends their visuals against provided prompts (e.g.,

184

ECE Chemistry Unit 7 point, volatility, and solubility using particle-level explanations. Responses are written in a Claim-Evidence-Reasoning (CER) format, citing polarity and structurebased evidence ●

Phase Diagram and Solubility Application Assessment: Students interpret a complex phase diagram to determine states of matter at various temperatures and pressures and explain transitions using energy concepts. Then, given solutesolvent combinations, students predict solubility outcomes and justify their reasoning based on molecular polarity and intermolecular forces.

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Colligative Properties Lab-Based Assessment: In this structured lab, students measure the freezing point of solutions with different solutes and concentrations. They apply colligative property equations to calculate molar mass or predict changes in freezing/boiling point. Students also interpret lab data and connect it to the van’t Hoff factor and solute dissociation.

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University of Connecticut Problem Set #7: A rigorous, college-level assignment designed to reinforce and assess students’ mastery of core concepts in general chemistry through multi-step quantitative and conceptual problems.

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UConn Exam #3

“Why does this substance have a higher boiling point?”). Peer feedback and wholeclass debrief support conceptual clarity. ●

Phase Diagram Puzzle Activity: Students receive cut-up pieces of a phase diagram and must correctly assemble and label it. They explain the meaning of each region and how temperature and pressure relate to phase transitions.

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IMF Card Sort Challenge: Students categorize a set of molecules based on their dominant intermolecular forces and physical properties. After the sort, they justify choices in writing or brief discussions.

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Virtual Simulation Checks: Students complete interactive simulations (e.g., PhET or Pivot Interactives) on solution behavior or solubility and submit screenshots with analysis. Prompts guide them to explain particle motion and IMF effects on macroscopic behavior.

STAGE 3: LEARNING PLAN First Topic: Intermolecular Forces and Physical Properties

Estimated # of Lessons: 3 - 4

Learning Targets: ● I can identify and compare the strength of intermolecular forces in various substances. ● I can predict physical properties like boiling point, solubility, and viscosity based on

Essential Questions: ● How do intermolecular forces affect the state and properties of a substance? ● Why do some substances dissolve in others while some do not?

185

ECE Chemistry Unit 7 particle interactions. Learning Activities: ● Intermolecular Forces Lab: Students compare surface tension, evaporation rates, and viscosity in various liquids to infer the strength and type of intermolecular forces. ● Card Sort Activity: Match molecules with their dominant IMF and rank them in strength. ● Property Prediction Practice: Use polarity and IMF knowledge to predict boiling points and solubility in given substances. ● Board Meeting: Groups discuss which IMF is most influential in specific contexts and defend their reasoning. Second Topic: Phase Diagrams and Properties of Solids

Estimated # of Lessons: 2 - 3

Learning Targets: ● I can interpret phase diagrams to determine the state of matter and energy changes. ● I can create and use particle-level models to represent molecular solids, ionic solids, metallic solids, and covalent network solids.

Essential Questions: ● How do intermolecular forces affect the state and properties of a substance? ● How can we model interactions between particles to explain observable behavior?

Learning Activities: ● Phase Diagram Practice Set: Analyze curves, triple points, and critical points to make predictions about state transitions. ● Modeling Solids Activity: Students draw and compare structural arrangements of different solid types and relate them to properties like conductivity and hardness. ● Card Matching Game: Match solids to their particle model, property set, and bond/IMF type. Third Topic: Solubility and Solution Formation

Estimated # of Lessons: 2 - 3

Learning Targets: ● I can explain solution formation using concepts of entropy, enthalpy, and particle interactions. ● I can determine whether substances are miscible or immiscible based on polarity and IMF compatibility.

Essential Questions: ● Why do some substances dissolve in others while some do not? ● How can we model interactions between particles to explain observable behavior?

Learning Activities: ● Solubility Investigation: Test the solubility of various solutes in polar and nonpolar solvents and represent results using particle diagrams. ● Interactive Notes and Application Problems: Model dissolution and explain solvation energy qualitatively. ● Solubility Simulation: Students model solvation using an online tool and answer guided reflection questions. ● Demo Debrief: Watch and analyze demos (e.g., oil and water, salt in ethanol) to determine driving

186

ECE Chemistry Unit 7 forces for solution formation. Fourth Topic: Colligative Properties

Estimated # of Lessons: 2 - 3

Learning Targets: ● I can use colligative property calculations to determine molar mass and predict solution behavior. ● I can interpret particle diagrams and lab data to analyze and explain observable trends. ● I can calculate and interpret molar concentration and use it to quantify changes in solution behavior.

Essential Questions: ● How can we model interactions between particles to explain observable behavior? ● How does adding solute change the physical properties of a liquid?

Learning Activities: ● Colligative Properties Lab: Students prepare salt and sugar solutions and measure changes in freezing point and boiling point. ● Quantitative Practice Problems: Work through scenarios involving van’t Hoff factors, ΔTf, and ΔTb. ● Concentration Calculations Workshop: Students use molarity, volume, and moles to solve preparation and dilution problems. ● Board Meeting: Discuss how the identity and amount of solute affect physical properties.

187

ECE Chemistry Unit 8

Course Name: ECE Chemistry 1127Q/1128Q Est. # of Lessons: 10-12

Unit 8 Title: Chemical Kinetics

Unit Overview: Next, we explore not just if reactions occur, but how fast. We investigate what affects reaction rates—temperature, concentration, and catalysts—and use data and models to explain why. By linking molecular collisions to macroscopic rate laws, we develop a dynamic view of chemical change. This understanding prepares us to study what happens when reactions don’t go to completion but instead reach balance. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-PS1-5: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. HS-PS1-6: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.

Transfer Goals ●

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Understandings ● ● ●

The rate of a chemical reaction depends on the frequency and success of molecular collisions. Rate laws describe how reactant concentrations influence the speed of a reaction. Experimental data can be used to infer

● ● ●

What affects how fast a reaction happens? How can we model and measure the rate of a chemical reaction? How can we determine what’s happening at the molecular level based on reaction rate data?

188

ECE Chemistry Unit 8 reaction mechanisms and the role of intermediates and catalysts. Knowledge ●

● ● ● ●

Reaction rates are influenced by temperature, concentration, surface area, and catalysts due to their effects on collision frequency and energy. Rate laws describe the mathematical relationship between the rate of a reaction and the concentrations of reactants. Integrated rate laws allow us to determine concentration over time, identify order, and calculate half-life. Reaction mechanisms show the stepwise process of reactions and include intermediates and catalysts. Graphical data can be used to distinguish between zero-, first-, and second-order reactions.

Skills (Framed as Learning Targets) ● ● ● ● ● ● ●

I can describe how temperature, concentration, and other factors affect reaction rate. I can use energy profiles to model effective and ineffective collisions. I can calculate average and instantaneous rates from concentration data. I can determine the order of a reaction and write the rate law using data or graphs. I can use integrated rate laws to calculate concentration, rate constant, and half-life. I can evaluate reaction mechanisms based on elementary steps and match them to experimental data. I can identify the role of catalysts and intermediates in reaction pathways.

Key Vocabulary: reaction rate, average rate, instantaneous rate, rate law, rate constant (k), order of reaction, overall order, differential rate law, integrated rate law, half-life, collision theory, activation energy, effective collision, energy profile diagram, transition state, reaction mechanism, elementary step, intermediate, catalyst, rate-determining step, Arrhenius equation, temperature dependence, and concentration dependence. STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

Kinetics of Crystal Violet Fading Lab: Students conduct a dye fading experiment, collect time and concentration data, and determine the rate law, order, and rate constant. They model the energy profile and discuss the effect of a catalyst using evidence from the experiment.

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Rate Law Problem Set: Students interpret graphs and tables to derive rate laws,

Formative Assessment ●

Hungry Hungry Hippo Collision Simulation: In this hands-on activity, students model reacting particles using game pieces to simulate how collision frequency and orientation affect the likelihood of a reaction. Students record data on successful collisions and reflect on how concentration and movement (temperature) affect reaction rate. The debrief links directly to the collision theory model.

189

ECE Chemistry Unit 8 calculate rate constants, and determine half-lives. Includes multiple scenarios with zero-, first-, and second-order reactions. ●

Mechanism Matching Assessment: Students are given proposed mechanisms and corresponding experimental data. They must identify intermediates and catalysts, determine the slow step, and justify which mechanism is most consistent with the observed rate law.

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University of Connecticut Problem Set #8: A rigorous, college-level assignment designed to reinforce and assess students’ mastery of core concepts in general chemistry through multi-step quantitative and conceptual problems.

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Collision Model Virtual Simulation: Students use PhET simulations to visualize molecular interactions under different conditions.

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Kinetics and Reaction Rates Lab: In this guided-inquiry lab, students investigate how various factors—such as temperature, concentration, and catalysts—affect the rate of a chemical reaction. Using a color-changing iodine clock reaction, students conduct controlled experiments to observe how changing one variable at a time influences the time it takes for a visible reaction to occur. Students collect and analyze data to determine how each factor influences the frequency and effectiveness of particle collisions. The lab reinforces the conceptual foundation of collision theory and connects macroscopic observations to molecular-level interactions, providing an engaging, hands-on application of rate laws and reaction dynamics.

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IMF Connection Board Meeting: Students will use particle diagrams to explain why certain reactions occur faster.

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Process oriented guided inquiry learning (POGIL) activities: ○ Rate of Reaction ○ Method of Initial Rates ○ Reaction Mechanisms

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Graphing Activity: Students construct and interpret concentration vs. time and ln[A] vs. time graphs to identify reaction order.

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Whiteboard Problem Solving (Board Meetings): Students solve rate law problems and defend their work to peers.

STAGE 3: LEARNING PLAN First Topic: Factors Affecting Reaction Rates

Estimated # of Lessons: 3 - 4

Learning Targets:

Essential Questions:

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ECE Chemistry Unit 8 ● ●

I can describe how temperature, concentration, surface area, and catalysts affect the rate of a reaction. I can use energy diagrams and particle models to explain effective and ineffective collisions.

●

What affects how fast a reaction happens?

Learning Activities: ● Hungry Hungry Hippo Collisions: Students use game-based modeling to simulate particle collisions and explore the effect of concentration and temperature on reaction rate. ● Collision Theory Simulation: Virtual or hands-on simulation to model frequency and effectiveness of molecular collisions. ● IMF & Collision Board Meeting: Students discuss how IMF strength and molecular polarity influence effective collisions. ● Kinetics and Reaction Rates Lab: In this guided-inquiry lab, students investigate how various factors—such as temperature, concentration, and catalysts—affect the rate of a chemical reaction. Using a color-changing iodine clock reaction, students conduct controlled experiments to observe how changing one variable at a time influences the time it takes for a visible reaction to occur. Students collect and analyze data to determine how each factor influences the frequency and effectiveness of particle collisions. The lab reinforces the conceptual foundation of collision theory and connects macroscopic observations to molecular-level interactions, providing an engaging, hands-on application of rate laws and reaction dynamics. Second Topic: Rate Laws and Reaction Order

Estimated # of Lessons: 2 - 3

Learning Targets: ● I can calculate average and instantaneous rates from concentration data. ● I can determine the order of a reaction and write the rate law using data or graphs. ● I can use integrated rate laws to calculate concentration, rate constant, and half-life.

Essential Questions: ● How can we model and measure the rate of a chemical reaction?

Learning Activities: ● Process oriented guided inquiry learning (POGIL) activities: ● Rate of Reaction ○ Method of Initial Rates ○ Rate Table Analysis: Using experimental data, students determine rate law, order, and rate constant. ● Board Meeting: Students defend their analysis of reaction order using whiteboards and peer review. Third Topic: Integrated Rate Laws and Half-Life

Estimated # of Lessons: 2 - 3

Learning Targets: ● I can use integrated rate laws to calculate

Essential Questions: ● How can we determine what’s happening at

191

ECE Chemistry Unit 8 concentration, rate constant, and half-life.

the molecular level based on rate data?

Learning Activities: ● Workshop on Integrated Rate Laws: Students engage in guided practice with problem sets involving concentration vs. time data, applying zero-, first-, and second-order rate law equations. They collaborate in pairs or small groups to solve for unknowns such as time, concentration, or rate constant and receive real-time feedback through board meetings and peer checks. ● Half-Life Problem Solving: Application-based problems where students analyze half-life trends in medicine, environmental science, or radioactive decay. ● Kinetics of Crystal Violet Fading Lab: Students analyze spectrophotometric data to determine rate law, reaction order, and rate constant. Fourth Topic: Reaction Mechanisms

Estimated # of Lessons: 2 - 3

Learning Targets: ● I can evaluate reaction mechanisms based on elementary steps and match them to experimental data. ● I can identify the role of catalysts and intermediates in reaction pathways.

Essential Questions: ● How can we determine what’s happening at the molecular level based on reaction rate data?

Learning Activities: ● All Screwed Up: This tactile, kinesthetic activity uses common hardware—nuts, bolts, and washers—to model the concepts of reaction mechanisms and the rate-determining step. Each piece represents a different component of a reaction (e.g., reactants, intermediates, products), and students must assemble "products" by following multi-step instructions that mimic elementary reaction steps. By timing each assembly and analyzing the total time required, students explore how the slowest step controls the overall reaction rate. This engaging simulation helps demystify abstract concepts like intermediates, catalysts, and reaction pathways by grounding them in a hands-on, physical analogy that mirrors molecular-level processes. ● Mechanism Matching Task: Students use experimental data to evaluate which proposed mechanism is valid. ● Catalyst Demonstrations: Students observe catalyzed vs. uncatalyzed reactions and discuss changes in energy profiles. ● Board Meeting: Students identify intermediates and catalysts and defend which step is ratedetermining.

192

ECE Chemistry Unit 9

Course Name: ECE Chemistry 1127Q/1128Q Unit 9 Title: General Equilibrium

Est. # of Lessons: 7 - 10

Unit Overview: In this unit, we uncover the balance point of reversible reactions. We learn how systems reach equilibrium, how to calculate constants, and how they respond to changes using Le Chatelier’s Principle. By interpreting data and modeling shifts in concentration and temperature, we discover the chemistry of balance—connecting equilibrium to real-world systems in biology, industry, and the environment. STAGE 1: DESIRED RESULTS Established Goals ●

HS-PS1-6: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.

Transfer Goals ●

●

Understandings ● ● ● ●

Chemical equilibrium is a dynamic state where the forward and reverse reactions occur at equal rates. The equilibrium constant provides a quantitative measure of the relative amounts of products and reactants. A system at equilibrium can be disturbed, and the response of the system can be predicted using Le Chatelier’s Principle. The direction and extent of a chemical reaction can be predicted using the

Ask questions or define problems to develop a prototype, design an investigation, or seek additional information (Critical Thinkers, SelfDirected Learners) Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens) Essential Questions

● ● ● ● ● ●

What does it mean for a system to be at equilibrium? How is equilibrium dynamic rather than static? How can we quantify a system at equilibrium? What does the value of K tell us about a reaction? How can we use data to determine whether a reaction has reached equilibrium? How do changes in concentration, pressure,

193

ECE Chemistry Unit 9

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reaction quotient and equilibrium constant. Real-world applications of equilibrium concepts include environmental chemistry, biological systems, and industrial processes.

or temperature affect a system at equilibrium?

Knowledge ●

●

● ●

●

Chemical equilibrium is a dynamic state in which the forward and reverse reactions occur at the same rate, resulting in constant concentrations of reactants and products. An equilibrium constant expression can be written for both homogeneous and heterogeneous reactions using the Law of Mass Action. The magnitude of the equilibrium constant (K) provides insight into the relative amounts of products and reactants at equilibrium. Large values of K indicate a productfavored system, while small values indicate a reactant-favored system. Equilibrium constants (Kc and Kp) can be calculated using tabular or graphical data, and conversions between Kc and Kp can be made when appropriate. ICE tables and stoichiometric relationships are used to determine unknown equilibrium concentrations or partial pressures. The reaction quotient (Q) can be compared to the equilibrium constant to predict the direction a system will shift in order to reach equilibrium. Le Chatelier’s Principle is used to predict how a system at equilibrium will respond to changes in concentration, pressure, or temperature. If a chemical equation is manipulated— reversed, multiplied, or divided—the equilibrium constant must be adjusted accordingly.

Skills (Framed as Learning Targets) ● ● ● ● ● ● ●

I can explain the concept of chemical equilibrium and the relationship between forward and reverse reaction rates. I can write equilibrium constant expressions and manipulate them based on changes in the balanced equation. I can use models to represent dynamic equilibrium. I can calculate equilibrium concentrations and constants using ICE tables and stoichiometry. I can convert between Kc and Kp. I can predict the direction a reaction will shift using Q and K. I can use Le Chatelier’s Principle to explain how equilibrium systems respond to changes in concentration, pressure, and temperature.

Key Vocabulary: chemical equilibrium, dynamic equilibrium, reversible reaction, equilibrium

194

ECE Chemistry Unit 9 constant (Kc, Kp), reaction quotient (Q), Law of Mass Action, homogeneous equilibrium, heterogeneous equilibrium, ICE table, shift, Le Chatelier’s Principle, stress, concentration, pressure, volume, temperature STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

●

Formative Assessment

Determination of Keq for FeSCN²⁺ Lab: We determine the equilibrium constant for the formation of the iron(III) thiocyanate complex ion using colorimetric data and graphical analysis. This lab requires accurate data collection, calculations of equilibrium concentrations, and an application of the Law of Mass Action. Exploring Equilibrium-It Works Both Ways Lab: We explore various factors that affect chemical equilibrium, including concentration, temperature, and pressure, and use Le Chatelier’s Principle to explain observed shifts. Students apply both qualitative and quantitative reasoning to support their conclusions. University of Connecticut Problem Set #9: A rigorous, college-level assignment designed to reinforce and assess students’ mastery of core concepts in general chemistry through multi-step quantitative and conceptual problems. University of Connecticut Exam #4

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Penny-Ante Equilibrium Lab: A hands-on simulation using pennies to model the dynamic nature of equilibrium. This engaging activity helps build conceptual understanding of reversible reactions, forward and reverse rates, and equilibrium as a state of balance rather than stasis.

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Whiteboard Practice: Collaborative, real-time practice of ICE table setups, equilibrium constant calculations, and Q vs. K reasoning, with peer and teacher feedback.

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Process oriented guided inquiry learning (POGIL) activities: ○ Equilibrium ○ Le Chatelier’s Principle

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Le Chatelier’s Mini-Labs/Demos: Interactive experiences where we observe changes to equilibrium systems and explain observed shifts using qualitative reasoning.

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Workshop Sessions: Targeted skill-based workshops provide differentiated support and practice in specific areas such as writing equilibrium expressions, calculating equilibrium concentrations, or using Q to predict shifts. These sessions allow for peer tutoring, guided problem-solving, and oneon-one check-ins.

STAGE 3: LEARNING PLAN First Topic: Introduction to Equilibrium

Estimated # of Lessons: 2 - 3

Learning Targets:

Essential Questions:

195

ECE Chemistry Unit 9 ● ● ●

● ●

What does it mean for a system to be at equilibrium? How is equilibrium dynamic rather than static?

Learning Activities: ● Penny-Ante Equilibrium Lab (Flinn Scientific): We simulate a reversible reaction using coins to model the dynamic nature of equilibrium. This introduces the concept of equilibrium as a balance of forward and reverse processes. ● “Establishing Equilibrium” POGIL: In this guided inquiry activity, we investigate what it means for a chemical reaction to be at equilibrium. Through analysis of molecular-level models, data tables, and graphical representations, we develop a conceptual understanding of how reversible reactions behave over time. The POGIL walks us through the idea that while concentrations may remain constant at equilibrium, the reactions themselves are still occurring. We also learn how to recognize equilibrium from data and how to distinguish it from a static system. By engaging in team roles and structured questioning, we build a shared understanding of dynamic equilibrium and begin forming the foundation needed to interpret equilibrium expressions and values. ● Class Discussion & Visual Modeling: We analyze animations or simulations that visually depict particles at equilibrium. ● Whiteboard Practice: We write equilibrium constant expressions for both homogeneous and heterogeneous reactions and discuss how they reflect balanced processes. ● Workshop Session: Focused help on writing and manipulating equilibrium expressions, including recognizing when solids and liquids are omitted from the expression. Second Topic: Quantifying Equilibrium

Estimated # of Lessons: 3 - 4

Learning Targets: ● I can calculate equilibrium concentrations and constants using ICE tables and stoichiometry. ● I can convert between Kc and Kp.

Essential Questions: ● How can we quantify a system at equilibrium? ● What does the value of K tell us about a reaction?

Learning Activities: ● Determination of Keq for FeSCN²⁺Lab: We use spectrophotometric data to calculate the equilibrium constant for the formation of a complex ion, applying ICE tables and the Law of Mass Action. ● ICE Table Practice: We solve scaffolded problems involving known initial conditions and KKK values to find unknown concentrations. ● Workshop Session: We receive small-group or one-on-one instruction on ICE tables, solving for missing equilibrium values, and calculating partial pressures. ● Whiteboard Practice: Collaborative, real-time practice of ICE table setups and equilibrium constant calculation with peer and teacher feedback.

196

ECE Chemistry Unit 9 Third Topic: Predicting Reaction Direction and System Shifts

Estimated # of Lessons: 2 - 3

Learning Targets: ● I can predict the direction a reaction will shift using Q and K. ● I can use Le Chatelier’s Principle to explain how equilibrium systems respond to changes in concentration, pressure, and temperature.

Essential Questions: ● How can we use data to determine whether a reaction has reached equilibrium? ● How do changes in concentration, pressure, or temperature affect a system at equilibrium?

Learning Activities: ● “Shifting Equilibrium” POGIL: In this POGIL, we explore how equilibrium systems respond to various stresses by analyzing particle diagrams, concentration graphs, and experimental setups. We uncover patterns that show how changes in concentration, temperature, and pressure influence the position of equilibrium. The activity leads us to formulate Le Chatelier’s Principle by recognizing predictable system responses aimed at re-establishing balance. As we work through each model and critical thinking question, we are challenged to justify each predicted shift using molecular reasoning and scientific vocabulary. This collaborative inquiry builds the reasoning skills we need to apply the principle to real chemical systems and prepares us for laboratory investigations where we observe these shifts firsthand. ● Exploring Equilibrium Lab: We observe and interpret how concentration, pressure, and temperature changes affect a variety of equilibrium systems, using Le Chatelier’s Principle. ● Le Chatelier’s Demonstrations: As a class, we analyze visual color changes and other indicators in systems like cobalt chloride or chromate-dichromate equilibrium. ● Workshop Session: We practice identifying the type of stress applied to a system and predicting the direction of the shift using Le Chatelier’s Principle. ● Whiteboard Scenarios: We work in groups to analyze a series of stress-response scenarios and justify each prediction.

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ECE Chemistry Unit 10

Course Name: ECE Chemistry 1127Q/1128Q Unit 10 Title: Acid/Base Equilibrium

Est. # of Lessons: 8 - 10

Unit Overview: With equilibrium as our lens, we now explore acids and bases in dynamic balance. We study ionization, pH, and the relative strength of acids and bases through titrations and data analysis. Using models, we visualize what’s happening in solution and interpret equilibrium constants to explain behavior. This work deepens our grasp of how chemistry governs everyday phenomena—from buffering systems to biological processes. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-PS1-6: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium. HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

Transfer Goals

● Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) ● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) ● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners) ● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens) ● Communicate effectively with peers to build a respectful, productive, and inclusive academic culture to enhance their understanding of the interconnectedness of the world and the role their actions play in the greater environment (Responsible Citizens, Effective Communicators)

Understandings ● ●

Acid/base equilibrium involves partial ionization and is influenced by the relative strengths of acids and bases. The extent of ionization can be

Essential Questions ● ● ● ●

What makes an acid or base strong or weak? How do acids and bases behave in water? How does pH relate to acid or base strength? How can we use equilibrium constants to

198

ECE Chemistry Unit 10

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quantitatively assessed using equilibrium constants (Ka or Kb) and pH. The behavior of weak acids, weak bases, and their conjugates can be predicted using particle diagrams and equilibrium expressions. Titration data can be interpreted to determine pKa, pKb, and equivalence points. Solution behavior is affected by temperature, ionization, and the presence of acidic or basic salts.

● ● ● ● ●

Knowledge ●

● ●

●

● ●

Acid/base equilibrium involves reversible proton-transfer reactions in which the extent of ionization depends on the strength of the acid or base. The strength of an acid or base can be described using equilibrium constants, specifically Ka for acids and Kb for bases. A neutral solution occurs when the concentration of hydrogen ions [H+] equals the concentration of hydroxide ions [OH−], although the pH may differ from 7 due to temperature-dependent changes in Kw and the hydrolysis of some ionic salts. Particulate-level representations of strong and weak acids or bases help visualize the degree of ionization and the species present at equilibrium. The percent ionization of an acid or base provides a quantitative measure of its strength and can be calculated using concentration and pH data. Ka and Kb values can be calculated from equilibrium concentrations or pH, and each can be derived from the other using the relationship with Kw. ICE tables are used to organize information and solve for unknown values in weak acid and base equilibria. Salt solutions can be classified as acidic, basic, or neutral depending on the properties of their constituent ions.

quantify ionization? How do we calculate and justify equilibrium concentrations in acid/base reactions? How does the presence of a common ion impact equilibrium? What makes a buffer effective? What can titration curves tell us about the identity and strength of acids and bases? How do we find pKa or pKb from titration data?

Skills (Framed as Learning Targets) ● ● ● ● ● ● ● ● ● ● ● ● ● ●

I can define acids and bases using multiple models (Arrhenius, Brønsted-Lowry, Lewis). I can identify conjugate acid/base pairs. I can describe the difference between strong and weak acids and bases. I can generate and interpret particulate representations of acid/base reactions. I can use pH, pOH, and percent ionization to quantify acid/base strength. I can calculate Ka or Kb given the pH and concentration of a weak acid or base. I can calculate equilibrium concentrations for weak acids or bases using ICE tables. I can interpret and apply Ka/Kb values in equilibrium contexts. I can explain how the presence of a common ion affects equilibrium. I can design and evaluate buffer systems using an ICE table or the Henderson– Hasselbalch equation. I can interpret titration curves for strong and weak acid/base combinations which include buffer regions. I can predict the pH and behavior of acidic, basic, or neutral salt solutions. I can interpret titration curves to identify equivalence points and calculate pKa or pKb values. I can explain why a neutral solution may not always have a pH of 7 due to the hydrolysis of some ionic salts.

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ECE Chemistry Unit 10 ●

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Titration data, including pH changes over volume added, can be used to determine equivalence points, endpoint characteristics, and the pKa or pKb of weak acids or bases. Monoprotic and polyprotic acids differ in the number of ionizable protons and produce multiple stages in titration curves.

Key Vocabulary: acid, base, pH, pOH, Ka, Kb, Kw, strong acid, weak acid, strong base, weak base, ionization, percent ionization, conjugate acid, conjugate base, monoprotic, polyprotic, buffer, titration, equivalence point, half equivalence point, pKa, pKb, acidic salt, basic salt, neutralization STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

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Acid/Base Titrations Lab: We conduct titrations between known and unknown acid/base pairs using indicators and/or pH meters. We identify equivalence points, calculate molarity of unknown solutions, and evaluate titration curves for strong and weak acid/base combinations. Determination of Ka of Weak Acids Lab: We determine the acid dissociation constant of a weak acid by measuring the pH of a known concentration and applying equilibrium principles and calculations (ICE tables, Kaexpression, percent ionization). Properties of Buffer Solutions Lab: We analyze how buffer systems resist changes in pH when small amounts of strong acid or base are added. We apply the concept of conjugate pairs and compare buffer vs. non-buffer systems both qualitatively and quantitatively. pH Properties of Buffers Lab: We measure and compare the pH of multiple buffer systems with varying concentrations and compositions, observing how the ratio of acid/base affects initial pH and response to

Formative Assessment ●

Whiteboard Practice: Interactive problemsolving sessions on ICE tables, titration curve sketching, equilibrium shifts, and pH of salt solutions.

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Workshop Sessions: Differentiated instruction and practice on buffer calculations, titration analysis, percent ionization, and interpreting Ka/Kb relationships.

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POGIL: Acids and Bases: Students investigate definitions, conjugate pairs, and acid/base strength using guided inquiry and model analysis.

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POGIL: Common Ion Effect on Acid Ionization: Students explore how a shared ion between two solutes impacts the ionization of a weak acid or base, connecting this to buffer design and Le Chatelier’s Principle.

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POGIL: Titration Curves – We explore the shape of titration graphs for different acid/base combinations. Through model analysis, we identify the meaning of buffer regions, half-equivalence points, and sharp transitions, linking graphs to molecular

200

ECE Chemistry Unit 10 added acid/base. ●

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behavior.

Determining Unknown Solutions Lab: We analyze a set of labeled “unknown” acid/base solutions using conductivity, pH measurements, and reactivity with indicators to determine whether they are strong or weak acids or bases. We classify each solution and justify our conclusions with experimental evidence. Buffer Design Task - Performance-Based Assessment: Students are given a target pH and asked to design a buffer system using available materials. They calculate needed concentrations, test the buffer’s effectiveness, and defend their design with data and reasoning.

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Digital pH Scale Simulation & Analysis: Interactive tools to model changes in [H⁺] and [OH⁻] and understand the logarithmic nature of the pH scale.

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Salt Hydrolysis Card Sort and Practice: Students classify salt solutions, predict their pH, and justify using hydrolysis equations and conjugate behavior.

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Peer Review Rounds: Students exchange titration analyses or Ka justifications for feedback and revision, supporting scientific argumentation.

University of Connecticut Problem Set #10: A rigorous, college-level assignment designed to reinforce and assess students’ mastery of core concepts in general chemistry through multi-step quantitative and conceptual problems. STAGE 3: LEARNING PLAN

First Topic: Introduction to Acids and Bases

Estimated # of Lessons: 2 - 3

Learning Targets: Essential Questions: ● I can define acids and bases using multiple ● What makes an acid or base strong or weak? models (Arrhenius, Brønsted-Lowry, Lewis). ● How do acids and bases behave in water? ● I can identify conjugate acid/base pairs. ● I can describe the difference between strong and weak acids and bases. ● I can generate and interpret particulate representations of acid/base reactions. Learning Activities: ● POGIL: Acids and Bases – Students explore and compare Arrhenius, Brønsted-Lowry, and Lewis definitions of acids and bases through structured inquiry, helping them develop a foundational understanding of acid/base behavior. ● pH Scale Simulation and Discussion – An interactive digital activity where students manipulate H⁺/OH⁻ concentrations to observe how pH values change, reinforcing the logarithmic nature of the scale.

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ECE Chemistry Unit 10 ●

Whiteboard Workshop: Acid/Base Identification – In small groups, students practice identifying acids, bases, and conjugate pairs in equations using guided prompts and visual tools.

Second Topic: Quantifying Acid/Base Strength

Estimated # of Lessons: 2 - 3

Learning Targets: ● I can use pH, pOH, and percent ionization to quantify acid/base strength. ● I can calculate Ka or Kb given the pH and concentration of a weak acid or base.

Essential Questions: ● How does pH relate to acid or base strength? ● How can we use equilibrium constants to quantify ionization?

Learning Activities: ● Ka and Kb Calculation Workshop – Students work in teams to solve structured problems calculating Ka or Kb values from pH and concentration data, building comfort with equilibrium math. ● Percent Ionization Practice Problems – Guided practice calculating percent ionization of weak acids or bases and interpreting what those values indicate about strength. ● Determination of Ka of a Weak Acid Lab– A hands-on investigation where students calculate the Ka of a weak acid using pH measurements and equilibrium expressions. Third Topic: Acid/Base Equilibrium Calculations

Estimated # of Lessons: 1 - 2

Learning Targets: ● I can calculate equilibrium concentrations for weak acids or bases using ICE tables. ● I can interpret and apply Ka/Kb values in equilibrium contexts.

Essential Questions: ● How do we calculate and justify equilibrium concentrations in acid/base reactions?

Learning Activities: ● ICE Table Review and Practice – Students use the ICE table method to determine equilibrium concentrations in weak acid/base reactions and apply the values in Ka/Kb expressions. ● CER Writing and Peer Review – Students construct a Claim-Evidence-Reasoning response explaining how they calculated a Ka or pH value, then trade papers for peer review. Fourth Topic: The Common Ion Effect and Buffer Systems

Estimated # of Lessons: 2 - 3

Learning Targets: ● I can explain how the presence of a common ion affects equilibrium. ● I can design and evaluate buffer systems using an ICE table or the Henderson– Hasselbalch equation.

Essential Questions: ● How does the presence of a common ion impact equilibrium? ● What makes a buffer effective?

Learning Activities: ● POGIL: Common Ion Effect on Acid Ionization – Students work through guided inquiry models to observe how a shared ion between substances affects the ionization of a weak acid/base system. ● pH Properties of Buffers Lab: Students investigate how different buffer compositions resist pH changes upon acid/base addition.

202

ECE Chemistry Unit 10 ● ● ●

Properties of Buffer Solutions Lab: Students test multiple buffer systems for pH stability, comparing results to control solutions and applying equilibrium reasoning. Buffer Design Challenge: Students are given a target pH and a set of components and must calculate appropriate ratios to build and test a functioning buffer system. Targeted Buffer Workshop – Small-group work session that focuses on the use of an ICE table or the Henderson–Hasselbalch equation to support buffer reasoning.

Fifth Topic: Titration Curves and Applications

Estimated # of Lessons: 2 - 3

Learning Targets: Essential Questions: ● I can interpret titration curves for strong ● What can titration curves tell us about the and weak acid/base combinations which identity and strength of acids and bases? include buffer regions. ● How do we find pKa or pKb from titration ● I can predict the pH and behavior of acidic, data? basic, or neutral salt solutions. ● I can interpret titration curves to identify equivalence points and calculate pKa or pKb values. ● I can explain why a neutral solution may not always have a pH of 7 due to the hydrolysis of some ionic salts. Learning Activities: ● POGIL: Titration Curves – Students analyze model titration curves for strong and weak acid/base combinations and explore how equivalence points, half-equivalence points, and buffer regions appear on the graph. ● Acid/Base Titrations Lab: A hands-on investigation where students perform titrations and construct pH curves, using data to calculate unknown concentrations and identify equivalence points. ● Titration Curve Analysis Workshop – Students sketch and annotate titration curves, label key features, and explain the chemistry behind curve shapes for different combinations of acids and bases. ● Whiteboard Comparisons – Collaborative group work comparing strong vs. weak acid/base titration curves with focus on pH changes and equivalence point characteristics.

203

ECE Chemistry Unit 11

Course Name: ECE Chemistry 1127Q/1128Q Unit 11 Title: Solubility Equilibrium

Est. # of Lessons: 6 - 8

Unit Overview: We then turn to the equilibrium between solids and solutions. By analyzing solubility products, we predict when a precipitate will form and how factors like common ions affect solubility. These concepts come alive through real-world applications such as water treatment and mineral formation, reinforcing how chemical principles shape the world around us. STAGE 1: DESIRED RESULTS Established Goals ●

HS-PS1-6: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.

Transfer Goals

Understandings ● ● ● ● ●

Slightly soluble compounds establish equilibrium between dissolved and undissolved forms. The solubility product constant (Ksp) quantifies the extent to which a compound dissolves. Solubility can be manipulated by changing ion concentrations, pH, or temperature. Precipitation occurs when the ion product (Qsp) exceeds Ksp. Ksp values allow us to rank solubilities and design systems for selective precipitation.

Essential Questions ● ● ● ● ●

How can we use Ksp to determine whether a compound will dissolve? What does Ksp tell us about the solubility of a substance? How do changes in conditions affect solubility? How can we predict whether a precipitate will form? How can we use Ksp to separate ions or purify substances?

204

ECE Chemistry Unit 11 Knowledge ● ●

● ● ● ●

Solubility equilibrium involves a balance between undissolved solid and dissolved ions in solution. Ksp is the equilibrium constant for a dissolving ionic compound, and is used to write expressions based on the balanced equation. Ion concentrations at equilibrium can be used to calculate Ksp, and Ksp can be used to determine solubility. The common ion effect, pH, temperature, and complex ion formation all affect solubility. Qsp is calculated using initial concentrations and is used to predict whether precipitation will occur. Solubility rules and Ksp values can be used to separate ions by selective precipitation.

Key Vocabulary: solubility, solubility product constant (Ksp), ion product (Qsp), equilibrium, precipitate, common ion effect, selective precipitation, complex ion, molar solubility, saturated solution, unsaturated, supersaturated, temperature dependence

Skills (Framed as Learning Targets) ● ● ● ● ● ● ● ● ●

I can write the balanced dissolution equation and corresponding Ksp expression for a slightly soluble salt. I can interpret solubility equilibrium at the particulate and symbolic level. I can calculate Ksp from molar solubility, and molar solubility from Ksp and an ICE table. I can compare Ksp values to rank compound solubility. I can explain and calculate the effect of a common ion on solubility. I can apply Le Chatelier’s Principle to explain changes in solubility. I can predict whether a precipitate will form by comparing Qsp and Ksp. I can calculate the ion concentrations required for a substance to begin precipitating. I can use Ksp values to selectively precipitate ions.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

Flinn Scientific Lab - Determination of

the Ksp of Ca(OH)₂: Students perform a titration or pH-based investigation to determine the solubility product constant of calcium hydroxide. They calculate [OH⁻] and [Ca²⁺], apply the Ksp expression, and justify their results with data and assumptions. This lab provides hands-on experience with equilibrium calculations and reinforces experimental accuracy. ●

Precipitation Prediction Task (CER Format): Given multiple combinations of ionic solutions and initial concentrations, students determine whether a precipitate

Formative Assessment ●

AACT Lab - Exploring Solubility Equilibrium: Students investigate the reversible nature of dissolving and precipitation using visual and qualitative data. They use macroscopic observations and equilibrium reasoning to explain the system behavior and connect it to solubility and Ksp concepts.

●

POGIL - Common Ion Effect on Solubility: In this guided inquiry, students analyze how the addition of a common ion shifts the equilibrium position and suppresses further dissolution. They use models, tables, and equations to describe and calculate the impact on solubility.

205

ECE Chemistry Unit 11 will form by calculating Qsp and comparing it to Ksp. They justify their predictions and reasoning using proper vocabulary, calculations, and chemical logic. ●

●

Common Ion and Solubility Design Challenge: Students are asked to manipulate solution conditions (e.g., pH, common ions, temperature) to maximize or minimize solubility. They support their decisions with calculations, particle diagrams, and references to Le Chatelier’s Principle and the solubility rules. University of Connecticut Problem Set #11: A rigorous, college-level assignment designed to reinforce and assess students’ mastery of core concepts in general chemistry through multi-step quantitative and conceptual problems. University of Connecticut Exam #5

●

POGIL - Fractional Precipitation: Students explore how differences in Ksp values can be used to selectively precipitate one ion while keeping another in solution. This builds toward real-world applications such as separating metal ions and purifying mixtures.

●

Whiteboard Practice Sessions: Collaborative student work calculating solubility from Ksp, determining Qsp from initial conditions, and comparing predicted vs. observed outcomes.

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Workshop Days: Differentiated mini-lessons where students rotate through problemsolving stations (Ksp calculations, common ion problems, Qsp logic puzzles).

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Visual Reasoning Practice: Students sketch particulate-level representations of saturated, unsaturated, and supersaturated solutions and annotate them to demonstrate understanding of equilibrium.

STAGE 3: LEARNING PLAN First Topic: Introduction to Solubility Equilibrium

Estimated # of Lessons: 2 - 3

Learning Targets : ● I can write the balanced dissolution equation and corresponding Ksp expression for a slightly soluble salt. ● I can interpret solubility equilibrium at the particulate and symbolic level.

Essential Questions: ● How can we use Ksp to determine whether a compound will dissolve? ● What does Ksp tell us about the solubility of a substance?

Learning Activities: ● AACT Lab: Exploring Solubility Equilibrium – Students investigate the dynamic nature of dissolution and precipitation in ionic compounds. ● Whiteboard Practice: Writing dissociation equations and Ksp expressions for slightly soluble salts. ● Visual Reasoning Task: Drawing and labeling particulate diagrams of saturated and unsaturated solutions. Second Topic: Quantifying Solubility using Ksp

Estimated # of Lessons: 1 - 2

206

ECE Chemistry Unit 11 Learning Targets: ● I can calculate Ksp from molar solubility, and molar solubility from Ksp and an ICE table. ● I can compare Ksp values to rank compound solubility.

Essential Questions: ● How can we use Ksp to determine whether a compound will dissolve? ● What does Ksp tell us about the solubility of a substance?

Learning Activities: ● Mini-Workshop: Converting between Ksp and solubility using sample problems. ● Collaborative Ranking Task: Students are given a set of Ksp values and asked to order compounds by solubility. Third Topic: The Common Ion Effect and Solubility

Estimated # of Lessons: 1 - 2

Learning Targets: ● I can explain and calculate the effect of a common ion on solubility. ● I can apply Le Chatelier’s Principle to explain changes in solubility.

Essential Questions: ● How do changes in conditions affect solubility? ● How can we predict whether a precipitate will form?

Learning Activities: ● POGIL: Common Ion Effect on Solubility – Students use guided inquiry to analyze equilibrium shifts in the presence of a common ion. ● Virtual Lab: Comparing solubility of the same salt with and without a common ion. ● Whiteboard Review: Teams solve and present their solutions to a common ion solubility problem. Fourth Topic: Predicting Precipitation (Qsp vs. Ksp)

Estimated # of Lessons: 1 - 2

Learning Targets: ● I can predict whether a precipitate will form by comparing Qsp and Ksp. ● I can calculate the ion concentrations required for a substance to begin precipitating.

Essential Questions: ● How can we predict whether a precipitate will form?

Learning Activities: ● Precipitation Practice Scenarios: Students calculate Qsp and compare it to Ksp to predict precipitation. ● CER Task: Students write and revise explanations justifying whether precipitation will occur. ● Visual Sketching: Students draw supersaturated vs. saturated solution representations. ● Flinn Lab: Determination of the Ksp of Ca(OH)₂ – Students conduct a lab-based calculation of Ksp using microscale techniques and experimental data. Fifth Topic: Selective Precipitation and Applications

Estimated # of Lessons: 1- 2

207

ECE Chemistry Unit 11 Learning Targets: ● I can use Ksp values to selectively precipitate ions.

Essential Questions: ● How do changes in conditions affect solubility? ● How can we use Ksp to separate ions or purify substances?

Learning Activities: ● POGIL: Fractional Precipitation – Students explore how differences in Ksp values are used to precipitate ions in a controlled sequence. ● Design Challenge: Given a mixture of ions and Ksp values, students design a separation process using precipitation. ● Performance Task: Students justify the choice of a precipitating agent and explain steps using data and reasoning.

208

ECE Chemistry Unit 12

Course Name: ECE Chemistry 1127Q/1128Q Est. # of Lessons: 6 - 8 Unit 12 Title: Entropy and Gibbs Free Energy in Chemical Thermodynamics Unit Overview: Now we ask a deeper question: why do some reactions occur while others don’t? We explore entropy and Gibbs free energy to predict spontaneity, connecting energy, disorder, and temperature to chemical behavior. Through data, models, and reasoning, we learn to determine whether reactions are thermodynamically favorable—a key bridge between energy, equilibrium, and real-world chemistry. STAGE 1: DESIRED RESULTS Established Goals ●

HS-PS3-4: Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution.

Transfer Goals

● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners) ● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) ● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners) ● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens)

Understandings ● ● ● ● ●

Entropy is a measure of disorder and tends to increase in natural processes. A reaction’s favorability depends on the interplay between enthalpy, entropy, and temperature. A negative ΔG indicates a spontaneous (thermodynamically favorable) process. The relationship between ΔG and K connects thermodynamics to equilibrium. Spontaneous processes may not always occur quickly or completely, and kinetics

Essential Questions ● ● ● ●

What makes a process thermodynamically favorable? How do entropy and enthalpy compete to influence spontaneity? How does temperature affect the favorability of a reaction? What does Gibbs free energy tell us about a reaction’s tendency to occur?

209

ECE Chemistry Unit 12 must also be considered separately. Knowledge ● ● ●

● ●

●

Entropy (ΔS) reflects the degree of disorder or number of microstates of a system. Enthalpy (ΔH) indicates the heat exchanged during a process. Gibbs free energy (ΔG) incorporates both ΔH and ΔS to determine reaction favorability. A process is thermodynamically favorable when ΔG < 0. The equation ΔG = ΔH – TΔS allows us to assess the effect of temperature on favorability. ΔG is related to the equilibrium constant (K) through the equation ΔG = –RT ln (K).

Skills (Framed as Learning Targets) ● ● ●

● ●

I can explain the meaning of entropy using particle-level reasoning and predict entropy changes. I can determine the signs of ΔH and ΔS and use them to qualitatively predict favorability. I can use the ΔG = ΔH – TΔS equation to assess favorability and explain how temperature affects spontaneity. I can calculate ΔG° and interpret what the sign and magnitude reveal about a process. I can use ΔG = –RT ln (K) to connect thermodynamics to equilibrium.

Key Vocabulary: entropy (ΔS), enthalpy (ΔH), Gibbs free energy (ΔG), spontaneous, nonspontaneous, reversible, irreversible, microstates, thermodynamically favorable, temperature dependence, equilibrium constant (K), Boltzmann distribution STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

●

Gibbs Free Energy Performance Task (CER Format): Students analyze given thermodynamic data (ΔH, ΔS, T) for a chemical or physical process. They determine whether the reaction is thermodynamically favorable, support their claim with evidence (including calculated ΔG), and reason about the effect of temperature or equilibrium position using ΔG = –RT ln (K). Temperature and Spontaneity Application Task: Students are provided with real-world reaction data and asked to predict

Formative Assessment ●

Boltzmann Bucks Game: Interactive simulation where students explore the statistical nature of entropy, observe particle behavior, and use that experience to explain the concept of disorder and microstates.

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Whiteboarding and Particle Diagram Practice: Students predict and justify entropy changes in physical and chemical processes, using visual models and structured feedback sessions.

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Flinn Lab - Spontaneous Assembly of Straws: A qualitative experiment illustrating entropydriven ordering. Students write short

210

ECE Chemistry Unit 12 spontaneity at multiple temperatures, explaining why some reactions are only favorable at high or low temperatures using ΔG = ΔH – TΔS. ●

University of Connecticut Problem Set #12: A rigorous, college-level assignment designed to reinforce and assess students’ mastery of core concepts in general chemistry through multi-step quantitative and conceptual problems.

●

reflections connecting lab observations to entropy and spontaneity. POGIL - Free Energy: Students explore the qualitative interaction of enthalpy and entropy to determine favorability across a range of conditions.

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Flinn Lab - Thermodynamic Stretch: Students explore reversibility and energy changes by stretching and relaxing rubber bands, then relate observations to thermodynamic favorability.

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ChemEd XChange Activity - Introduction to Gibbs Free Energy: Structured student reflection and notebook check on key concepts from the guided activity that introduces ΔG and its dependence on ΔH, ΔS, and T.

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American Chemical Society Lab Thermodynamics of Rubber Bands: Students collect temperature and force data to explore the relationship between entropy, temperature, and Gibbs free energy in a familiar, real-world material.

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POGIL - Work, Equilibrium, and Free Energy: Students derive and apply the ΔG = –RT lnK equation, then practice connecting energy to equilibrium through guided conceptual scaffolding.

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Workshop & Peer Feedback Sessions: Students engage in guided problem sets with structured collaboration and peer review of calculations and justifications.

STAGE 3: LEARNING PLAN First Topic: Entropy and Disorder

Estimated # of Lessons: 1 - 2

Learning Targets: ● I can explain the meaning of entropy using particle-level reasoning and predict entropy changes.

Essential Questions: ● What makes a process thermodynamically favorable?

211

ECE Chemistry Unit 12 Learning Activities: ● Boltzmann Bucks Game: A hands-on simulation to model probability, microstates, and the statistical basis of entropy. ● Whiteboarding: Students draw and compare particle diagrams to show entropy changes during phase changes and chemical reactions. ● Flinn Lab: Spontaneous Assembly of Straws: Exploration of how entropy can drive spontaneous ordering under specific conditions, with a reflection on the balance of energy and disorder. Second Topic: Predicting Favorability Qualitatively

Estimated # of Lessons: 1 - 2

Learning Targets: ● I can determine the signs of ΔH and ΔS and use them to qualitatively predict favorability.

Essential Questions: ● How do entropy and enthalpy compete to influence spontaneity?

Learning Activities: ● POGIL: Free Energy – Students analyze scenarios to determine the favorability of reactions based on the signs of ΔH and ΔS, identifying favorable and unfavorable combinations. ● Flinn Lab: Thermodynamic Stretch – A guided investigation using rubber bands to compare reversible vs. irreversible processes and relate them to enthalpy and entropy. ● Whiteboard Workshop: Small-group qualitative practice predicting reaction favorability based on sign combinations. Third Topic: Quantitative Gibbs Free Energy Calculations

Estimated # of Lessons: 1- 2

Learning Targets: ● I can use the ΔG = ΔH – TΔS equation to assess favorability and explain how temperature affects spontaneity. ● I can calculate ΔG° and interpret what the sign and magnitude reveal about a process.

Essential Questions: ● How does temperature affect the favorability of a reaction? ● What does Gibbs free energy tell us about a reaction’s tendency to occur?

Learning Activities: ● ChemEd XChange Activity: Introduction to Gibbs Free Energy – A scaffolded inquiry introducing the meaning and implications of ΔG and its dependence on ΔH, ΔS, and T. ● Practice Problems: Students calculate ΔG for various scenarios and interpret results. ● Guided Workshop: Students identify conditions under which a reaction becomes spontaneous and use number sense to estimate favorable temperature ranges. ● American Chemical Society Lab: Thermodynamics of Rubber Bands – Students explore how stretching and heating rubber bands affects entropy and free energy, linking macroscopic observations to molecular behavior. Fourth Topic: Connecting Gibbs Free Energy to Equilibrium

Estimated # of Lessons: 1 - 2

212

ECE Chemistry Unit 12 Learning Targets: ● I can use ΔG = –RT ln (K) to connect thermodynamics to equilibrium.

Essential Questions: ● What does Gibbs free energy tell us about a reaction’s tendency to occur?

Learning Activities: ● POGIL: Work, Equilibrium, and Free Energy – Students derive and apply the ΔG = –RT lnK equation and explore what ΔG tells us about the value and meaning of K. ● Application Problems: Students work through multi-step problems where they calculate ΔG and estimate the magnitude of K. ● CER Performance Task: Students are given thermodynamic data for a reaction and must argue whether a reaction is product-favored, reactant-favored, or at equilibrium, using both ΔG and K values.

213

ECE Chemistry Unit 13

Course Name: ECE Chemistry 1127Q/1128Q Unit 13 Title: Electrochemistry

Est. # of Lessons: 6 - 8

Unit Overview: Our story concludes with the movement of electrons and the conversion of chemical energy into electrical energy. We build voltaic and electrolytic cells, measure potentials, and connect redox reactions to Gibbs free energy and equilibrium. From batteries to electroplating, we see chemistry in action—where all the ideas we’ve built come together to explain and power the modern world. STAGE 1: DESIRED RESULTS Established Goals ●

●

HS-PS3-3: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. HS-PS1-5: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

Transfer Goals

Understandings ● ●

Redox reactions involve the transfer of electrons and are the basis for electrochemical cells. In voltaic cells, chemical energy is converted to electrical energy; in

Essential Questions ● ● ●

How does the movement of electrons produce electrical energy? How do redox reactions power batteries and electroplating systems? How can electrochemical data help us predict

214

ECE Chemistry Unit 13

● ● ●

electrolytic cells, electrical energy drives chemical changes. Standard reduction potentials allow us to calculate cell potential and predict spontaneity. ΔG, E°, and K are mathematically related and conceptually linked in redox systems. Quantities of products or reactants in electrochemical cells can be calculated using Faraday’s laws.

●

Knowledge ● ● ● ● ● ● ●

Oxidation is the loss of electrons; reduction is the gain of electrons. The anode is where oxidation occurs, and the cathode is where reduction occurs. Standard reduction potentials are used to calculate E°cell. E°cell > 0 implies spontaneity; E°cell < 0 implies nonspontaneity. Gibbs free energy is related to E°cell via ΔG° = –nFE°cell. In electrolytic cells, external energy drives nonspontaneous redox reactions. Faraday’s laws relate moles of electrons to mass of products or reactants.

whether a reaction will occur? How are redox reactions used to improve technology, safety, and health?

Skills (Framed as Learning Targets) ● ● ● ● ●

I can identify oxidation and reduction in a redox reaction. I can label and describe the flow of electrons and ions in an electrochemical cell. I can calculate the standard cell potential (E°cell) using standard reduction potentials. I can relate E°cell to ΔG° and K to predict whether a redox reaction is spontaneous. I can calculate the mass of products formed in an electrolytic cell using Faraday’s laws.

Key Vocabulary: oxidation, reduction, redox, anode, cathode, electrode, voltaic cell, electrolytic cell, salt bridge, standard reduction potential, E°cell, ΔG°, Faraday’s constant, electroplating, electrolysis. STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

Electrochemical Cell Design CER Task: Students design a voltaic cell using provided half-reactions and materials. They calculate the E°cell, justify whether the reaction is spontaneous, and explain electron and ion flow. Students must include a labeled diagram and evidence-based justification using ΔG and E°cell relationships.

Formative Assessment ●

POGIL - Batteries: Students explore the internal structure and function of common batteries, linking redox reactions to electron flow and voltage. Encourages conceptual mapping of oxidation/reduction in real-world contexts.

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POGIL - Electrochemical Cell Voltage: Students use standard reduction potentials to

215

ECE Chemistry Unit 13

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Electrolysis Calculations Performance Task: Students analyze an electrolytic cell and use Faraday’s laws to calculate the mass of substance produced or consumed. Given time, current, and reaction information, they justify their calculation steps and explain the relationship to electron transfer and energy input.

●

University of Connecticut Problem Set #13: A rigorous, college-level assignment designed to reinforce and assess students’ mastery of core concepts in general chemistry through multi-step quantitative and conceptual problems.

●

University of Connecticut Exam #6

construct voltaic cells, determine E°cell, and predict reaction spontaneity. Includes interpretation of data tables and reinforces the significance of standard states. ●

POGIL - Faraday’s Law: Students derive and apply the relationship between current, time, and the amount of substance oxidized or reduced. Promotes quantitative reasoning with clear application to electrolytic systems.

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Flinn Lab - Electrochemical Cells: Students construct voltaic cells using metal electrodes and salt bridges, measure voltage with a multimeter, and compare observed results to theoretical values. Encourages careful attention to polarity, labeling, and standard conditions.

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Flinn Lab - Electrolysis Reactions: Students set up and run an electrolytic cell to drive nonspontaneous reactions. Includes visual indicators (e.g., color changes or gas formation) and student analysis of required current, reaction equations, and electrode function.

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Quick Checks & Whiteboarding: Students regularly engage in collaborative practice calculating E°cell, identifying redox partners, and sketching labeled electrochemical cell diagrams. Peer feedback promotes correction of misconceptions. Workshop Days: Students rotate through practice problems and lab review stations to solidify skills in: ○ Redox balancing ○ Cell potential calculations ○ Electrolysis mass/mole relationships ○ Electrochemical diagram interpretation

●

STAGE 3: LEARNING PLAN First Topic: Introduction to Redox and Electron Transfer

Estimated # of Lessons: 1 - 2

Learning Targets:

Essential Questions:

216

ECE Chemistry Unit 13 ●

I can identify oxidation and reduction in a redox reaction. I can label and describe the flow of electrons and ions in an electrochemical cell.

● ●

How does the movement of electrons produce electrical energy? How do redox reactions power batteries and electroplating systems?

Learning Activities: ● Introduction to Redox Concepts: Direct instruction and collaborative practice with identifying oxidation and reduction using changes in oxidation numbers. ● Whiteboard Practice: Redox identification, electron transfer visualization, and writing halfreactions. ● POGIL: Batteries – Students examine how redox reactions produce electrical energy and how different materials affect voltage and battery construction. Second Topic: Voltaic (Galvanic) Cells and Cell Potential

Estimated # of Lessons: 1 - 2

Learning Targets: ● I can label and describe the flow of electrons and ions in an electrochemical cell. ● I can calculate the standard cell potential (E°cell) using standard reduction potentials.

Essential Questions: ● How does the movement of electrons produce electrical energy? ● How can electrochemical data help us predict whether a reaction will occur?

Learning Activities: ● POGIL: Electrochemical Cell Voltage – Students construct voltaic cells on paper and calculate E°cell using reduction potentials. ● Flinn Lab: Electrochemical Cells – Students construct actual cells, measure voltage, compare results to theoretical values, and analyze electron/ion flow. ● Whiteboard Workshop: Labeling voltaic cells, predicting electrode functions, and practicing E°cell calculations. Third Topic: Gibbs Free Energy, Spontaneity, and Equilibrium

Estimated # of Lessons: 1 - 2

Learning Targets: ● I can relate E°cell to ΔG° and K to predict whether a redox reaction is spontaneous.

Essential Questions: ● How can electrochemical data help us predict whether a reaction will occur?

Learning Activities: ● Mini-Lesson: Derive and apply ΔG° = –nFE°cell and relate to equilibrium constant (K). ● Application Problems: Calculate E°cell, ΔG°, and K and interpret the meaning of each result. ● Whiteboard Practice: Reinforce mathematical relationships and how they connect to real-world predictions. Fourth Topic: Electrolytic Cells and Faraday’s Law

Estimated # of Lessons: 1 - 2

217

ECE Chemistry Unit 13 Learning Targets: ● I can label and describe the flow of electrons and ions in an electrochemical cell. ● I can calculate the mass of products formed in an electrolytic cell using Faraday’s laws.

Essential Questions: ● How do redox reactions power batteries and electroplating systems? ● How are redox reactions used to improve technology, safety, and health?

Learning Activities: ● POGIL - Faraday’s Law: Students explore the quantitative relationship between current, time, and mass in an electrolytic reaction. ● Flinn Lab - Electrolysis Reactions: Students perform electrolysis of water or ionic solutions, observe reactions, and calculate theoretical yield using Faraday’s Law. ● Workshop Practice: Mole-to-mass calculations in electrolysis problems.

218

ECE Environmental Science

AP/ECE ENVIRONMENTAL SCIENCE—H COURSE # WNH062 Credit (STEM) (UCONN ECE NRE 1000 (E)) UCONN)

1.0 (3 ECE Credits from

PREREQUISITE: Completion of one semester of biology - A with a grade of B+ or better and a teacher recommendation or successful completion Biology - H. Environmental science is a course that incorporates various scientific disciplines in the context of practical real-world issues. This course asks students to use scientific principles, concepts, and methodologies to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. *This class fulfills the environmental literacy (E) requirement for UConn general education.

219

ECE Environmental Science ECE Environmental Science-UCONN NRE1000(E) — What is local is global Unit 1: Limits to Life: How Energy and Matter Drive Ecosystems 6 weeks

Unit 2: Water Under Pressure: Life, Pollution, and Protection 5 weeks

Unit 3: Atmosphere in Balance: From Planetary Patterns to Human Solutions 5 weeks

How do interactions between organisms and their environment limit the populations of various species on Earth? We start our year with a review of the Laws of Conservation of Matter and of Thermodynamics from previous science courses. Next, we apply our understanding of how matter and energy change as they pass through a food chain using the painted lady butterfly as a model organism. We will investigate the painted lady butterfly and calculate energy change as it progresses from larvae to pupal stages. Then, looking at the impact of disruptions on species, we investigate the impacts of increased flooding events due to climate change on the salt marsh sparrow’s nesting success. Nutrient cycles, biodiversity, predator/prey interactions, and the impacts of invasive species will also be explored through classroom labs, analysis of historical data, models, and case studies.

Water connects all life and ecosystems— how do human actions impact water systems and how we can protect them? We move from general interactions between living things and the ecosystem to focusing on water in this unit. We begin by exploring the properties of water that make life possible on Earth. We use topographic maps to delineate the Jordan Brook Watershed and investigate how human actions such as development can impact water systems. We will take a field trip to test the brook looking at short-term chemical indicators and long-term biological indicators of health and determine if the water is safe. Additionally, we evaluate case studies of water shortage and flooding issues throughout the world and present our findings. We conclude by discussing how our community manages wastewater and a field trip to our local wastewater facility.

Planetary movements influence global climate and circulation patterns— how do human actions impact the atmosphere and what can we do to solve problems that have already been created? We move from our water study to explore how natural factors and human activities shape Earth's climate. We begin by modeling how Earth's orbit and tilt create seasonal temperature differences around the globe. Next, we investigate how these temperature variations and Earth's rotation drive global wind and ocean currents, which in turn determine weather patterns and the distribution of biomes. Then, we examine how pollution, like increased carbon dioxide and other gases, impacts air quality and climate. We also learn about how legislation has helped address these issues. Finally, we research and advocate for a climate solution by creating a poster to share your preferred approach.

220

ECE Environmental Science Unit 4: Earth's Resources: Use, Impact, and Our Future 4 weeks

Unit 5: From Source to Solution: Managing Energy and Waste 5 weeks

Unit 6: Feeding the Future: Balancing Food, Health, and the Environment 5 weeks

Unit 7: Designing the Future: Population, Policy, and the Ethics of Sustainability 5 weeks

How do the dynamic systems of Earth—driven by internal heat and shaped by water and natural resources—interact to form the foundation of life,and how do we sustainably manage these systems for the future? Next, we probe how Earth’s internal heat drives mantle convection and plate tectonics, shaping the planet's surface and influencing the availability of natural resources. We investigate the unique properties of soil and how water affects erosion, weathering, and productivity—key components for ecosystems and human infrastructure. Through labs, models, and data analysis, we learn how human actions, like mining or land development, impact ecosystems and biodiversity.

How can we produce, manage, and use energy and natural resources and reduce our impact on Earth’s systems? In this next unit, we apply the concepts in the first four units to build connections between energy production, waste management, and environmental sustainability. We compare different energy sources, look at the trade-offs involved, and see how innovation and policy can help reduce harm. Using tools like the EN-ROADS simulator and personal audits, we model how our choices affect ecosystems, climate, and our future and present our findings. Finally, we look at the waste we generate ourselves and mathematically calculate the benefits of recycling to extend our resource lifespan.

How do biological, chemical, and physical factors influence food production, environmental health, and human well-being? We continue to build connections as we explore the complex relationship between food production, environmental sustainability, and human health. Through investigations like LD₅₀ analysis of toxicological hazards such as household chemicals, we evaluate how pollutants enter and move through ecosystems. By the end of the unit, we will propose IPM solutions that balance productivity with health and sustainability in order to understand how science, innovation, and policy can help build food systems that are both efficient and safe for people and the planet.

How can we integrate science, policy, and ethics to create a just and livable future while reducing our environmental impact in the face of growing populations and resource demands? We end our year by exploring how population growth and resource use impact the environment and sustainability. We look at global trends in population growth using the US Census database and analyze the pressures placed on Earth's systems by human population growth. Next, ethical frameworks and environmental worldviews are introduced to help us understand the values behind environmental decision-making and policy. The final challenge is to design a sustainable city by applying science and ethics to defend our policy ideas.

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ECE Environmental Science Unit 1

Course Name: ECE Environmental Science-UCONN NRE1000(E) Unit 1 Title: Limits to Life: How Energy and Matter Drive Ecosystems

Est. # of Weeks: 6

Unit Overview: How do interactions between organisms and their environment limit the populations of various species on Earth? We start our year with a review of the Laws of Conservation of Matter and of Thermodynamics from previous science courses. Next, we apply our understanding of how matter and energy change as they pass through a food chain using the painted lady butterfly as a model organism. We will investigate the painted lady butterfly and calculate energy change as it progresses from larvae to pupal stages. Then, looking at the impact of disruptions on species, we investigate the impacts of increased flooding events due to climate change on the salt marsh sparrow’s nesting success. Nutrient cycles, biodiversity, predator/prey interactions, and the impacts of invasive species will also be explored through classroom labs, analysis of historical data, models, and case studies. STAGE 1: DESIRED RESULTS Established Goals ● ●

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HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. HS-LS2-4: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

Transfer Goals ●

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Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)

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ECE Environmental Science Unit 1 Understandings ●

Given the inefficiency of energy transfer between trophic levels, there are fewer organisms at higher levels of a food web, even though matter and energy are conserved within the ecosystem.

Essential Questions ● ● ●

Knowledge Key Vocabulary: Abiotic, Biotic, Carrying Capacity, Indicator species, Invasive species, Keystone species. Trophic level, r vs K selected species ●

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Energy drives the cycling of matter within and between systems. Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems. The process of photosynthesis converts light energy to stored chemical energy, which is the source of almost all energy for life on Earth. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon (in different forms) is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Other important chemical elements include nitrogen, sulfur, phosphorus, and molecular water. These important elements also cycle through Earth’s various spheres. Invasive species can upset the balance in an ecosystem

What roles do nutrient cycles and energy transfer play in maintaining and limiting populations on Earth? How do we measure biodiversity and why is it important to keep populations balanced? How do non native species disrupt populations and ecosystems and why? Skills (Framed as Learning Targets)

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I can synthesize information on a particular nutrient cycle to develop and share a model that communicates human impacts on the cycle. I can use data from my experiments to calculate the energy transferred between the producer and primary consumer energy levels. I can mathematically determine the carrying capacity for a particular ecosystem. I can apply a case study to identify possible impacts of ecosystem disruptors (such as invasive species) on energy availability for native species.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

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ECE Environmental Science Unit 1 ● ●

Lab Write Up- Final draft- Primary Consumer energy transfer Lab Unit Test on trophic pyramids, species interactions, and nutrient cycles.

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Chapter reading and questions Specific nutrient cycle model (C, N, S. P, or H2O) with human impacts Labs- plotting biodiversity, mark and recapture, moose and wolf trends on Isle Royale Lab write up- initial draft- Primary Consumer energy transfer Lab Unit reading questions

STAGE 3: LEARNING PLAN First Topic: Energy and Matter Transfer through Ecosystems

Estimated # of Weeks: 4

Learning Targets: Essential Questions: ● I can synthesize information on a particular ● What roles do nutrient cycles and energy nutrient cycle to develop and share a transfer play in maintaining and limiting model that communicates human impacts populations on Earth? on the cycle. ● How do we measure biodiversity and why is ● I can use data from my experiments to it important to keep populations balanced? calculate the energy transferred between the producer and primary consumer energy levels. ● I can mathematically determine the carrying capacity for a particular ecosystem. Learning Activities: Week 1: Welcome and set up ● Primary consumer energy lab set up Week 2: What role do nutrient cycles play in maintaining and limiting populations on Earth? ● Nutrient cycle mapping and practice ● Evolution discussion questions Week 3: How do we measure biodiversity and why is it important? ● Mark and recapture lab ● Plotting biodiversity lab/ FT Connecticut College Arboretum Week 4: What factors maintain biodiversity and keep populations balanced? ● Carrying Capacity lab ● Moose wolf on Isle Royale ● Draft of primary Consumer Lab Second Topic: Species Interactions and Disruptions

Estimated # of Weeks: 2

Learning Targets: ● I can apply a case study to identify possible

Essential Questions: ● How do non native species disrupt

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ECE Environmental Science Unit 1 impacts of ecosystem disruptors (such as invasive species) on energy availability for native species.

populations and ecosystems and why?

Learning Activities: Week 5: How is the Salt Marsh sparrow impacted by more frequent flooding events? ● Case study on Salt Marsh Sparrow ● FT Rocky Neck State Park Week 6: How do non native species disrupt populations and ecosystems ● Cane toad video and discussion ● Final draft of Primary consumer lab due ● Wrap up and test

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ECE Environmental Science Unit 2

Course Name: ECE Environmental Science-UCONN NRE1000(E) Unit 2 Title: Water Under Pressure: Life, Pollution, and Protection

Est. # of Weeks: 5

Unit Overview: Water connects all life and ecosystems— how do human actions impact water systems and how we can protect them? We move from general interactions between living things and the ecosystem to focusing on water in this unit. We begin by exploring the properties of water that make life possible on Earth. We use topographic maps to delineate the Jordan Brook Watershed and investigate how human actions such as development can impact water systems. We will take a field trip to test the brook looking at short-term chemical indicators and long-term biological indicators of health and determine if the water is safe. Additionally, we evaluate case studies of water shortage and flooding issues throughout the world and present our findings. We conclude by discussing how our community manages wastewater and a field trip to our local wastewater facility. STAGE 1: DESIRED RESULTS Established Goals ● HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. ● HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. ● HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. ● HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

Transfer Goals ●

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Understandings ● ●

Water is essential to life on Earth because of its unique physical and chemical properties. Ecosystems and water systems are interconnected—changes in one can significantly impact the other across both local and global scales.

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How do the unique properties of water support life and shape ecosystems, including our own community’s watershed? In what ways do human activities impact water systems locally and globally, and how can we monitor and manage these impacts?

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ECE Environmental Science Unit 2 ●

Human activities affect the availability and quality of water through development, pollution, and resource use, often with long-term consequences for ecosystems and society. Knowledge

Key Vocabulary: Euphotic and Oligotrophic lakes, Epilimnion, Hypolimnion, Freshwater life zones: Limnetic, Profundal, Benthic, Littoral, Saltwater Life zones: Euphotic, Bathyal, Abyssal, Estuary, Mangrove, Salt Marsh. Halocline, Thermocline, Eutrophication, watershed, groundwater, aquifer ●

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Properties of ocean water, such as temperature and salinity, can be used to explain the layered structure of the oceans, the generation of horizontal and vertical ocean currents, and the geographic distribution of marine organisms. The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. Current models predict that, although future regional climate changes will be complex and varied.The outcomes will affect global water supplies and how communities must adapt to changes in water abundance.

Skills (Framed as Learning Targets) ● ● ●

I can identify ways human actions (like development or pollution) impact local water systems, including watersheds. I can use data from chemical and biological water testing to evaluate the health of a local water system. I can analyze case studies to explain how different communities are affected by water shortages, contamination, or flooding.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ● ●

Lab Conclusion on Jordan Brook-CER on water quality Presentation- Case study on water issue from various communities Unit Test on water properties, pollutants,

Formative Assessment ● ● ● ●

Chapter reading and questions Modeling lake dynamics through the seasons Delineating a watershed Macroinvertebrate sampling and data analysis for Jordan Brook

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ECE Environmental Science Unit 2 pollution measurements, impacts from pollution, wastewater treatment, and watersheds.

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Reading and video discussions Unit reading questions

STAGE 3: LEARNING PLAN First Topic: Water Properties and Pollutions

Estimated # of Weeks: 3

Learning Targets: ● I can identify ways human actions (like development or pollution) impact local water systems, including watersheds. ● I can use data from chemical and biological water testing to evaluate the health of a local water system.

Essential Questions: ● How do the unique properties of water support life and shape ecosystems, including our own community’s watershed?

Learning Activities: Week 1: How do the characteristics of water support life on Earth? ● Lake dynamics discussion ● Delineating the Jordan Brook Watershed Week 2: How do we recognize and test for polluted water? ● Water sampling FT ● Chemical and biological analysis of Jordan Brook Week 3: What are threats to aquatic biodiversity and what can you do? ● Lab conclusion CER ● Personal water data analysis Second Topic: Water Shortages and Other Global Problems relating to Water

Estimated # of Weeks: 2

Learning Targets: ● I can analyze case studies to explain how different communities are affected by water shortages, contamination, or flooding.

Essential Questions: ● In what ways do human activities impact water systems locally and globally, and how can we monitor and manage these impacts?

Learning Activities: Week 4 and 5: What are major issues with water use and how can we conserve water? ● Case study presentations on a water issue of students choice ● FT New London Wastewater Facility ● Review and test

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ECE Environmental Science Unit 3

Course Name: ECE Environmental Science-UCONN NRE1000(E) Est. # of Weeks: 5 Unit 3 Title: Atmosphere in Balance: From Planetary Patterns to Human Solutions Unit Overview: Planetary movements influence global climate and circulation patterns— how do human actions impact the atmosphere and what can we do to solve problems that have already been created? We move from our water study to explore how natural factors and human activities shape Earth's climate. We begin by modeling how Earth's orbit and tilt create seasonal temperature differences around the globe. Next, we investigate how these temperature variations and Earth's rotation drive global wind and ocean currents, which in turn determine weather patterns and the distribution of biomes. Then, we examine how pollution, like increased carbon dioxide and other gases, impacts air quality and climate. We also learn about how legislation has helped address these issues. Finally, we research and advocate for a climate solution by creating a poster to share your preferred approach. STAGE 1: DESIRED RESULTS Established Goals ● HS‑ESS2‑4: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. ● HS‑ESS2‑7: Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth. ● HS‑ESS3‑5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

Transfer Goals ●

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Understandings ●

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The sun’s energy drives Earth’s climate system, and its interaction with the atmosphere, land, and ocean determines global weather and climate patterns. Earth’s climate has changed over time due to natural factors, including orbital variations and feedback loops between

Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens) Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens) Essential Questions

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How does the sun’s energy influence global climate and atmospheric circulation? How are humans impacting the atmosphere and climate?

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ECE Environmental Science Unit 3 Earth’s systems and life. Human activity is altering the atmosphere, increasing greenhouse gas concentrations and accelerating climate change. Knowledge Key Vocabulary: Troposphere, stratosphere, mesosphere, thermosphere ●

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Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the tilt of the planet’s axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the earth. Differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat. The rotation of Earth influences the circular motions of ocean currents and air. The interaction of wind patterns, ocean currents, and the distribution of land masses result in a global pattern of latitudinal bands of rain forests and deserts. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.

Skills (Framed as Learning Targets) ● ● ● ●

I can describe how the sun’s energy is absorbed, reflected, and transferred in Earth’s atmosphere and surface. I can explain how the atmosphere interacts with the ocean and land to shape weather and climate. I can use models to show how human activity has increased greenhouse gases in the atmosphere and changed the climate. I can propose science-based solutions or actions to reduce human impact on Earth’s atmosphere and climate systems.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ● ●

El Nino Predictions- CER Poster and summary- climate change solutions Unit Test on atmospheric properties, pollutants, impacts from CFCs, photochemical and industrial smog, and acid deposition, and legislation.

Formative Assessment ● ● ● ● ● ● ●

Chapter reading and questions Modeling of the seasons and Earth’s atmosphere and convection cycles Biome and climatograph questions El Nino historical data analysis Rain shadow reading and discussion CT DEEP website exploration and discussion Smog chart

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ECE Environmental Science Unit 3 ● ● ●

Lab investigation- combustion in automobiles and qualitative measure of car exhaust Climate legislation analysis Unit reading questions

STAGE 3: LEARNING PLAN First Topic: Weather and Climate

Estimated # of Weeks: 2

Learning Targets: ● I can describe how the sun’s energy is absorbed, reflected, and transferred in Earth’s atmosphere and surface. ● I can explain how the atmosphere interacts with the ocean and land to shape weather and climate.

Essential Question: ● How does the sun’s energy influence global climate and atmospheric circulation?

Learning Activities: Week 1: What are the differences between weather and climate? ● Modeling of seasons and discussion ● Biome questions Week 2: What other local climate features are important? ● Rain shadow reading and discussion ● El Nino historical data analysis- CER predictions Second Topic: Air Pollution

Estimated # of Weeks: 3

Learning Targets: ● I can use models to show how human activity has increased greenhouse gases in the atmosphere and changed the climate.

Essential Questions: ● How are humans impacting the atmosphere and climate?

Learning Activities: Week 3: What are major indoor and outdoor air pollutants? ● CT DEEP website exploration and discussion ● Smog chart ● Lab investigation- combustion in automobiles and qualitative measure of exhaust ● Personal vehicle data analysis Week 4 and 5: What are our national and international limits to air pollutants ● Montreal, Kyoto, and Paris Accords analysis and discussion ● Model on greenhouse vs enhanced greenhouse effects ● Poster on climate solution ● Review and test

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ECE Environmental Science Unit 4

Course Name: ECE Environmental Science-UCONN NRE1000(E) Unit 4 Title: Earth's Resources: Use, Impact, and Our Future

Est. # of Weeks: 4

Unit Overview: How do the dynamic systems of Earth—driven by internal heat and shaped by water and natural resources—interact to form the foundation of life,and how do we sustainably manage these systems for the future? Next, we probe how Earth’s internal heat drives mantle convection and plate tectonics, shaping the planet's surface and influencing the availability of natural resources. We investigate the unique properties of soil and how water affects erosion, weathering, and productivity—key components for ecosystems and human infrastructure. Through labs, models, and data analysis, we learn how human actions, like mining or land development, impact ecosystems and biodiversity. STAGE 1: DESIRED RESULTS Established Goals ●

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HS- ESS 2-1: Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. HS‑ESS2‑2: Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. HS‑ESS2‑3: Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. HS‑ESS2‑5: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. HS‑ESS2‑7: Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth. HS-ESS3-2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios HS‑ESS3‑3: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.

Transfer Goals ●

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Understandings ●

The sustainability of human societies and the biodiversity that supports them

Essential Questions ●

How do dynamic interactions between Earth’s systems create feedback effects that

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ECE Environmental Science Unit 4 requires responsible management of natural resources.

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Knowledge

Skills (Framed as Learning Targets)

Key Vocabulary: Plate tectonics, subduction, continental drift, mantle convection, lithosphere, asthenosphere, thermal energy, convection currents, erosion, deposition, weathering, chemical weathering, mechanical weathering, sedimentation, mineral resources, ore, fossil fuels, geothermal energy, rock cycle, land use, soil composition, porosity, permeability, infiltration, humus, soil horizon, soil profile ●

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shape the planet’s surface and climate? How can human societies manage natural resources responsibly to support sustainability and biodiversity?

The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it. Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet. The functions and properties of natural and designed objects during chemical weathering and other systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials.

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I can use models to describe how heat from Earth’s interior causes mantle convection and drives plate tectonics. I can explain how water’s unique properties affect erosion, weathering, and heat storage on Earth’s surface. I can use data from experiments to show how various soils compare in their ability to support life and the infrastructure of human society. I can describe the connection between how we manage natural resources and the sustainability of human societies and biodiversity.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ●

Formative Assessment

Lab Write Up- Final draft- Properties of Soil Lab Unit Test on land preservation structures, soil formation and properties, endangered species, forestry, and mining techniques

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Chapter reading and questions Plate tectonics model Federal land management research Land preservation strategy and discussion Endangered species research and share Lab write up- initial draft- Properties of Soil Mining discussion Unit reading questions

STAGE 3: LEARNING PLAN

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ECE Environmental Science Unit 4 First Topic: Natural Resource Management

Estimated # of Weeks: 4

Learning Targets: Essential Questions: ● I can use models to describe how heat ● How do dynamic interactions between from Earth’s interior causes mantle Earth’s systems create feedback effects that convection and drives plate tectonics. shape the planet’s surface and climate? ● I can explain how water’s unique properties ● How can human societies manage natural affect erosion, weathering, and heat resources responsibly to support storage on Earth’s surface. sustainability and biodiversity? ● I can use data from experiments to show how various soils compare in their ability to support life and the infrastructure of human society. ● I can describe the connection between how we manage natural resources and the sustainability of human societies and biodiversity. Learning Activities: Week 1: What is a natural resource and where do they come from? ● The rock cycle and Earth’s convection cells- Plate tectonics model ● Endangered species research and share Week 2: How is soil formed and what properties make it productive? ● Soil productivity lab- Activities 1-5 Week 3: What are issues with our use of forest and how can we make use more sustainable? ● Federal land management research ● Land preservation strategy and discussion ● Lab write up- initial draft- Properties of Soil Week 4: What are issues with our use of mineral resources and how can we make use more sustainable? ● Mining discussion ● Review and test

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ECE Environmental Science Unit 5

Course Name: ECE Environmental Science-UCONN NRE1000(E) Unit 5 Title: From Source to Solution: Managing Energy and Waste

Est. # of Weeks: 5

Unit Overview: How can we produce, manage, and use energy and natural resources and reduce our impact on Earth’s systems? In this next unit, we apply the concepts in the first four units to build connections between energy production, waste management, and environmental sustainability. We compare different energy sources, look at the trade-offs involved, and see how innovation and policy can help reduce harm. Using tools like the EN-ROADS simulator and personal audits, we model how our choices affect ecosystems, climate, and our future and present our findings. Finally, we look at the waste we generate ourselves and mathematically calculate the benefits of recycling to extend our resource lifespan. STAGE 1: DESIRED RESULTS Established Goals ●

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● ●

HS‑ESS3‑1: Construct an explanation based on evidence for how the availability of natural resources, the occurrence of natural hazards, and changes in climate have influenced human activity. HS‑ESS3‑2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. HS‑ESS3‑3: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. HS‑ESS3‑4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. HS‑ESS3‑6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Transfer Goals ●

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Understandings ●

The development and sustainability of human societies depend on how energy resources are managed, extracted, and used, all of which involve complex trade-offs and environmental

Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners) Engage in scientific debates and discussions, articulating ideas and defending scientific phenomena with evidence in a clear, concise manner (Effective Communicators, Information Analysts) Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens) Essential Questions

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How can scientific models and simulations help us make decisions about sustainable resource use? What are the trade-offs—economic,

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ECE Environmental Science Unit 5

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impacts. Technological innovation, informed decisionmaking, and modeling can reduce human impact on Earth systems and guide responsible resource management.

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Knowledge Key Vocabulary: renewable/nonrenewable energy, solar, hydroelectric, geothermal, biomass, landfill, compost, leachate, bioremediation, phytoremediation ● ●

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Resource availability has guided the development of human society All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.

environmental, and social—associated with different methods of energy production and resource extraction? In what ways can individuals and societies reduce pollution and manage waste to support environmental sustainability? Skills (Framed as Learning Targets)

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I can give examples of technologies that generate energy and evaluate how well a technology reduces human impact on the environment. I can design or use a simulation to show how resource management decisions impact ecosystems and human populations over time.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ●

EN-ROADS Simulator Project/ Alt Energy Project Unit Test on energy generation from different sources, waste types and management, hazardous waste disposal,

Formative Assessment ● ● ● ●

Chapter reading and questions Personal energy audit Calculations for recycling and energy production using various sources Personal waste measurements discussion

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ECE Environmental Science Unit 5 and legislation

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Video reflection Project evaluation

STAGE 3: LEARNING PLAN First Topic: Energy Generation

Estimated # of Weeks: 2

Learning Targets: ● I can give examples of technologies that generate energy and evaluate how well a technology reduces human impact on the environment.

Essential Questions: ● What are the trade-offs—economic, environmental, and social—associated with different methods of energy production and resource extraction?

Learning Activities: Week 1: What are the types of energy and how are they used? ● Personal energy audit Week 2:How is electricity generated from different fuel sources? ● Calculations on energy production and recycling ● Initial project research Second Topic: Waste Generation

Estimated # of Weeks: 3

Learning Targets: ● I can design or use a simulation to show how resource management decisions impact ecosystems and human populations over time.

Essential Questions: ● How can scientific models and simulations help us make decisions about sustainable resource use? ● In what ways can individuals and societies reduce pollution and manage waste to support environmental sustainability?

Learning Activities: Week 3: What happens with waste in the United States? ● Personal waste measurements and data discussion ● Trash/Story of Stuff video reflection Week 4 and 5: How do renewable energy sources work to reduce waste? ● EN-ROADS/alt energy project presentations ● Evaluation of project groups ● Review and test

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ECE Environmental Science Unit 6

Course Name: ECE Environmental Science-UCONN NRE1000(E) Est. # of Weeks: 5 Unit 6 Title: Feeding the Future: Balancing Food, Health, and the Environment Unit Overview: How do biological, chemical, and physical factors influence food production, environmental health, and human well-being? We continue to build connections as we explore the complex relationship between food production, environmental sustainability, and human health. Through investigations

like LD₅₀ analysis of toxicological hazards such as household chemicals, we evaluate how pollutants enter and move through ecosystems. By the end of the unit, we will propose IPM solutions that

balance productivity with health and sustainability in order to understand how science, innovation, and policy can help build food systems that are both efficient and safe for people and the planet. STAGE 1: DESIRED RESULTS Established Goals ●

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HS‑ESS3‑1: Construct an explanation based on evidence for how the availability of natural resources, the occurrence of natural hazards, and changes in climate have influenced human activity. HS‑ESS3‑2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. HS‑ESS3‑3: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. HS‑LS2‑7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. HS‑LS2‑6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms. HS‑LS4‑6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

Transfer Goals ●

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Understandings ●

Food production relies on natural systems

Essential Questions ●

What are the risks associated with biological

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ECE Environmental Science Unit 6

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and human management of biological, chemical, and physical factors. Unsustainable practices can lead to environmental degradation and health risks from biological and toxicological hazards. There are many risks human health, but scientific knowledge and technologies can help minimize risks and support sustainable, safe food systems.

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Knowledge Key vocabulary: Industrial vs subsistence agriculture, monoculture, polyculture, aquaculture, fertilizer, desertification, pesticide, herbicide, fungicide, rodenticide, IPM, pathogen, LD50, doseresponse, bioaccumulation, biomagnification ●

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All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. Agricultural practices can conserve biodiversity (e.g., crop rotation, integrated pest management) and include evaluating farming practices that reduce runoff, pesticide use, or soil degradation.

(e.g., pathogens) and toxicological (e.g., pesticides, heavy metals) hazards in food systems? How can we reduce the harmful effects of agricultural chemicals and biological contaminants while still producing enough food? How can science, policy, and innovation be used to design sustainable and safer food systems? Skills (Framed as Learning Targets)

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I can explain how agricultural and industrial practices may contribute to the spread of disease or exposure to harmful chemicals. I can describe sustainable solutions that reduce pollution, chemical runoff, and pathogen transmission from farm to table. I can propose science-based strategies to reduce biological and chemical risks in agriculture while maintaining productivity. I can evaluate the effectiveness of agricultural and environmental policies in reducing exposure to biological and toxicological hazards.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ● ●

Lab Write Up- Final Draft- LD50 Lab Group Presentation-IPM strategy Unit Test on LD50 meaning and

Formative Assessment ● ● ●

Chapter reading and questions Farming video questions Lab write up-Initial draft- LD50 Lab

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ECE Environmental Science Unit 6 interpretation of novel data, hazard effects, transmission, and prevention, food safety strategies and laws

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IPM research Mercury speaker reflection Disease transmission research and discussion

STAGE 3: LEARNING PLAN First Topic: Agriculture and Food Production

Estimated # of Weeks: 2

Learning Targets: ● I can explain how agricultural and industrial practices may contribute to the spread of disease or exposure to harmful chemicals.

Essential Questions: ● What are the risks associated with biological (e.g., pathogens) and toxicological (e.g., pesticides, heavy metals) hazards in food systems?

Learning Activities: Week 1: How does agriculture meet the needs of the masses? ● Farming videos and questions ● LD50 lab Week 2: What are the problems with industrial agriculture and pesticide use? ● Lab write up-Initial draft- LD50 Lab ● Mercury speaker and reflection Second Topic: Pests and Toxin Solutions

Estimated # of Weeks: 3

Learning Targets: ● I can describe sustainable solutions that reduce pollution, chemical runoff, and pathogen transmission from farm to table. ● I can propose science-based strategies to reduce biological and chemical risks in agriculture while maintaining productivity. ● I can evaluate the effectiveness of agricultural and environmental policies in reducing exposure to biological and toxicological hazards.

Essential Questions: ● How can we reduce the harmful effects of agricultural chemicals and biological contaminants while still producing enough food? ● How can science, policy, and innovation be used to design sustainable and safer food systems?

Learning Activities: Week 3: What are chemical and biological threats to human health? ● Disease transmission research and discussion ● IPM research Week 4 and 5: What are ways that we can manage threats and still have a sustainable food supply? ● Group IPM presentations ● Final draft of LD50 labs ● Review and test

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ECE Environmental Science Unit 6

Course Name: ECE Environmental Science-UCONN NRE1000(E) Est. # of Weeks: 5 Unit 7 Title: Designing the Future: Population, Policy, and the Ethics of Sustainability Unit Overview: How can we integrate science, policy, and ethics to create a just and livable future while reducing our environmental impact in the face of growing populations and resource demands? We end our year by exploring how population growth and resource use impact the environment and sustainability. We look at global trends in population growth using the US Census database and analyze the pressures placed on Earth's systems by human population growth. Next, ethical frameworks and environmental worldviews are introduced to help us understand the values behind environmental decision-making and policy. The final challenge is to design a sustainable city by applying science and ethics to defend our policy ideas. STAGE 1: DESIRED RESULTS Established Goals ● ● ●

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HS‑ESS2‑4: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. HS‑ESS2‑7: Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth. HS‑ESS3‑5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. HS‑ESS3‑1: Construct an explanation based on evidence for how the availability of natural resources, the occurrence of natural hazards, and changes in climate have influenced human activity. HS‑ESS3‑3: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. HS‑ESS3‑4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. HS‑LS2‑7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Transfer Goals ●

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Understandings ●

Human population growth and resource use place increasing pressure on Earth’s

Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Communicate effectively with peers to build a respectful, productive, and inclusive academic culture to enhance their understanding of the interconnectedness of the world and the role their actions play in the greater environment (Responsible Citizens, Effective Communicators)

Essential Questions ●

How does population growth influence the environment, resource use, and

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ECE Environmental Science Unit 6

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systems, but informed policy decisions and scientific understanding can help mitigate environmental impacts. Environmental challenges are interconnected with political, economic, and ethical considerations, and sustainable solutions require cooperation, innovation, and effective policy.

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Knowledge Key Vocabulary: Population density, carrying capacity, demographic transition, developed, developing, sustainability, environmental worldview, tragedy of the commons, planetary management, environmental stewardship, urbanization, ecofeminism, deep ecology ●

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Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. The relationship between natural resource availability and societal development are consequences of human population growth Political and economic systems influence environmental policies, human impacts of climate change, and strategies for mitigating and adapting to environmental change Scientific data and modeling influence environmental policies through political and nonpolitical approaches. Environmental worldviews and ethical considerations influence the political and private views of citizens in various ways.

sustainability? What roles do science, technology, and policy play in addressing environmental problems? How can competing political, economic, and environmental priorities be balanced in making environmental decisions? What strategies can individuals, communities, and governments use to reduce human impact on natural systems? Skills (Framed as Learning Targets)

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I can describe how natural resources, hazards, and climate have influenced where and how people live. I can explain how human population growth affects the environment and biodiversity. I can design or propose a solution that reduces environmental impact and considers economic, social, and political trade-offs. I can defend a policy position on an environmental issue using evidence, scientific principles, and ethical reasoning.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ●

Lab Write Up- Final Draft- Designing a sustainable city lab Unit Test on population trends, Tragedy of the Commons, environmental policy,

Formative Assessment ● ●

Chapter reading and questions Data labs on world population growth and global population trends, tragedy of the commons

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ECE Environmental Science Unit 6 environmental worldviews

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Jordan Cove- Giovanni Drive case study Designing a sustainable city lab and initial draft Discussions- market vs command economies, environmental law Worldview survey and discussion

STAGE 3: LEARNING PLAN First Topic: Population Growth

Estimated # of Weeks: 2

Learning Targets: ● I can describe how natural resources, hazards, and climate have influenced where and how people live. ● I can explain how human population growth affects the environment and biodiversity.

Essential Question: ● How does population growth influence the environment, resource use, and sustainability?

Learning Activities: Week 1: How do population and human nature lead to overexploitation and lack of resources? ● Data labs on world population growth and global population trends ● Group discussion of trends in various countries Week 2: How do we plan for sustainable living? ● LID- Giovanni Drive case study discussion ● initial draft- designing a sustainable city lab Second Topic: Environmental Policy

Estimated # of Weeks: 3

Learning Targets: ● I can design or propose a solution that reduces environmental impact and considers economic, social, and political trade-offs. ● I can defend a policy position on an environmental issue using evidence, scientific principles, and ethical reasoning.

Essential Questions: ● What roles do science, technology, and policy play in addressing environmental problems? ● How can competing political, economic, and environmental priorities be balanced in making environmental decisions? ● What strategies can individuals, communities, and governments use to reduce human impact on natural systems?

Learning Activities: Week 3: How does the law work to help or hurt the environment? ● Discussion- market vs command economies ● Examples and discussion of environmental law Week 4 and 5: What is your environmental worldview? ● Worldview survey and discussion ● Final draft designing a sustainable city ● Review and test

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ECE Physics 2 AP/ECE PHYSICS 2—H COURSE # WNH043 Credit (STEM) (UCONN ECE1202Q) from UCONN)

1.0 (4 ECE credits

PREREQUISITE: Completion of AP/ECE Physics 1 with a C or better Designed for academically motivated students, this rigorous course emphasizes both problem-solving and conceptual understanding, preparing participants for advanced studies in physics and related fields. In this course the focus is on the big ideas typically included in the second semester of algebra-based, college level physics. Students will cultivate a deeper understanding of physics as they explore electricity, magnetism, and optics, as well as modern physics. Students engage in a variety of activities, including labs, projects, and assessments, to deepen their knowledge and apply physics principles in real-world contexts. The course grading system incorporates multiple evaluation methods, with UConn grading policies influencing final outcomes for dual-enrolled students. Students enrolled in this course will have the opportunity to take the Physics 2 AP exam in May.

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ECE Honors Physics 2 ECE Honors Physics 2 Unit 1: Electrostatics and Electric Potential 16 Lessons

Unit 2: Current Electricity and Circuit Analysis 14 Lessons

Unit 3: Magnetism and Electromagnetic Induction 14 Lessons

Unit 4: The Nature and Behavior of Light 9 Lessons

In this opening unit, we explore the behavior of electric charges and develop models to describe electric forces, fields, and potential energy in systems of static charges. We investigate how charged objects interact, calculate the strength and direction of electric forces using Coulomb’s Law, and construct representations of electric fields and equipotential surfaces. By the end of the unit, we are able to analyze and predict how energy is stored and transferred in capacitors and design a capacitor system that meets a set of criteria.

Building on our understanding of electric fields and stored energy in capacitors, we investigate what happens when charges are allowed to move. In this unit, we explore how electric current flows through circuits, relate voltage, current, and resistance using Ohm’s Law, and analyze realworld applications of electrical power. We design and analyze series, parallel, and combination circuits, using Kirchhoff’s Laws to solve for unknown values.

Extending from the study of current electricity, we investigate the magnetic fields created by moving charges and the forces they produce. We focus on the interaction between electricity and magnetism through phenomena such as the magnetic force on a wire, electromagnetic induction, and the functioning of motors, generators, and transformers. We also explore how oscillating electric and magnetic fields give rise to electromagnetic waves, laying the foundation for the study of light in the next unit. Finally, we apply right-hand rules to predict motion, constructing simple generators or motors, and analyzing the performance of transformers and induction systems.

Following our exploration of electromagnetic wave generation, we focus on one important wave: light. We study the wave properties of light, including reflection, refraction, and dispersion. Through ray diagrams and experiments, we investigate how light behaves as it travels through and between different media. These foundational concepts help us understand how images are formed.

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ECE Honors Physics 2

Unit 5: Geometric Objects and Image Formation 12 Lessons

Unit 6: Wave Optics and Light Phenomena Unit 7: Modern Physics: Quantum, 9 Lessons Atomic, and Nuclear 14 Lessons

Building from our study of light’s wave behavior, we analyze how mirrors and lenses shape light to form images. We explore image formation using flat and curved mirrors, single and compound lens systems, and apply the lens and mirror equations to solve problems. Through hands-on lab work and ray tracing, we predict image location, size, and type, preparing them to explore the interference and diffraction behaviors of light.

Expanding on our understanding of how light travels and forms images, we now explore what happens when light behaves like a wave. In this unit, we investigate interference, diffraction, and polarization of light. We analyze patterns formed in double-slit and single-slit experiments, explore thin film interference, and learn how diffraction gratings and polarizing filters are used in scientific and everyday contexts.

These wave behaviors set the stage for exploring quantum phenomena. After studying the wave behavior of light, we confront evidence that light — and matter — also display particle-like properties. In this culminating unit, we explore the foundations of quantum theory, including the photoelectric effect, atomic models, and the dual nature of matter. We then apply quantum concepts to analyzing atomic spectra, solving quantum and nuclear equations, constructing models of radioactive decay, and evaluating realworld uses and consequences. This challenges us to synthesize classical and modern physics ideas to explain phenomena at the smallest scales.

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ECE Honors Physics 2 Unit 1

Course Name: Honors Physics 2 Unit 1 Title: Electrostatics and Electric Potential

Est. # of Lessons: 16

Unit Overview: In this opening unit, we explore the behavior of electric charges and develop models to describe electric forces, fields, and potential energy in systems of static charges. We investigate how charged objects interact, calculate the strength and direction of electric forces using Coulomb’s Law, and construct representations of electric fields and equipotential surfaces. By the end of the unit, we are able to analyze and predict how energy is stored and transferred in capacitors and design a capacitor system that meets a set of criteria. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. HS-PS2-4: Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. HS-PS3-5: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. 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.*

Transfer Goals ● ●

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Understandings ● ●

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Charged objects interact at a distance through electric forces that follow predictable patterns. The strength and direction of electric forces can be modeled mathematically and visually, revealing consistent relationships across different systems. Electric fields provide a way to represent how charges influence space around them and predict how other charges move.

Ask questions or define problems to develop a prototype, design an investigation, or seek additional information Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners)

Essential Questions ● ● ● ● ●

How do we know when something is electrically charged? What invisible forces cause charged objects to attract or repel each other? How can we represent electric fields and predict their effects on charges? Why do charges move, and what makes them start or stop? How is electric potential related to energy in a system?

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ECE Honors Physics 2 Unit 1 ●

Energy can be stored in electric fields, and capacitors provide a reliable way to store and release that energy based on physical properties and configuration of the capacitors.

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Knowledge ●

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Electric charge is a fundamental property of matter that interacts through electric forces, with conductors and insulators playing key roles in how charges move and distribute. The strength and direction of the electrostatic force between two charges depends on their magnitudes and separation, as described by Coulomb’s Law. Electric fields represent the influence a charge exerts on the space around it, and field lines visually convey both direction and relative strength. Electric potential describes how much energy is associated with a charge’s position in an electric field, and differences in potential relate to the work done by or against electric forces. Capacitors store electric energy in the form of separated charge, and their behavior depends on geometry, dielectric material, and arrangement in series or parallel.

How can we store and release electric energy using capacitors?

Skills (Framed as Learning Targets) ● ● ● ● ● ● ●

I can predict the direction and strength of electric forces between charged objects using Coulomb’s Law. I can construct and interpret electric field diagrams around single and multiple charges. I can calculate electric potential and electric potential energy in systems of point charges. I can describe how energy is stored in a capacitor and solve problems involving capacitance. I can explain the role of conductors and insulators in electric charge distribution. I can analyze energy transformations in systems involving static electricity and capacitors. I can construct a physical or visual model of a capacitor system to explain energy storage

Key Vocabulary:Coulomb's Law, Equipotential Surfaces, Capacitance, Dielectric, Electrostatic Force, Electric Field, Electric Potential Energy, Insulators, Conductors,Electric Charge STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

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Problem-Based Test: Multi-part problems involving Coulomb’s Law, electric field diagrams, and energy stored in capacitors. Include numeric calculations and justifications. Capacitor Design Challenge: Design a theoretical capacitor system to store a given amount of energy, justify material

Formative Assessment ● ●

Coulomb’s Law Ranking Task - rank scenarios by strength of electric force and justify their reasoning without calculation. Electric Field Mapping Sketch - sketch electric field lines for point charges and explain the direction and relative strength in writing or discussion.

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ECE Honors Physics 2 Unit 1

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choices, and explain in terms of electric potential and field strength. Field Mapping Lab Report: Analyze and explain data from a lab on mapping equipotential lines and electric fields. Connect observed data to theory and discuss sources of error.

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Capacitor Energy Comparison Activity - use given data to compare energy stored in different capacitor combinations and predict what would happen with a change in voltage or configuration.

STAGE 3: LEARNING PLAN First Topic: Charge & Coulomb’s Law

Estimated # of Lessons: 5

Learning Targets: ● I can predict the direction and strength of electric forces between charged objects using Coulomb’s Law. ● I can construct and interpret electric field diagrams around single and multiple charges. ● I can explain the role of conductors and insulators in electric charge distribution.

Essential Questions: ● How do we know when something is electrically charged? ● What invisible forces cause charged objects to attract or repel each other?

Learning Activities: ● Sticky-tape electrostatics exploration — Students investigate charging by contact and induction using tape and observation. ● Coulomb’s-Law ranking-task — Students rank charge-pair scenarios by force strength and explain their reasoning. ● Measuring force vs. distance with charge sensors — Students collect data on the relationship between electric force and distance. ● Electric Field Mapping Sketch — Students sketch electric field lines for point charges and explain the direction and relative strength in writing or discussion. Second Topic: Electric Fields & Potential

Estimated # of Lessons: 6

Learning Targets: ● I can construct and interpret electric field diagrams around single and multiple charges. ● I can calculate electric potential and electric potential energy in systems of point charges.

Essential Questions: ● How can we represent electric fields and predict their effects on charges? ● Why do charges move, and what makes them start or stop? ● How is electric potential related to energy in a system?

Learning Activities: ● PhET “Charges & Fields” simulation journal — Students explore electric field strength and direction using a digital simulation. ● Equipotential mapping lab — Students map equipotential lines using voltmeters and conductive sheets.

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ECE Honors Physics 2 Unit 1 ●

Problem set — Students solve practice problems.

Third Topic: Capacitors & Energy Storage

Estimated # of Lessons: 5

Learning Targets: Essential Questions: ● I can describe how energy is stored in a ● How is electric potential related to energy in capacitor and solve problems involving a system? capacitance. ● How can we store and release electric energy ● I can analyze energy transformations in using capacitors? systems involving static electricity and capacitors. ● I can construct a physical or visual model of a capacitor system to explain energy storage Learning Activities: ● Build-a-capacitor design challenge — construct simple capacitors and evaluate how design affects energy storage. ● Energy-vs-voltage data collection & graphing — measure and graph the energy stored in capacitors at various voltages. ● Dielectrics demo with electroscope — observe how inserting a dielectric affects charge storage. ● Problem-Based Test: Multi-part problems involving Coulomb’s Law, electric field diagrams, and energy stored in capacitors. Include numeric calculations and justifications.

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ECE Honors Physics 2 Unit 2

Course Name: Honors Physics 2 Unit 2 Title: Current Electricity and Circuit Analysis

Est. # of Lessons: 14

Unit Overview: Building on our understanding of electric fields and stored energy in capacitors, we investigate what happens when charges are allowed to move. In this unit, we explore how electric current flows through circuits, relate voltage, current, and resistance using Ohm’s Law, and analyze real-world applications of electrical power. We design and analyze series, parallel, and combination circuits, using Kirchhoff’s Laws to solve for unknown values. STAGE 1: DESIRED RESULTS Established Goals ●

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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-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with motion and the energy associated with the relative position of particles. 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.

Transfer Goals ● ●

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Understandings ●

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Electric current emerges from the flow of charges in response to a difference in electric potential, and that flow is constrained by the properties of the material. The relationship between current, voltage and resistances allows us to predict and control how energy moves through electrical systems. Electric circuits obey conservation laws: charge is conserved at junctions and energy is conserved around loops. The arrangement of resistors in a circuit determines how current and voltage are distributed.

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What causes electric charges to flow through a circuit? How does changing one part of a circuit affect the whole system? How can we model and measure how energy moves in a circuit? What design choices make an electrical system efficient or inefficient? How do circuit rules help us solve real-world electrical problems? How do resistors and capacitors change the way circuits behave over time?

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ECE Honors Physics 2 Unit 2 ● ●

Electrical energy is transformed into other forms at different rates depending on circuit design. Circuits with capacitors exhibit time dependent behavior that show how energy is gradually stored and released. Knowledge

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Electric current is the flow of charge driven by a potential difference, with resistance determined by the material’s properties and dimensions. Ohm’s Law relates current, voltage, and resistance, enabling the analysis of simple and complex circuits under steady-state conditions. Electrical energy is transformed into other forms—such as heat and light—by resistive elements, and power calculations allow for analysis of energy use over time. Series and parallel circuits follow distinct rules for current and voltage distribution, affecting overall circuit behavior and design. Kirchhoff’s Laws, which express conservation of charge and energy, provide tools for analyzing multiloop circuits with both resistors and capacitors. RC circuits display time-dependent behavior as capacitors charge or discharge, following exponential patterns that reveal how current and voltage evolve over time.

Skills (Framed as Learning Targets) ● ● ● ● ● ● ●

I can use Ohm’s Law to solve problems involving voltage, current, and resistance. I can analyze and construct series, parallel, and combination circuits using schematic diagrams. I can calculate electrical power and energy usage in a circuit and explain real-world implications. I can apply Kirchhoff’s Rules to solve complex circuits with multiple loops and junctions. I can evaluate how changing components affects circuit performance (brightness, power, etc.). I can analyze the behavior of RC circuits over time, including charging and discharging curves. I can design and build a functional electrical circuit to meet a specific goal.

Key Vocabulary: Ohm's Law,Kirchhoff's Laws, Resistance, Voltage, Current, Series Circuit, Parallel Circuit, RC Circuits, Electrical Power, Junctions STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

Circuit Analysis Test analyze a combination of series, parallel, and mixed resistor-capacitor circuits using Ohm’s Law, power formulas, and Kirchhoff’s Laws.

Formative Assessment ●

Ohm’s Law Exit Ticket: Quick question using a simple circuit to calculate current, resistance, or voltage, with a prompt to explain the relationship in words.

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ECE Honors Physics 2 Unit 2 ●

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Home Circuit Energy Use Project research and model a section of home circuitry (lighting, appliances), calculate energy usage and cost RC Circuit Simulation Lab use simulation software or real equipment to analyze time-dependent behavior in RC circuits. Write a report including graphs and data analysis.

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Power Consumption Quick Lab: Use small bulbs or a simulator to measure power draw in different circuits and calculate cost over time. RC Circuit Matching Cards: Match circuit graphs (voltage or current over time) with corresponding circuit diagrams and reasoning statements.

STAGE 3: LEARNING PLAN First Topic: Ohm’s Law & Resistance

Estimated # of Lessons: 5

Learning Targets: ● I can use Ohm’s Law to solve problems involving voltage, current, and resistance. ● I can analyze and construct series, parallel, and combination circuits using schematic diagrams.

Essential Questions: ● What causes electric charges to flow through a circuit? ● How can we model and measure how energy moves in a circuit?

Learning Activities: ● Resistance-vs-temperature probe lab — Students measure how temperature affects resistance in various materials. ● Ohm’s Law exit-ticket — Students solve and explain quick problems involving voltage, current, and resistance. ● “Human circuit” kinesthetic demo — Students model electric current with movement and props to reinforce flow concepts. Second Topic: Series & Parallel Circuits

Estimated # of Lessons: 5

Learning Targets: ● I can calculate electrical power and energy usage in a circuit and explain real-world implications. ● I can evaluate how changing components affects circuit performance (brightness, power, etc.).

Essential Questions: ● How does changing one part of a circuit affect the whole system? ● What design choices make an electrical system efficient or inefficient? ● How can we model and measure how energy moves in a circuit?

Learning Activities: • Circuit-building stations (breadboards & sims) — construct series and parallel circuits and record measurements. • Power-consumption calculation — calculate energy usage and efficiency in real-world devices. • Home-appliance circuit case study — analyze how typical household devices are wired and powered. Third Topic: Kirchhoff, Power & RC Time Constants

Estimated # of Lessons: 4

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ECE Honors Physics 2 Unit 2 Learning Targets: Essential Questions: ● I can apply Kirchhoff’s Rules to solve ● How do circuit rules help us solve real-world complex circuits with multiple loops and electrical problems? junctions. ● How do resistors and capacitors change the ● I can analyze the behavior of RC circuits way circuits behave over time? over time, including charging and discharging curves. ● I can design and build a functional electrical circuit to meet a specific goal. Learning Activities: ● Whiteboard problem-solving relay on Kirchhoff loops — Students solve complex circuits in teams using loop and junction rules. ● RC-curve stopwatch lab & data fitting — Students charge/discharge capacitors and graph the results to analyze time constants. ● Energy-cost mini-project (LED vs. incandescent) — Students research and present on the cost efficiency of lighting technologies. ● Circuit Analysis Test Students analyze a combination of series, parallel, and mixed resistor-capacitor circuits using Ohm’s Law, power formulas, and Kirchhoff’s Laws. ● RC Circuit Matching Cards Students match circuit graphs (voltage or current over time) with corresponding circuit diagrams and reasoning statements.

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ECE Honors Physics 2 Unit 3

Course Name: Honors Physics 2 Unit 3 Title: Magnetism and Electromagnetic Induction

Est. # of Lessons: 14

Unit Overview: Extending from the study of current electricity, we investigate the magnetic fields created by moving charges and the forces they produce. We focus on the interaction between electricity and magnetism through phenomena such as the magnetic force on a wire, electromagnetic induction, and the functioning of motors, generators, and transformers. We also explore how oscillating electric and magnetic fields give rise to electromagnetic waves, laying the foundation for the study of light in the next unit. Finally, we apply right-hand rules to predict motion, constructing simple generators or motors, and analyzing the performance of transformers and induction systems. STAGE 1: DESIRED RESULTS Established Goals ●

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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-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-PS2-5: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. HS-PS4-1: Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

Transfer Goals ● ●

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Understandings ● ●

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Moving electric charges create magnetic fields, and those fields exert force on other moving charges. The strength and direction of magnetic force follow consistent rules that can be modeled using the right hand rule and mathematical models. Changing magnetic fields induce electric currents, allowing magnetic systems to do work .

Ask questions or define problems to develop a prototype, design an investigation, or seek additional information Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Engage in scientific debates and discussions, articulating ideas and defending scientific phenomena with evidence in a clear, concise manner (Effective Communicators, Information Analysts)

Essential Questions ● ● ● ● ●

What connects electricity and magnetism? How can we predict the motion of a charged particle in a magnetic field? How do magnetic fields do work without touching objects? What makes electric generators and motors function? How can changing magnetic fields create electricity?

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ECE Honors Physics 2 Unit 3 ● ●

Electromagnetic induction makes it possible to convert motion into electrical energy and vice versa. Electromagnetic fields form the basics of wave phenomena like light and radio signals.

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Knowledge ●

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Magnetic fields arise from moving electric charges and exert forces on other moving charges or current-carrying wires, with direction determined by right-hand rules. Current-carrying wires create magnetic fields with predictable shapes and strengths, especially in coils and solenoids where the field can be concentrated. A changing magnetic field induces an electric current, as described by Faraday’s Law, with the direction of the induced current opposing the change, in accordance with Lenz’s Law. The operation of electric motors and generators depends on the interaction between electric current and magnetic fields, converting energy between mechanical and electrical forms. Transformers use electromagnetic induction to change voltage and current levels in AC circuits, and their design reflects the principles of energy conservation and field interactions. Electromagnetic waves are produced by oscillating electric and magnetic fields and carry energy through space at the speed of light.

How do electromagnetic systems transfer energy across a distance?

Skills (Framed as Learning Targets) ● ● ● ● ● ● ●

I can use right-hand rules to predict magnetic force on current-carrying wires and moving charges. I can describe and sketch magnetic fields created by wires, loops, and solenoids. I can explain how changing magnetic fields induce currents, using Faraday’s and Lenz’s Laws. I can solve problems involving induced EMF and the behavior of generators and motors. I can analyze and interpret the function of a transformer, including input/output voltage and current. I can connect electromagnetic wave production to oscillating electric and magnetic fields. I can design and test a working prototype of a motor or generator to demonstrate electromagnetic induction.

Key Vocabulary: Electromagnetic Induction, Faraday’s Law, Lenz’s Law, Magnetic Flux, Magnetic Field, Electromagnetic Waves, Transformers, Generators, Motors, Right-Hand Rules STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

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ECE Honors Physics 2 Unit 3 ●

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Motor/Generator Investigation: Build or simulate a basic electric motor or generator and explain its operation using magnetic fields, current, and induced EMF. Magnetism and Induction Exam: Traditional assessment with multiple sections: magnetic forces on moving charges, Biot–Savart Law concepts, electromagnetic induction, Faraday’s and Lenz’s Laws. Transformer Efficiency Analysis: Given real or simulated data, analyze how a transformer operates, calculate voltage/current ratios, and explain realworld applications and losses.

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Magnetic Field Line Sketch: Draw and label magnetic fields around current-carrying wires, loops, and solenoids and predict motion of test charges. Faraday’s Law Data Analysis: Analyze graphs of magnetic flux vs. time and identify when EMF is generated. Short written explanation required. Motor Function Demo Reflection: After seeing a small motor in action, write a brief explanation connecting magnetic forces and motion, with labeled diagrams.

STAGE 3: LEARNING PLAN First Topic: Magnetic Fields & Forces

Estimated # of Lessons: 5

Learning Targets: ● I can use right-hand rules to predict magnetic force on current-carrying wires and moving charges. ● I can describe and sketch magnetic fields created by wires, loops, and solenoids.

Essential Questions: ● What connects electricity and magnetism? ● How can we predict the motion of a charged particle in a magnetic field?

Learning Activities: ● Iron-filings field mapping — Students visualize magnetic fields with filings and augment understanding with diagrams. ● Right-hand-rule — Students practice applying the right-hand rule to various current and motion scenarios. ● Charged-particle motion simulation — Students use simulations to model particle paths in magnetic fields. ● Force-on-wire lab — Students measure magnetic forces on current-carrying wires and analyze the results. ● Magnetic Field Line Sketch Students draw and label magnetic fields around current-carrying wires, loops, and solenoids and predict motion of test charges. Second Topic: Electromagnetic Induction

Estimated # of Lessons: 5

Learning Targets: ● I can explain how changing magnetic fields induce currents, using Faraday’s and Lenz’s Laws. ● I can solve problems involving induced EMF and the behavior of generators and

Essential Questions: ● How do magnetic fields do work without touching objects? ● How can changing magnetic fields create electricity?

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ECE Honors Physics 2 Unit 3 motors.

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What makes electric generators and motors function?

Learning Activities: ● Faraday-Law data analysis (EMF vs. ΔΦ/Δt) — Students interpret real or simulated data showing how EMF depends on flux change. ● Hand-crank generator build & test — Students build simple generators and test how speed and coil turns affect output. ● Lenz’s-Law tube drop demo — Students observe and explain magnetic damping using falling magnets. ● Motor/Generator Investigation Students build or simulate a basic electric motor or generator and explain its operation using magnetic fields, current, and induced EMF. ● Motor Function Demo Reflection After seeing a small motor in action, students write a brief explanation connecting magnetic forces and motion, with labeled diagrams. Third Topic: AC Power, Transformers & EM Waves

Estimated # of Lessons: 4

Learning Targets: ● I can analyze and interpret the function of a transformer, including input/output voltage and current. ● I can connect electromagnetic wave production to oscillating electric and magnetic fields. ● I can design and test a working prototype of a motor or generator to demonstrate electromagnetic induction.

Essential Questions: ● How do electromagnetic systems transfer energy across a distance? ● What makes electric generators and motors function?

Learning Activities: ● Transformer Efficiency Analysis Given real or simulated data, students analyze how a transformer operates, calculate voltage/current ratios, and explain real-world applications and losses. ● EM-spectrum card sort — Students classify electromagnetic waves based on properties and applications. ● Magnetism and Induction Exam Traditional assessment with multiple sections: magnetic forces on moving charges, Biot–Savart Law concepts, electromagnetic induction, Faraday’s and Lenz’s Laws.

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ECE Honors Physics 2 Unit 4

Course Name: Honors Physics 2 Unit 4 Title: The Nature and Behavior of Light

Est. # of Lessons: 9

Unit Overview: Following our exploration of electromagnetic wave generation, we focus on one important wave: light. We study the wave properties of light, including reflection, refraction, and dispersion. Through ray diagrams and experiments, we investigate how light behaves as it travels through and between different media. These foundational concepts help us understand how images are formed. STAGE 1: DESIRED RESULTS Established Goals ●

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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-PS4-1: Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed 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.

Transfer Goals ● ●

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Understandings ● ● ● ●

Light travels in straight lines through uniform media, but its direction and speed change when it encounters new media. The angle at which light enters or exits a material affects how much it bends, and this bending follows mathematical rules. Light separates into colors because different wavelengths of light refract at slightly different angles. Total internal reflection occurs under specific conditions and can direct light through curved paths.

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How does light travel through different materials? Why does light bend when it enters a new medium? What causes light to split into different colors? How can we predict and control the direction of light? Under what conditions does light reflect entirely instead of refracting? How can we use light behavior to design optical technologies?

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ECE Honors Physics 2 Unit 4 ●

Observing and measuring how light reflects and refracts reveals patterns that help explain natural phenomena like rainbows.

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Knowledge ●

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Light behaves as a wave that travels through space and different media, with its speed and path changing depending on the optical properties of the material. Reflection and refraction follow predictable laws that describe how light bounces off surfaces or bends when crossing boundaries between materials. The index of refraction quantifies how much a material slows down light, and differences in refractive index explain why light bends or disperses into colors. Total internal reflection occurs when light traveling through a denser medium reflects completely at a boundary, with real-world applications such as fiber optics. The behavior of light in materials—such as in lenses, prisms, and boundaries—is governed by its wave properties and the interaction between frequency, wavelength, and speed.

What patterns in light behavior help explain phenomena like rainbows or mirages? Skills (Framed as Learning Targets)

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I can draw and interpret ray diagrams for reflection and refraction at flat surfaces. I can apply Snell’s Law to calculate refraction angles and predict light paths across media. I can explain the cause of phenomena such as rainbows and total internal reflection. I can describe how light behaves differently in media with different indices of refraction. I can use models to explain light as both a wave and a ray, depending on context. I can analyze everyday optical phenomena using physics principles.

Key Vocabulary: Reflection, Refraction, Dispersion, Index of Refraction, Snell’s Law, Total Internal Reflection (TIR), Ray Diagrams, Wavelength, Frequency, Optical Density STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

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Ray Diagrams and Refraction Test: Draw and analyze ray diagrams, calculate angles using Snell’s Law, and explain phenomena like rainbows and total internal reflection. Virtual Light Box Lab: Complete an interactive lab on refraction and dispersion, record observations, and use evidence to support claims about light’s wave behavior. Case Study Write-Up: Fiber Optics: Explain the functioning of fiber optics using

Formative Assessment ●

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Reflection & Refraction Challenge: Solve qualitative prediction problems involving ray behavior at interfaces and justify their predictions. Snell’s Law Practice Set: Short problem set involving refraction angle calculations and brief justifications, done in pairs and peerreviewed. Rainbow Claim-Evidence-Reasoning

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ECE Honors Physics 2 Unit 4 total internal reflection, connecting physics principles to real-world technology.

respond: "Why do we see rainbows?" using wave concepts and vocabulary in a structured CER response.

STAGE 3: LEARNING PLAN First Topic: Wave Nature of Light

Estimated # of Lessons: 3

Learning Targets: ● I can draw and interpret ray diagrams for reflection and refraction at flat surfaces. ● I can apply Snell’s Law to calculate refraction angles and predict light paths across media.

Essential Questions: ● How does light travel through different materials?

Learning Activities: ● Ripple-tank analogy demo — Students observe water waves to visualize frequency, wavelength, and energy. ● Frequency–wavelength challenges — Students practice calculations and unit conversions for light waves. ● Wave vs. particle claim-evidence reasoning (CER) — Students evaluate evidence for the wave and particle models of light. ● Virtual Light Box Lab Students complete an interactive lab on refraction and dispersion, record observations, and use evidence to support claims about light’s wave behavior. Second Topic: Reflection & Refraction

Estimated # of Lessons: 3

Learning Targets: ● I can explain the cause of phenomena such as rainbows and total internal reflection. ● I can describe how light behaves differently in media with different indices of refraction.

Essential Questions: ● Why does light bend when it enters a new medium? ● How can we predict and control the direction of light?

Learning Activities: ● Snell’s-Law laser lab — Students shine lasers through water or acrylic blocks to measure refraction angles. ● Index-of-refraction data & graph — Students graph angle vs. sin(θ) to determine refractive index of unknown materials. ● Snell’s Law Practice Set Short problem set involving refraction angle calculations and brief justifications, done in pairs and peer-reviewed. ● Reflection & Refraction Challenge Students solve qualitative prediction problems involving ray behavior at interfaces and justify their predictions. Third Topic: Dispersion & Total Internal Reflection Estimated # of Lessons: 3

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ECE Honors Physics 2 Unit 4 Learning Targets: ● I can use models to explain light as both a wave and a ray, depending on context. ● I can analyze everyday optical phenomena using physics principles.

Essential Questions: ● What causes light to split into different colors? ● Under what conditions does light reflect entirely instead of refracting?

Learning Activities: ● Prism dispersion inquiry — Students use prisms to separate white light and explore color patterns. ● Fiber-optic cable demo — Students observe how TIR works in curved cables and discuss tech applications. ● Ray Diagrams and Refraction Test - Students draw and analyze ray diagrams, calculate angles using Snell’s Law, and explain phenomena like rainbows and total internal reflection. ● Rainbow Claim-Evidence-Reasoning ● Students respond to: "Why do we see rainbows?" using wave concepts and vocabulary in a structured CER response. ● Case Study Write-Up: Fiber Optics Students explain the functioning of fiber optics using total internal reflection, connecting physics principles to real-world technology.

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ECE Honors Physics 2 Unit 5

Course Name: Honors Physics 2 Unit Title: Geometric Optics and Image Formation

Est. # of Lessons: 12

Unit Overview: Building from our study of light’s wave behavior, we analyze how mirrors and lenses shape light to form images. We explore image formation using flat and curved mirrors, single and compound lens systems, and apply the lens and mirror equations to solve problems. Through hands-on lab work and ray tracing, we predict image location, size, and type, preparing them to explore the interference and diffraction behaviors of light. STAGE 1: DESIRED RESULTS Established Goals ●

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MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials 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.

Transfer Goals ●

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Understandings ● ● ● ●

Mirrors and lenses change the direction of light rays in ways that form images, and those follow geometric rules. The characteristics of an image depend on the position of the object relative to the optical element. Ray diagrams help visualize and predict how light will travel through a system and reveal where images form. The lens and mirror equations allow us to solve for the unknown in an optical system.

Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners) Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners) Essential Questions

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How do mirrors and lenses change the path of light? What determines whether an image be real or virtual, magnified or reduced? How can we use ray diagrams to predict where an image will appear? Why do some lenses flip images upside down? How do changes in object position affect what we see? What optical tools do we use to extend our vision and why do they work?

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ECE Honors Physics 2 Unit 5 ● ●

Complex optical systems use combinations of lenses and mirrors to enhance human vision. Understanding how light forms images allows us to design tools that improve human vision. Knowledge

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Mirrors and lenses form images by redirecting light rays, and the nature of those images—real or virtual, magnified or reduced—depends on the shape of the surface and object placement. Ray diagrams show how light travels through optical systems and help predict image location, size, orientation, and type. The mirror and lens equations mathematically relate focal length, object distance, and image distance, allowing for precise calculations of image characteristics. Optical systems such as microscopes and telescopes combine lenses to manipulate light in ways that extend human vision and aid scientific discovery. Understanding the behavior of converging and diverging lenses and mirrors is essential for interpreting and designing image-forming devices.

Skills (Framed as Learning Targets) ● ● ● ● ● ●

I can draw accurate ray diagrams for curved mirrors and lenses to locate images. I can use the mirror and lens equations to calculate object distance, image distance, and magnification. I can identify image characteristics (real/virtual, upright/inverted, magnified/reduced) based on system setup. I can design and explain optical systems like telescopes or projectors using multiple lenses. I can compare how mirrors and lenses manipulate light in different applications. I can justify design choices in visual systems using optics principles and ray models.

Key Vocabulary: Focal Length, Magnification, Real Image, Virtual Image, Mirror Equation, Lens Equation, Converging Lens, Diverging Mirror, Ray Tracing, Sign Conventions STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

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Lens and Mirror Exam: Solve quantitative and qualitative problems involving image formation with mirrors and lenses. Include ray diagrams, sign conventions, and applications. Design a Visual Device: Create a conceptual design for a visual device (e.g., magnifier, projector) using combinations of

Formative Assessment ●

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Ray Diagram Practice: Given different object/lens/mirror setups and draw correct ray diagrams, identifying image characteristics. Image Prediction Sketch: Given a partial ray setup predict what the image look like before finishing the diagram.

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ECE Honors Physics 2 Unit 5

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lenses/mirrors. Must include ray diagrams and justification. Lab Report: Focal Length Determination: Perform and analyze an experiment to determine the focal length of a lens or mirror, including uncertainty and error analysis. STAGE 3: LEARNING PLAN

First Topic: Mirrors & Ray Diagrams

Estimated # of Lessons: 4

Learning Targets: Essential Questions: ● I can draw accurate ray diagrams for ● How do mirrors and lenses change the path of curved mirrors and lenses to locate images. light? ● I can use the mirror and lens equations to ● How can we use ray diagrams to predict calculate object distance, image distance, where an image will appear? and magnification. Learning Activities: ● Concave/convex mirror — Students investigate image formation using mirrors and draw ray diagrams. ● Ray Diagram Practice Students are given object/lens/mirror setups and must draw correct ray diagrams, identifying image characteristics. ● Virtual vs. real image photo scavenger hunt — Students take or find photos of real-world mirror image types. Second Topic: Lenses & Image Equations

Estimated # of Lessons: 4

Learning Targets: ● I can identify image characteristics (real/virtual, upright/inverted, magnified/reduced) based on system setup. ● I can design and explain optical systems like telescopes or projectors using multiple lenses.

Essential Questions: ● What determines whether an image be real or virtual, magnified or reduced? ● Why do some lenses flip images upside down? ● How do changes in object position affect what we see?

Learning Activities: ● Lens focal-length lab — Students measure focal lengths of converging/diverging lenses. ● Thin-lens equation problem — Students rotate through stations solving for image distance and magnification. ● Image Prediction Sketch — Students are shown partial ray setups and must predict what the image look like before finishing the diagram. ● Lab Report: Focal Length Determination — Students perform and analyze an experiment to determine the focal length of a lens or mirror, including uncertainty and error analysis.

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ECE Honors Physics 2 Unit 5 Third Topic: Optical Systems & Applications

Estimated # of Lessons: 4

Learning Targets: ● I can compare how mirrors and lenses manipulate light in different applications. ● I can justify design choices in visual systems using optics principles and ray models.

Essential Questions: ● What optical tools do we use to extend our vision and why do they work?

Learning Activities: ● Build-a-telescope project — Students design and test a basic telescope using lenses and cardboard tubes. ● Microscope lens simulation — Students explore compound lens systems using an interactive simulator. ● Eye-model dissection” digital” — Students examine the eye’s structure and draw parallels to artificial optics. ● Design a Visual Device — Students create a conceptual design for a visual device (e.g., magnifier, projector) using combinations of lenses/mirrors. Must include ray diagrams and justification. ● Lens and Mirror Exam — Students solve quantitative and qualitative problems involving image formation with mirrors and lenses. Include ray diagrams, sign conventions, and applications.

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ECE Honors Physics 2 Unit 6

Course Name: Honors Physics 2 Unit 6 Title: Wave Optics and Light Phenomena

Est. # of Lessons: 9

Unit Overview: Expanding on our understanding of how light travels and forms images, we now explore what happens when light behaves like a wave. In this unit, we investigate interference, diffraction, and polarization of light. We analyze patterns formed in double-slit and single-slit experiments, explore thin film interference, and learn how diffraction gratings and polarizing filters are used in scientific and everyday contexts. STAGE 1: DESIRED RESULTS Established Goals ●

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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. HS.PS4.B: Electromagnetic Radiation 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.

Transfer Goals ●

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Understandings ● ● ● ● ●

When light waves overlap , they interact in ways that create patterns of brightness and darkness. Diffraction occurs when light encounters openings or edges, bending and spreading in predictable ways. Thin‑film interference creates colors because reflected light waves combine after traveling different optical paths. Light can be filtered through polarization , limiting its oscillations to a single plane. Analyzing interference and diffraction patterns, deeper patterns in how light

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What happens when two light waves overlap? How can light create patterns of brightness and darkness? Why does light bend and spread when passing through narrow openings? What causes the colorful patterns we see in soap bubbles and oil slicks? How does polarization change the behavior of light? What can interference and diffraction tell us about the nature of light?

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ECE Honors Physics 2 Unit 6

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behaves appear and can be applied to technologies like spectroscopy. Wave optics models explain behaviors that cannot be accounted for with straight line ray models alone. Knowledge

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Interference patterns arise when coherent light waves overlap, leading to regions of constructive and destructive interference that reveal light’s wave nature. Thin films produce colorful patterns through interference effects that depend on film thickness, wavelength, and angle of incidence. Diffraction occurs when light bends around obstacles or passes through slits, creating characteristic patterns that become more pronounced for narrower openings or longer wavelengths. Diffraction gratings and polarization filters manipulate light based on wave behavior, enabling applications in spectroscopy and glare reduction. Wave optics phenomena challenge the ray model of light and demonstrate how wavefronts interact with the geometry and materials in their path.

Skills (Framed as Learning Targets) ● ● ● ● ● ● ●

I can explain interference and diffraction using the wave model of light. I can analyze and calculate fringe spacing in interference and diffraction patterns. I can describe how thin film interference creates colors, and predict outcomes of thickness or angle changes. I can describe the role of polarization and its applications in filtering light. I can compare light behavior in slit, film, and grating systems using wave properties. I can evaluate evidence supporting light’s wave nature through experiments and data. I can design a model to explain light interference or diffraction patterns.

Key Vocabulary: Interference, Diffraction, Polarization, Double-Slit Experiment, Coherent Light, Fringe Spacing, Diffraction Gratings, Thin Film Interference, Constructive Interference, Destructive Interference STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

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Wave Optics Test: Analyze and calculate interference and diffraction patterns from single- and double-slit experiments, and explain thin-film and polarization phenomena. Diffraction Grating Spectroscopy Lab: Use a diffraction grating to measure spectral lines of a known light source and calculate

Formative Assessment ●

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Interference Pattern Analysis: Interpret double-slit or thin film images and predict how changes in spacing or wavelength affect the pattern. Thin Film Phenomena: Given a photo of colorful soap or oil, write a brief explanation applying interference concepts.

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ECE Honors Physics 2 Unit 6

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wavelengths. Must connect findings to theory. Thin-Film Design Challenge: Investigate how to design anti-reflective coatings for glasses or camera lenses using constructive/destructive interference principles.

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Polarization Demonstration: Observe polarizing filter effects and write an explanation using wave orientation to justify observations. Diffraction Ranking Task: Compare diagrams of different diffraction setups and rank by fringe spacing or intensity, with justification.

STAGE 3: LEARNING PLAN First Topic: Interference & Young’s Experiment

Estimated # of Lessons: 3

Learning Targets: ● I can explain interference and diffraction using the wave model of light. ● I can analyze and calculate fringe spacing in interference and diffraction patterns.

Essential Questions: ● What happens when two light waves overlap? ● How can light create patterns of brightness and darkness? ● What can interference and diffraction tell us about the nature of light?

Learning Activities: ● Double-slit laser lab — Students observe interference patterns and measure fringe spacing. ● Fringe-spacing calculation — Students use data to calculate wavelength from double-slit results. ● Interference Pattern Analysis — Students interpret double-slit or thin film images and predict how changes in spacing or wavelength affect the pattern. Second Topic: Diffraction & Gratings

Estimated # of Lessons: 3

Learning Targets: Essential Questions: ● I can compare light behavior in slit, film, ● Why does light bend and spread when and grating systems using wave properties. passing through narrow openings? Learning Activities: ● Single-slit diffraction measurement — Students shine lasers through slits and measure angular fringe spread. ● Diffraction-grating spectroscopy of lamps — Students identify emission lines and connect to atomic spectra. ● Computational model of intensity pattern — Students model diffraction curves using simulation software. Third Topic: Thin Films & Polarization

Estimated # of Lessons: 3

Learning Targets: ● I can describe the role of polarization and its applications in filtering light. ● I can evaluate evidence supporting light’s wave nature through experiments and data.

Essential Questions: ● What causes the colorful patterns we see in soap bubbles and oil slicks? ● How does polarization change the behavior of light?

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ECE Honors Physics 2 Unit 6 ●

I can design a model to explain light interference or diffraction patterns

Learning Activities: ● Anti-reflective-coating design challenge — Students design a coating to minimize reflection using interference principles. ● Thin Film Phenomena — Given a photo of colorful soap or oil, students write a brief explanation applying interference concepts.. ● Polarization Demonstration — Students observe polarizing filter effects and write an explanation using wave orientation to justify observations. ● Wave Optics Test — Students analyze and calculate interference and diffraction patterns from single- and double-slit experiments, and explain thin-film and polarization phenomena

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ECE Honors Physics 2 Unit 7

Course Name: Honors Physics 2 Unit 7 Title: Modern Physics: Quantum, Atomic, and Nuclear

Est. # of Lessons: 16

Unit Overview: These wave behaviors set the stage for exploring quantum phenomena. After studying the wave behavior of light, we confront evidence that light — and matter — also display particle-like properties. In this culminating unit, we explore the foundations of quantum theory, including the photoelectric effect, atomic models, and the dual nature of matter. We then apply quantum concepts to analyzing atomic spectra, solving quantum and nuclear equations, constructing models of radioactive decay, and evaluating real-world uses and consequences. This challenges us to synthesize classical and modern physics ideas to explain phenomena at the smallest scales. STAGE 1: DESIRED RESULTS Established Goals ●

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HS-PS1-8: Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. HS-ESS1-1: Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation. HS.PS4.B: Electromagnetic Radiation Atoms of each element emit and absorb characteristic frequencies of light. These characteristics allow identification of the presence of an element, even in microscopic quantities.

Transfer Goals ● ●

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Understandings ●

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Classical physics can not explain certain experimental results, prompting the development of quantum mechanics to describe behavior on very small scales. Light behaves as both a particle and a wave. Atoms have discrete energy levels and electron transition between them by absorbing or emitting specific amounts of energy.

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What evidence challenged classical physics and led to new ways of thinking about light and matter? What does it mean for light or matter to behave like both a wave and a particle? How can we use quantum models to explain atomic structure and spectra? What holds the nucleus of an atom together — and what happens when it breaks apart? How do nuclear reactions release so much energy?

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ECE Honors Physics 2 Unit 7 ● ●

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Particles like electrons exhibit wave-like behavior, challenging ideas about what matter is. The nucleus of an atom contains enormous amounts of binding energy, and changes to the nucleus release that energy in quantifiable ways. Understanding atomic and nuclear behavior allows us to harness powerful technologies while also raising questions about safety.

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Knowledge ●

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Classical physics could not explain phenomena like blackbody radiation and the photoelectric effect, which led to the development of quantum theory. Light and matter exhibit both wave-like and particle-like properties, with photons and electrons showing behavior that depends on how they are measured. The Bohr model introduced quantized energy levels to explain atomic spectra, while quantum mechanics later refined our understanding of electron behavior. Atomic nuclei are composed of protons and neutrons held together by nuclear forces, with binding energy reflecting the stability of a nucleus. Radioactive decay transforms unstable nuclei into more stable ones through alpha, beta, or gamma emissions, often following predictable decay chains. Nuclear fission and fusion are powerful energy sources, with real-world implications for energy production, medicine, and national policy.

What are the trade-offs of using nuclear energy in society?

Skills (Framed as Learning Targets) ● ● ● ● ● ●

I can explain how experiments like the photoelectric effect support the particle model of light. I can analyze energy transitions in atomic models, including the Bohr and quantum mechanical models. I can calculate wavelength, energy, and momentum of photons and particles. I can balance and interpret nuclear reactions, including alpha, beta, and gamma decay. I can explain how binding energy relates to nuclear stability and the processes of fission and fusion. I can evaluate real-world applications and ethical issues related to nuclear physics and energy use.

Key Vocabulary: Photoelectric Effect, Photons, Quantized Energy Levels, Atomic Spectra, Dual Nature of Matter, Binding Energy, Radioactive Decay, Half-Life, Fission, Fusion STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

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ECE Honors Physics 2 Unit 7 ●

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Modern Physics Exam: Topics include quantum theory (photoelectric effect, blackbody radiation), atomic models (Bohr, de Broglie), and nuclear physics (binding energy, decay, fission/fusion). Case Study: Nuclear Energy Debate: Research and present both sides of using nuclear energy for power, incorporating physics concepts like binding energy and radioactive decay.

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Photoelectric Effect Simulation: Use a PhET or other sim to manipulate light frequency and intensity, then answer conceptual questions in a guided notes format. Bohr Model vs. Quantum Model Comparison: Complete a side-by-side comparison chart and discuss which model better explains spectral lines and atom stability. Decay Equation Practice: Complete and balance nuclear decay equations (alpha, beta, gamma) with brief summaries of changes in mass/charge. Binding Energy Curve: Sketch and Interpret graph and interpret the binding energy curve, identifying where fission and fusion occur and why energy is released.

STAGE 3: LEARNING PLAN First Topic: Quantum Foundations

Estimated # of Lessons: 5

Learning Target: ● I can explain how experiments like the photoelectric effect support the particle model of light.

Essential Questions: ● Why did classical physics fail to explain some observed phenomena? ● What does it mean for light or matter to behave like both a wave and a particle?

Learning Activities: ● Blackbody radiation data fitting — Students compare classical vs. quantum models for emitted radiation spectra. ● Photoelectric Effect Simulation Students use a PhET or other sim to manipulate light frequency and intensity, then answer conceptual questions in a guided notes format. ● Planck-constant calculation activity — Students use data to determine Planck’s constant from slope analysis. Second Topic: Atomic Models & Wave‑Particle Duality

Estimated # of Lessons: 5

Learning Targets: ● I can analyze energy transitions in atomic models, including the Bohr and quantum mechanical models. ● I can calculate wavelength, energy, and momentum of photons and particles.

Essential Questions: ● How can we use quantum models to explain atomic structure and spectra?

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ECE Honors Physics 2 Unit 7 Learning Activities: ● Bohr-model spectral-line analysis — Students calculate energy level transitions based on observed emission lines. ● Electron-diffraction video & discussion — Students watch and analyze evidence for matter-wave behavior. ● de Broglie wavelength problem set — Students solve problems connecting momentum and wavelength for particles. ● Bohr Model vs. Quantum Model Comparison — Students complete a side-by-side comparison chart and discuss which model better explains spectral lines and atom stability. Third Topic: Nuclear Physics & Energy

Estimated # of Lessons: 6

Learning Targets: Essential Questions: ● I can balance and interpret nuclear ● What holds the nucleus of an atom together reactions, including alpha, beta, and gamma — and what happens when it breaks apart? decay. ● How do nuclear reactions release so much ● I can explain how binding energy relates to energy? nuclear stability and the processes of ● What are the trade-offs of using nuclear fission and fusion. energy in society? ● I can evaluate real-world applications and ethical issues related to nuclear physics and energy use. Learning Activities: ● Decay Equation Practice — Students complete and balance nuclear decay equations (alpha, beta, gamma) with brief summaries of changes in mass/charge ● Binding-energy curve graph — Students graph nuclear binding energy and explain fission/fusion trends. ● Case Study: Nuclear Energy Debate — Students research and present both sides of using nuclear energy for power, incorporating physics concepts like binding energy and radioactive decay.. ● Modern Physics Exam — Topics include quantum theory (photoelectric effect, blackbody radiation), atomic models (Bohr, de Broglie), and nuclear physics (binding energy, decay, fission/fusion)

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Anatomy & Physiology ANATOMY & PHYSIOLOGY- H COURSE # WNH052 Credit (STEM)

1.0

PREREQUISITE: 2.0 credits of science and completion of one semester of Biology with a grade of B+ or better and a teacher recommendation or successful completion Biology - H. This full year course is designed for students who have a strong interest in the human body and how it works. Students interested in pursuing a career in medicine or some other health related field will find this class particularly beneficial. This is a college level course with an extensive curriculum, including in depth studies of the structure, function and biochemistry of each system of the body. This course is vocabulary intensive and taught at greater depth than the Advanced level. It is strongly recommended that students who take this course earn a B or above in both Biology and Chemistry or Physics. The class begins with an introduction to anatomical language, directional terms and a look at the organizational hierarchy of the body, followed by a study of the human body from cells to tissues to organ systems; recognizing how the systems behave in both health and disease. There is a continued emphasis throughout the year on learning, recognizing, and understanding the language/terminologies used in the field of medicine. Labs involve a comparative study of tissues and organs, as well as some forensic and clinical analyses of some of the components of each system. Students are expected to take part in actual dissections.

275

Honors Anatomy & Physiology Honors Anatomy & Physiology Unit 1: Intro to Anatomy & Physiology 8-13 Lessons

Unit 2: Integumentary System 10-15 Lessons

Unit 3: Skeletal System 8-13 Lessons

Unit 4: Muscular System 8-13 Lessons

Welcome to the study of us! This unit introduces us to the language of anatomy and physiology—the tools we need to understand how our bodies are organized, from cells to systems. We discover why structure and function go hand-in-hand and explore how our bodies maintain balance through homeostasis. Think of this as learning to read our body's blueprint before we dive into the details of each system.

With this foundation in place, we're ready to examine our first body system—starting with the one we can see and touch every day. Our skin is more than a covering—it's our body's largest organ and first line of defense. In this unit, we investigate how this remarkable system protects us, regulates our temperature, synthesizes vitamins, and even reveals clues about our overall health. From fingerprints to healing wounds, we explore why dermatologists say that healthy skin reflects a healthy body.

But what lies beneath this protective barrier? Next, we move inward to discover the framework that gives our bodies shape and support. Our skeletons do far more than hold us upright. In this unit, we discover how our 206 bones provide protection, enable movement, store minerals, and even produce blood cells. We explore how bones grow, repair themselves, and adapt to the demands we place on them—and learn why what we do today affects our bone health for decades to come.

Yet bones can't move on their own—they need a partner system to bring them to life. Every move we make—from blinking to breaking records— depends on our muscular system. This unit reveals how muscles contract at the molecular level, how they work with bones and joints to create movement, and how they're organized throughout our bodies. We investigate what fuels muscle power and discover why understanding muscle mechanics can enhance both performance and lifelong strength.

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Honors Anatomy & Physiology Honors Anatomy & Physiology (continued) Unit 5: The Nervous System & Senses 12-17 Lessons

Unit 6: The Endocrine Systems 8-13 Lessons

Unit 7: Blood & Cardiovascular Systems 12-17 Lessons

Unit 8: Respiratory, Digestive, Urinary & Reproductive Systems 8-13 Lessons

But what tells our muscles when and how to contract? That's where our next system takes center stage. Our nervous system is the body's command center, processing millions of signals every second to keep us functioning, thinking, and responding to the world around us. In this unit, we trace neural pathways, map brain regions, and explore how our senses translate physical stimuli into meaningful experiences. From reflexes to memory, we discover what makes us uniquely aware and responsive.

The nervous system controls rapid, moment-to-moment responses, but another communication system works behind the scenes to regulate our body's long-term processes. Behind the scenes of our daily lives, hormones are orchestrating growth, metabolism, stress responses, and reproduction. This unit introduces us to the glands and chemical messengers that regulate our body's long-term processes through intricate feedback loops. We investigate how the endocrine and nervous systems collaborate to maintain homeostasis—and what happens when hormone balance is disrupted.

These chemical messengers travel through a remarkable transportation network that reaches every cell in our bodies. Our cardiovascular system is a 60,000-mile delivery network that never stops. In this unit, we investigate what blood carries, how vessels transport it, and how our hearts pump roughly 2,000 gallons daily. From blood typing to blood pressure, we explore how this system connects every cell in our bodies—and why cardiovascular health is foundational to everything else we do.

This delivery system brings oxygen, nutrients, and hormones to our cells—but where do those essential materials come from, and how do we eliminate what we don't need? These four systems handle some of our body's most essential work: bringing in oxygen, extracting nutrients, eliminating wastes, and creating new life. In this culminating unit, we explore how structure enables function across multiple organ systems and investigate how they maintain the delicate balance necessary for survival. Our cat dissection experience brings comparative anatomy to life as we synthesize everything we've learned this year.

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Honors Anatomy & Psysiology Unit 1

Course Name: Honors Anatomy & Physiology Est. # of Lessons: 8-13 Unit 1 Title: Intro to Anatomy & Physiology: Terminology, Structure, Organization, Cells, and Tissues Unit Overview: Welcome to the study of us! This unit introduces us to the language of anatomy and physiology—the tools we need to understand how our bodies are organized, from cells to systems. We discover why structure and function go hand-in-hand and explore how our bodies maintain balance through homeostasis. Think of this as learning to read our body's blueprint before we dive into the details of each system. STAGE 1: DESIRED RESULTS Established Goals ●

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

Transfer Goals ●

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Understandings ●

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The study of anatomy and physiology reveals how the structure and function of the human body are closely related and work together to maintain life. The use of precise anatomical language is essential for accurately describing the location and function of body parts. Homeostasis is essential for maintaining the internal stability of the body, and its disruption can lead to disease. The human body is organized into interrelated systems and tissues, each with distinct roles that contribute to overall

Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self:Directed Learners) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence:based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self:Directed Learners)

Essential Questions ● ● ●

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What is the relationship between anatomy and physiology? What are the major body cavities and their subdivisions? How is each body system organized? How does the structural organization of the human body—from cells to tissues—enable it to carry out complex and specialized functions? How is homeostasis related to the health of an organism? What are the four basic tissues of the body and how is their structure related to their

278

Honors Anatomy & Psysiology Unit 1 health and survival.

use?

Knowledge ●

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Anatomy and physiology uses a language based in Latin and terminology is important for comprehension and universal communication of material. The structures within the human body can be described, organized and classified for understanding. In the human body, structure dictates function. The normal and most desirable condition of body functioning is homeostasis. Its loss or destruction always leads to some type of pathology: temporary or permanent. The human body has different levels of structural organization with the cell being the most basic unit. Cells are a complex assemblage of interacting and changing chemical, physical and biological processes. Cells work together to form tissues that can carry out specific functions. Depending on their structure, tissues provide a division of labor for the body's work. Each system of the body provides a function for the whole organism and all of the systems are interrelated.

Key Vocabulary: anatomy, physiology, anatomical position, directional terms (superior, inferior, anterior, posterior, medial, lateral, proximal, distal, superficial, deep), planes of section (sagittal, midsagittal, frontal/coronal, transverse), pathology, diagnosis, etiology (cause of disease), prognosis, homeostasis, equilibrium, stimulus, receptor (sensor), control center, effector, negative feedback, positive feedback, set point, diffusion, osmosis, active transport, passive transport, cellular respiration, atp (adenosine triphosphate), tissue, histology, epithelial tissue, connective tissue, muscle tissue, nervous tissue, extracellular matrix (ecm), fibers (collagen, elastic, reticular), cell specialization, regeneration, integumentary system, skeletal system, muscular system, nervous

Skills (Framed as Learning Targets) ● ● ● ● ● ● ● ● ● ●

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I can explain the relationship between anatomy and physiology, and describe their subdivisions. I can use anatomical terms to describe body regions, body sections, and relative positions. I can locate and name the major body cavities and their subdivisions, and list the major organs contained within them. I can list the 11 organ systems of the body, identify their components, and briefly explain the major function(s) of each. I can identify the different levels of structural organization that make up the human body, and explain their relationships. I can define homeostasis and explain its significance. I can describe how negative feedback and positive feedback maintain body homeostasis. I can describe the relationship between homeostatic imbalance and disease. I can identify the body’s four basic tissue types and describe their roles. I can explain how epithelial and connective tissue combine to form four types of tissue membranes, and specify the functions of each. I can describe how connective tissue establishes the framework of the body.

279

Honors Anatomy & Psysiology Unit 1 system, endocrine system, cardiovascular system, lymphatic system, respiratory system, digestive system, urinary system, reproductive system, interdependence (systems working together) STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ●

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Formative Assessment

Quizzes: anatomical and medical terminology, body organization, homeostasis, tissues, histology Case Study: Death by Water : demonstrate understanding of cell homeostasis by analyzing a case study to develop a solution. Histology Case Study: Marfan Syndrome : demonstrate understanding of the body’s tissues by digging deeper into a case study through research and relate new learning to understanding of tissues.

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A & P Drills: use class time to engage in activities that reinforce skills or new learning. Cornell Note Summaries: summarize new information for each topic. Interpreting Medical Statements: demonstrate ability to use word meaning to interpret medical statements. Anatomical Terminology in Practice: interpret complex statements that incorporate anatomical language. Cell Differentiation Model: create a model that demonstrates how cells become specialized during fetal development. Cell Cycle Data Analysis: answer discussion questions. Homeostasis in Cardiovascular and Respiratory System Lab: graph data and write a conclusion. Terminology & Biology Review Task Cards Sheet: demonstrate understanding of review concepts. Epithelial Tissues Modeling Project: build models and demonstrate understanding of epithelial tissue features. Extension: Type of Membranes : think critically about tissues and relate them to membrane structure. Histology Concept Map: create a concept map displaying the similarities and differences between the body’s different types of tissues.

STAGE 3: LEARNING PLAN First Topic: Intro to Anatomy

Estimated # of Lessons: 2-4

Learning Targets : Essential Questions:: ● I can explain the relationship between ● What is the relationship between anatomy anatomy and physiology, and describe their and physiology? subdivisions. ● Why is it important to use the correct

280

Honors Anatomy & Psysiology Unit 1 ● ● ●

I can use anatomical terms to describe body regions, body sections, and relative positions. I can locate and name the major body cavities and their subdivisions, and list the major organs contained within them. I can list the 11 organ systems of the body, identify their components, and briefly explain the major function(s) of each.

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anatomical terms? What are the major body cavities and their subdivisions? How is each body system organized? What are the functions of each body system?

Learning Activities: ● Lab and safety contract ● Anatomy pretest : students engage in an interactive task to gauge what they already know body systems ● A&P drills : students will use class time to engage in activities that reinforce anatomy and physiology basics. ● Intro to anatomy Cornell notes : students engage in learning about the language of anatomy, dividing up the body, body systems through note taking. ● The language of anatomy: prefix/suffix cards : students learn how prefixes, roots, and suffixes are put together to form complex terminology for this course and begin building their resource card library. ● Medical terminology lab : students use what they learn about prefixes, roots, and suffixes to break down and build complex words and interpret medical statements. ● Anatomical language and dividing up the body diagrams : students label directional terms and body cavities on their diagram resource sheet. ● Locating body landmarks : students work in groups as they use resources to locate and learn the body’s landmarks. ● Find my wound game : practice using anatomical terminology with a partner through a fun and interactive game. ● Autopsy lab : students will be introduced to the tools and methods used during specimen dissection and use anatomical terminology correctly in context. ● Body systems research task : in groups students will research one of the 11 body systems and create a mini presentation for the rest of the class that focuses on its main function and organs involved. Second Topic: Biology Review

Estimated # of Lessons: 3-5

Learning Targets: ● I can identify the different levels of structural organization that make up the human body, and explain their relationships. ● I can define homeostasis and explain its significance. ● I can describe how negative feedback and positive feedback maintain body homeostasis. ● I can describe the relationship between

Essential Questions: ● How does the structural organization of the human body—from cells to tissues—enable it to carry out complex and specialized functions? ● How is homeostasis related to the health of an organism?

281

Honors Anatomy & Psysiology Unit 1 homeostatic imbalance and disease. Learning Activities: ● A&P drills : students will use class time to engage in activities that reinforce the review of biology topics ● The language of anatomy: prefix/suffix cards continued ● Extension: survival needs : using a real life story of a man lost at sea for 76 days, students explore basic survival needs ● Notes: tissues and cells : students build their foundation for anatomy and physiology as they review these topics. ● Notes: protein synthesis and cellular division notes : students build their foundation for anatomy and physiology as they review these topics. ● Bio Review Lab : students rotate through stations to observe, predict, analyze, and draw conclusions from demonstrations that help them recall relatable topics from biology. ● Cell differentiation Extension : students explore and develop a model to show how cells differentiate during fetal development to form specialized cells and tissues. ● Data Analysis: Cell Cycle : students read text and analyze diagrams related to the cell cycle, mitosis, and meiosis, then answer discussion questions. ● Notes: homeostasis and feedback loops : review concepts from biology ● Homeostasis: Feedback Loops Practice : students will develop a feedback loop model to add to their resource binder. ● Homeostasis in Cardiovascular and Respiratory System Lab : students develop a hypothesis, perform a test, then analyze and relate their results to homeostasis and feedback. ● Cellular Tonicity review : students review how cells maintain homeostasis through osmosis and diffusion across the plasma membrane, then answer and review discussion questions. ● Terminology & Biology Task Card Review : to review for their biology review quiz, students will work in pairs and rotate through stations as they engage in discourse about questions and models. ● Water Case Study : students are assessed on their understanding of biology review concepts. Third Topic: Histology

Estimated # of Lessons: 3-5

Learning Targets: ● I can identify the body’s four basic tissue types and describe their roles. ● I can explain how epithelial and connective tissue combine to form four types of tissue membranes, and specify the functions of each. ● I can describe how connective tissue establishes the framework of the body.

Essential Questions: ● What are the four basic tissues of the body and how is their structure related to their use?

Learning Activities: ● A&P drills : students will use class time to engage in activities that reinforce the histology topics presented in this unit ● The language of anatomy: prefix/suffix cards continued ● Notes : simple epithelium, stratified epithelium, and glandular epithelium ● Histology slides : students will examine differences between exocrine gland slides and endocrine gland slides to begin understanding how tissues look different at the cellular level.

282

Honors Anatomy & Psysiology Unit 1 ● ● ● ● ● ● ● ●

Epithelial Tissues Modeling Project : students will build models of both simple and stratified epithelial tissue and demonstrate understanding of its features. Notes : connective tissue proper & cartilage, bone, and blood Connective Tissue Histology Practice Slides : students will use what they have learned so far to try to identify the types of tissue observed on slides. Extension: Types of Membranes : students are introduced to the four types of membranes, analyze their structure, and make connections to tissue. Tissue Repair and Scars : students relate their understanding of tissue structure to the differences that occur in scar tissue. Notes: Muscle and Nerve Tissue Histology Concept Map Activity : students use terms provided to make a concept map displaying the different types of tissue found in the body. Histology Task Cards : to review for their histology quiz,, students will work in pairs and rotate through stations as they engage in discourse about questions and models.

283

Honors Anatomy & Psysiology Unit 2 Course Name: Honors Anatomy & Physiology Unit 2 Title: The Integumentary System

Est. # of Lessons: 10-15

Unit Overview: With this foundation in place, we're ready to examine our first body system—starting with the one we can see and touch every day. Our skin is more than a covering—it's our body's largest organ and first line of defense. In this unit, we investigate how this remarkable system protects us, regulates our temperature, synthesizes vitamins, and even reveals clues about our overall health. From fingerprints to healing wounds, we explore why dermatologists say that healthy skin reflects a healthy body. STAGE 1: DESIRED RESULTS Established Goals ●

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HS:LS1:1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. HS:LS1:3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

Transfer Goals ●

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Understandings ● ●

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The structure and composition of the skin are directly related to its role in protecting the body and maintaining homeostasis. The integumentary system works as a dynamic interface between the internal and external environments, responding to physical, chemical, and biological factors. Accessory structures such as glands, hair, and nails contribute to the protective, sensory, and

Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens) Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self:Directed Learners) Engage in hands:on experiments and real:world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self:Directed Learners) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence:based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self:Directed Learners, Responsible Citizens) Essential Questions

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How does the structure of the skin, including its cells and accessory structures, support its protective, regulatory, and sensory functions? What roles do glands, hair, and nails play in the overall function of the integumentary system? How does the integumentary system respond to environmental factors, injury, aging, and disease to maintain homeostasis? What does skin health reveal about overall well-

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Honors Anatomy & Psysiology Unit 2

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regulatory functions of the skin. Skin health and appearance are influenced by genetic, environmental, and physiological factors. The skin has an extraordinary ability to repair itself after injury, but damage or disruption to this process can lead to disease or dysfunction. Understanding the early signs and causes of skin cancer is essential for promoting lifelong skin health and preventing serious disease.

being?

Knowledge ●

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The skin provides a protective, waterproof barrier for the body whose integrity is essential to maintaining a healthy internal environment. The skin helps regulate body temperature, synthesizes vitamin D, allows for sensory detection, and plays a role in immune defense and waste excretion. The epidermis is composed of stratified squamous epithelial tissue, while the dermis consists primarily of dense connective tissue that provides strength and elasticity. The epidermis is organized into distinct layers (strata) that reflect stages in the development and maturation of keratinocytes, culminating in a protective layer of dead cells. The dermis contains two layers—the papillary layer, which supports and nourishes the epidermis, and the reticular layer, which provides strength and houses sensory and accessory structures. Melanocytes in the basal layer of the epidermis produce melanin, which gives skin its pigment and helps protect against ultraviolet (UV) radiation. Sunlight exposure stimulates the skin to synthesize vitamin D, which is essential for calcium absorption and bone health. Skin color is influenced by melanin, carotene, and hemoglobin, and can vary based on genetics, health, and environmental exposure. The skin contains several types of glands, including sebaceous (oil), eccrine (sweat), and apocrine (scent) glands, each with distinct

Skills (Framed as Learning Targets) ● ● ● ● ● ● ● ● ● ● ● ●

I can describe how skin accomplishes at least 5 different functions. I can name the tissue types composing the epidermis and dermis. I can list the major layers of the epidermis and dermis and describe the function of each layer. I can describe the factors that normally contribute to skin color and discuss the response of melanocytes to sunlight exposure. I can describe the interaction between sunlight and vitamin D exposure. I can discuss the various kinds of glands in the skin, and list the secretions of those glands. I can describe the mechanisms that produce hair, and explain the structural basis for hair texture and color. I can describe the anatomical structure of nails, and explain how they are formed. I can summarize the three major types of skin cancers. I can explain how the skin responds to injury and repairs itself. I can summarize the effects of aging on the skin. I can research and present information about a disease that impacts the homeostatic balance of the skin.

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Honors Anatomy & Psysiology Unit 2

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locations, secretions, and functions. Hair is produced by follicles located in the dermis, and hair color and texture are determined by genetics, melanin type, and the shape of the hair shaft. Nails are composed of hard keratin and grow from the nail matrix; they serve protective and sensory functions. Skin cancer arises from uncontrolled cell growth and includes three primary types: basal cell carcinoma, squamous cell carcinoma, and malignant melanoma, with melanoma being the most dangerous. When the skin is injured, it undergoes a repair process involving inflammation, clotting, tissue regeneration, and remodeling to restore function and barrier integrity. With aging, the skin becomes thinner, less elastic, and drier due to reduced collagen production, slower cell turnover, and decreased glandular activity.

Key Vocabulary: skin, epidermis, dermis, hypodermis (subcutaneous layer), homeostasis, sensation, thermoregulation, excretion, vitamin d synthesis, immune defense, stratified squamous epithelium, keratinocyte, keratin, melanocyte, melanin, merkel cell, langerhans cell (dendritic cell), strata (layers of the epidermis):, stratum basale (germinativum), stratum spinosum, stratum granulosum, stratum lucidum (in thick skin only), stratum corneum, desquamation (shedding of dead cells), connective tissue, collagen fibers, elastic fibers, papillary layer, reticular layer, dermal papillae, blood vessels, sensory receptors, nerve endings, melanin, carotene, hemoglobin, pigmentation, uv radiation, genetic variation, vitamin d, calcium absorption, hair follicle, hair shaft, hair root, hair bulb, arrector pili muscle, sebaceous gland (oil gland), eccrine gland, apocrine gland, sebum, nail matrix, nail bed, cuticle, hard keratin, basal cell carcinoma, squamous cell carcinoma, malignant melanoma, inflammation, clotting, tissue regeneration, remodeling, scar tissue, collagen loss, elasticity, cell turnover, glandular activity, wrinkles, dryness, thinning of skin STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

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Honors Anatomy & Psysiology Unit 2 Summative Assessment ●

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Formative Assessment

Quizzes: anatomy (labeling) and physiology of skin, cells of the epidermis, sun interactions, accessory structures, homeostasis, skin cancer, burns, wounds, wound healing, aging. Homeostatic Imbalance of Skin Project: research and present a disease that impacts homeostasis of the skin with a focus on how normal skin structure and function is disrupted.

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Integumentary Station Lab: explain the relationship between findings at each station and the skin’s structure and function. Sun and Skin Lab Analysis Questions: synthesize information and form conclusions. Fingerprint Lab Analysis: summarize fingerprint patterns and explain how they are formed. Vitamin D Article Questions: synthesize information and demonstrate understanding. Nail Case Study : determine cause from effect. Hair Analysis Lab Crime Scene: examine new samples under the microscope, determine who is the criminal, and defend your claims with evidence and reasoning. Moles and Skin Cancer: apply new learning to diagnose skin cancers. Burn Homeostasis Follow-up Questions: answer thought provoking questions about a homeostasis model. Rule of Nines Scenario: analyze data and apply the rule to determine the extent of burned tissue damage and burn degree. Wound Lab: explain the stages of healing for a wound. Evaluating Beauty Claim CER: defend a claim with evidence and reasoning. Reduce the Signs of Aging Project: explain a method for reducing the signs of aging and use knowledge of the skin to demonstrate how it works. Scleroderma Case Study: summarize how a disease interrupts normal skin functioning,

STAGE 3: LEARNING PLAN First Topic: Structure & Function of Skin

Estimated # of Lessons:4-6

Learning Targets : ● I can describe how skin accomplishes at least 5 different functions. ● I can name the tissue types composing the epidermis and dermis. ● I can list the major layers of the epidermis and dermis and describe the function of each layer. ● I can describe the factors that normally

Essential Questions: ● How does the structure of the skin, including its cells and accessory structures, support its protective, regulatory, and sensory functions?

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Honors Anatomy & Psysiology Unit 2

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contribute to skin color and discuss the response of melanocytes to sunlight exposure. I can describe the interaction between sunlight and vitamin D exposure.

Learning Activities: ● A&P drills : students will use class time to engage in activities that reinforce the structure and function of our skin. ● The language of anatomy: prefix/suffix cards continued ● Pre Assessment : Integument myth or fact : students test their preconceived notions about their skin and discover what is fact or simply just a myth. ● Notes : epidermis, dermis, and hypodermis structure and function. ● Diagrams: labeling skin anatomy : students create labeled diagrams to keep in their resource binder ● Notes : cells of the epidermis ● Cells of the Epidermis Review : students use their notes to answer questions related to the function of epidermal cells. ● Integumentary Stations Lab : students explore several aspects of their skin including evaporative cooling, touch receptors, thermoreceptors, and inflammatory response as they begin making connections between skin structure and function ● What If Scenarios : students read “what if” scenarios about the skin’s structure and determine how each one would impact the skin’s normal functioning. ● Sun & Skin Lab : students investigate the effectiveness of various sunscreens and relate their results to melanin in the skin and synthetic melanin. ● Vitamin D Article : students read an article about vitamin D to learn its connection between skin and the sun. ● Fingerprint Lab : students learn how the structure of the epidermis and dermis form fingerprints and investigate various fingerprint patterns. Second Topic: Appendages of the Skin

Estimated # of Lessons:2-3

Learning Targets: ● I can discuss the various kinds of glands in the skin, and list the secretions of those glands. ● I can describe the mechanisms that produce hair, and explain the structural basis for hair texture and color. ● I can describe the anatomical structure of nails, and explain how they are formed.

Essential Questions: ● What roles do glands, hair, and nails play in the overall function of the integumentary system?

Learning Activities: ● A&P drills : students will use class time to engage in activities that reinforce the appendages of the skin. ● The language of anatomy: prefix/suffix cards continued ● Notes : glands, hair, and nails ● Diagrams : hair & nail structure and glands in the skin ● Nail Case Study : students investigate various nail deformities and use nail structure to predict causes. ● Hair Analysis Lab : students examine various hair cuticles and hair samples under the microscope to identify structural differences among humans and other animals.

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Honors Anatomy & Psysiology Unit 2 Third Topic: Homeostasis and Disease

Estimated # of Lessons:4-6

Learning Targets: Essential Questions: ● I can summarize the three major types of skin ● How does the integumentary system respond to cancers. environmental factors, injury, aging, and disease ● I can explain how the skin responds to injury to maintain homeostasis? and repairs itself. ● Why is understanding and monitoring skin health ● I can summarize the effects of aging on the important for overall well-being? skin. ● I can research and present information about a disease that impacts the homeostatic balance of the skin. Learning Activities: ● A&P drills : students will use class time to engage in activities that reinforce homeostasis and diseases of the skin. ● The language of anatomy: prefix/suffix cards continued ● Notes : skin cancer ● Moles & Skin Cancer : students learn and apply the ABCDE rule of early skin cancer detection to “diagnose” various types and stages. ● Notes : burns ● Burn homeostasis : students develop a model to demonstrate how the body restores balance with both simple and severe burns. ● Data Analysis: Burns : students are introduced to the “rule of nines” and use it to determine the extent of tissue damage and burn degree in various scenarios. ● Notes : wounds and wound healing ● Wound Healing Activity : students use their notes to sort the stages of wound healing. ● Wound Lab : students create fake wounds and explain the stages of its healing process. ● Notes : the skin and aging ● Evaluating a Beauty Claim : students will research a skin or hair care product, analyze its ingredients and claims, find out how it affects the skin, then state whether or not the product is actually effective with evidence and reasoning. ● Reduce the Signs of Aging Project : students work in groups to research an effective method for reducing the signs of aging, explain how the treatment targets the skin (include labeled diagrams and terminology), and present their findings through a mini presentation. ● Scleroderma Case Study : students are introduced to a disease that affects normal skin functioning and learn how it interrupts homeostasis. ● Homeostatic Imbalance of Skin Project : students research and present a disease that impacts homeostasis of the skin with a focus on disruption or normal skin structure and function. ● Integumentary Task Card Review : to review for their unit test, students will work in pairs and rotate through stations as they engage in discourse about questions and models.

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Honors Anatomy & Psysiology Unit 3 Course Name: Honors Anatomy & Physiology Unit 3 Title: The Skeletal System

Est. # of Lessons: 8-13

Unit Overview: But what lies beneath this protective barrier? Next, we move inward to discover the framework that gives our bodies shape and support. Our skeletons do far more than hold us upright. In this unit, we discover how our 206 bones provide protection, enable movement, store minerals, and even produce blood cells. We explore how bones grow, repair themselves, and adapt to the demands we place on them—and learn why what we do today affects our bone health for decades to come. STAGE 1: DESIRED RESULTS Established Goals ●

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Understandings ●

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The structure and organization of the skeletal system are directly related to its diverse functions, including support, movement, protection, and maintaining homeostasis. Bones are living, dynamic tissues that grow, repair, and remodel in response to environmental, nutritional, and hormonal factors. The classification and shape of bones—and the markings found on them—are tailored to the specific functional demands placed on different parts of the body. The axial and appendicular divisions of the

Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self:Directed Learners) Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self:Directed Learners, Responsible Citizens) Communicate effectively with peers to build a respectful, productive, and inclusive academic culture to enhance their understanding of the interconnectedness of the world and the role their actions play in the greater environment (Responsible Citizens, Effective Communicators) Essential Questions

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How does the structure of bones and the skeletal system support their functions in movement, protection, and overall body support? How do bones grow, develop, remodel, and repair throughout life, and what factors influence their health? How does the structure of joints relate to their function in movement, stability, and flexibility? How do aging and disease affect the skeletal system and its ability to maintain homeostasis?

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skeleton work together to provide stability and mobility, allowing for complex body movements. The health of bones and joints is closely linked to lifestyle choices and changes that occur with aging, and imbalances can lead to fractures, joint disorders, or degenerative diseases. The relationship between joint structure and movement reveals how the body balances mobility with stability to support a wide range of physical activities. Understanding the processes of bone formation, growth, and repair helps explain how the body adapts to injury and maintains internal balance throughout life. Knowledge

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The skeletal system performs critical functions including support, protection of organs, movement, mineral storage, and blood cell production. The axial skeleton consists of the skull, vertebral column, and thoracic cage, while the appendicular skeleton includes the limbs and girdles that connect them to the axial skeleton. The vertebral column is organized into five regions—cervical, thoracic, lumbar, sacral, and coccygeal—each with distinct structural features that reflect their function. Bones can be classified by shape (long, short, flat, irregular, sesamoid) and internal organization (compact vs. spongy), which relate directly to their function. Bone markings such as ridges, openings, and projections serve as attachment points for muscles, passageways for nerves and blood vessels, and points of articulation. Bone tissue is maintained by four main cell types: osteoprogenitor cells (stem cells), osteoblasts (bone builders), osteocytes (maintenance cells), and osteoclasts (bone resorbers). Compact bone is dense and provides strength for weight:bearing, while spongy

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I can describe the primary functions of the skeletal system I can identify the major bones that are part of the axial and appendicular skeletal divisions. I can identify the 5 vertebral regions, and describe the distinctive structural and functional characteristics of vertebrae in each region. I can classify bones according to shape and internal organization, giving examples of each type, and explain the functional significance of each of the major types of bone markings. I can identify the cell types in bone, and list their major functions. I can compare the structures and functions of compact bone and spongy bone. I can compare the mechanisms of endochondral ossification and intramembranous ossification. I can describe the remodeling and homeostatic mechanisms of the skeletal system. I can discuss the effects of exercise, hormones, and nutrition on bone development and on the skeletal system. I can explain the role of calcium as it relates to the skeletal system. I can describe the types of fractures, and explain how fractures heal.

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bone is lighter and supports bone marrow activity. Bone develops through two processes: endochondral ossification (involving a cartilage model) and intramembranous ossification (directly from mesenchyme). Bone is constantly remodeled through a balance of bone deposition and resorption, which maintains strength and mineral homeostasis. Bone health is influenced by physical activity, hormone levels (like growth hormone, calcitonin, and parathyroid hormone), and nutrients such as calcium and vitamin D. Calcium plays a vital role in nerve transmission, muscle contraction, and blood clotting; the skeletal system acts as a major reservoir to help regulate blood calcium levels. Fractures are breaks in bone that heal through an organized process involving inflammation, callus formation, and bone remodeling. The human skeleton exhibits sex differences in shape and size, and undergoes age:related changes such as decreased bone mass and density. Joints can be classified structurally as fibrous, cartilaginous, or synovial, and functionally by the type and range of movement they allow. Synovial joints have a complex structure that includes a joint capsule, synovial fluid, cartilage, and accessory structures such as ligaments, bursae, and menisci. The structure of a synovial joint determines the type and direction of movement it permits, such as hinge, ball:and:socket, or pivot movements. With aging, joints may become stiffer or less flexible, and conditions like osteoarthritis can impair joint function and mobility.

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I can summarize sex differences and age:related changes in the human skeleton. I can contrast the major categories of joints, and explain the relationship between structure and function for each category. I can describe the basic structure of a synovial joint, and describe common synovial joint accessory structures and their functions. I can describe how the anatomical and functional properties of synovial joints permit movements of the skeleton. I can describe the effects on aging of joints, and discuss the most common age: related clinical problems for joints.

Key Vocabulary: hematopoiesis, bone marrow (red and yellow), calcium homeostasis, axial skeleton, appendicular skeleton, vertebra (vertebrae),

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Honors Anatomy & Psysiology Unit 3 cervical, thoracic, lumbar, sacrum, coccyx, intervertebral disc, long-short-flat-irregularsesamoid bones, compact bone, spongy bone, diaphysis, epiphysis, metaphysis, epiphyseal plate, periosteum, endosteum, medullary cavity, trebeculae, foramen, fossa, process, tubercle/tuberosity/trochanter, condyle, epicondyle, spine, crest, meatus, sinus, facet, suture, osteoprogenitor, osteoblast, osteocyte, osteoclast, lacunae, lamellae, matrix, ossification, endochondral, ossification, intramembranous ossification, mesenchyme, bone deposition, bone resorption, remodeling, growth hormone, calcitonin, parathyroid hormone, vitamin D, calcium regeneration, fracture, fibrocartilaginous callus, bony callus, remodeling phase, osteoporosis, bone density, bone mass, joint, fibrous-carilaginous-synovial joints, synovial fluid, articular cartilage, ligament, tendon, hinge-ball and socket-pivot-saddle-condyloid-gliding joints STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

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Quizzes: label the bones, bone structure & function, bone cells, bone markings and proportion, bone growth and development (includes cells), skeletal homeostasis, fractures and repair, skeletal anthropology, joints and movement. Skeletal Disease Case Study CER: diagnose a patient with a claim, provide symptoms as evidence, and provide support with reasoning that includes information learned about the skeletal system. Arthritis Project: research a type of arthritis including its cause, symptoms, relationship to age, treatment, and prevention.

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Anatomy and Physiology of Long Bone Review: demonstrate understanding of long bone anatomy and physiology. Bone Mapping Model : map the bone markings of a chosen bone. Body Proportions Questions: answer analysis questions and apply understanding. Bone Cell Review: demonstrate understanding of bone cells and their functions. Candy Compact Bone Activity: illustrate the microscopic anatomy of compact bone. Endochondral Ossification and Bone Remodeling Card Sort Questions: demonstrate understanding through high level questions. Skeletal Homeostasis Model: create a model to illustrate how our body maintains steady blood calcium levels and the role that our bones play in the process. Bone Density in Space: support conclusions with evidence and scientific reasoning.

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Fracture Types and Emergency Treatment Application: demonstrate understanding of bone fracture treatment on a classmate with a fake injury. Bone Fracture Lab Model: create a fracture model, label the bones involved, identify the fracture and cause. Skeletal Anthropology Lab Summary: summarize the skeletal features that forensic anthropologists use during crime scene investigations. Types of Joints Activity: demonstrate understanding of the anatomical and physiological classifications of joints. Movement commands: demonstrate understanding by acting out a movement upon command.

STAGE 3: LEARNING PLAN First Topic: Structure & Function

Estimated # of Lessons:3-5

Learning Targets : ● I can describe the primary functions of the skeletal system ● I can identify the major bones that are part of the axial and appendicular skeletal divisions. ● I can identify the 5 vertebral regions, and describe the distinctive structural and functional characteristics of vertebrae in each region. ● I can classify bones according to shape and internal organization, giving examples of each type, and explain the functional significance of each of the major types of bone markings. ● I can compare the structures and functions of compact bone and spongy bone.

Essential Questions: ● How does the structure of bones and the skeletal system support their functions in movement, protection, and overall body support?

Learning Activities: ● A&P drills : students will use class time to engage in activities that reinforce bone structure and function. ● The language of anatomy: prefix/suffix cards continued ● Notes : introduction to the skeleton ● Skeleton Diagram : students will label the major bones on a diagram and keep in their resource binder. ● Bone Mapping : students will learn terminology for bone markings and identifying features through

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exploration and application. Body Proportions : students will learn how bone length and width generally make up the proportions of their body and ]discover how close their own body proportions are to the average. Build a Bone : students will build a long bone model that includes each layer, then keep this as a resource in their binder. Anatomy & Physiology of Long Bone Review : students will use their binder resource to synthesize what they have learned about bone structure and function to complete a diagram and questions.

Second Topic: Growth and Development

Estimated # of Lessons:3-5

Learning Targets: ● I can identify the cell types in bone, and list their major functions. ● I can compare the mechanisms of endochondral ossification and intramembranous ossification. ● I can describe the remodeling and homeostatic mechanisms of the skeletal system. ● I can discuss the effects of exercise, hormones, and nutrition on bone development and on the skeletal system. ● I can explain the role of calcium as it relates to the skeletal system. ● I can describe the types of fractures, and explain how fractures heal. ● I can summarize sex differences and age: related changes in the human skeleton.

Essential Questions: ● How do bones grow, develop, remodel, and repair throughout life, and what factors influence their health?

Learning Activities: ● A&P drills : students will use class time to engage in activities that reinforce bone growth and development.. ● The language of anatomy: prefix/suffix cards continued ● Notes : microscopic anatomy of bone ● Bone Cell Review : students will read statements and observe diagrams, then identify which bone cell(s) they are referring to. Histology of Compact and Spongy Bone : students will observe microscopic slides of compact and spongy bone, note their features, and summarize similarities and differences. ● Candy Compact Bone Activity : students will illustrate the microscopic anatomy of compact bone (highlighting the osteons) with a candy model. ● Bone Cells Inquiry : students will explore the role that bone cells play in endochondral ossification, bone remodeling, and fracture repair. ● Notes : bone formation and remodeling ● Endochondral Ossification and Bone Remodeling Card Sort : students will deepen their understanding of these processes through a challenging card sort and follow up questions. ● Skeletal Homeostasis : students will relate the role that calcium plays in bone structure to its role in our blood and bodily processes, then develop a model for how blood calcium levels are regulated by hormones through a feedback loop to maintain homeostasis.

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Bone Density in Space : students will collect, graph, and analyze data from astronauts, then develop conclusions and apply their understanding of bone remodeling to explain their thinking. Notes : fractures and fracture repair Fracture Types and Emergency Treatment : students deepen their understanding of the types of common bone fractures and learn how to appropriately provide first aid to an individual with a bone fracture. Bone Fracture Lab : students will apply their understanding of fractures by analyzing x:rays to identify body regions, names of bones, and types of fractures. Notes : forensic anthropology Skeletal Anthropology Lab : students will rotate through stations and examine various bone samples (ex: male/female, types, different ages) to discover how forensic scientists apply skeletal principles during crime scene investigations. Skeletal Disease Case Study : students will prepare for a CER as they read patient case study background, gather information about their symptoms, and develop a diagnosis with scientific reasoning.

Third Topic: Joints and Movement

Estimated # of Lessons: 3-5

Learning Targets: Essential Questions: ● I can contrast the major categories of ● How does the structure of joints relate to joints, and explain the relationship between their function in movement, stability, and structure and function for each category. flexibility? ● I can describe the basic structure of a ● How do aging and disease affect the skeletal synovial joint, and describe common system and its ability to maintain synovial joint accessory structures and homeostasis? their functions. ● I can describe how the anatomical and functional properties of synovial joints permit movements of the skeleton. ● I can describe the effects on aging of joints, and discuss the most common age:related clinical problems for joints. Learning Activities: ● A&P drills : students will use class time to engage in activities that reinforce joints and movement. ● The language of anatomy: prefix/suffix cards continued ● Joints Inquiry Activity : students will begin learning about the joints of the body, the movements they allow, and their locations through this exploration activity. ● Notes : joints overview ● Diagram : joint structure ● Types of Joints Activity : students will deepen their understanding of the anatomical and physiological classifications of joints and their locations throughout the body through this interactive partner activity. ● Notes :synovial joints and movement ● Movement at Joints Practice : through various types of tasks, including moving by commands, students will understand the various ways in which synovial joints allow movement. ● Movement at Joints Sorting Cards : students will match command names, descriptions, and pictures to help them remember body movements.

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Arthritis Project : students will research a type of arthritis including its cause, symptoms, relationship to age, treatment, and prevention.

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Honors Anatomy & Psysiology Unit 4 Course Name: Honors Anatomy & Physiology Unit 4 Title: The Muscular System

Est. # of Lessons: 8-13

Unit Overview: Yet bones can't move on their own—they need a partner system to bring them to life. Every move we make—from blinking to breaking records—depends on our muscular system. This unit reveals how muscles contract at the molecular level, how they work with bones and joints to create movement, and how they're organized throughout our bodies. We investigate what fuels muscle power and discover why understanding muscle mechanics can enhance both performance and lifelong strength. STAGE 1: DESIRED RESULTS Established Goals ●

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HS:LS1:2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. HS:LS1:3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. HS:LS1:7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy.

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The muscular system plays a vital role in enabling movement, supporting body posture, and regulating essential body functions through coordinated muscle contractions. The structure of muscle cells—from sarcomeres to whole muscles—is intricately designed to support efficient, controlled contraction and force generation. Different types of muscle tissue (skeletal, cardiac, and smooth) are specialized in both structure and function to meet the specific

Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self:Directed Learners) Ask questions or define problems to develop a prototype, design an investigation, or seek additional information (Critical Thinkers, Self:Directed Learners) Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence:based conclusions (Effective Communicators, Information Analysts, Critical Thinkers) Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self:Directed Learners, Responsible Citizens) Essential Questions

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How does the structure of muscle tissue support its function in movement, stability, and other essential body processes? How do neurons and muscle fibers work together to produce and control skeletal muscle contraction, and how is energy supplied to support this process? How do muscles work together with bones and joints to produce, control, and resist movement? How does aging or other factors affect muscle function, and what strategies support

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needs of the body systems they support. Movement results from the interaction of muscles, bones, and joints, with muscle force and leverage determined by anatomical arrangement and muscle attachment. The neuromuscular system integrates nervous signals and chemical processes to control muscle contraction, making movement possible and adaptable. Muscle names provide meaningful clues about a muscle’s structure, location, or function, helping us understand and predict their roles. Axial and appendicular muscles work together to stabilize and mobilize the body, allowing for both fine motor skills and powerful, large:scale movement. Aging and inactivity can lead to muscle degeneration, but understanding muscle structure and function helps promote strength and mobility across the lifespan.

muscular health over time?

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The muscular system enables movement, maintains posture, supports soft tissues, guards body openings, and helps regulate body temperature. Skeletal muscle tissue produces voluntary movement through coordinated contractions and contains specialized cells with unique structural features. Muscle tissue is organized into layers: muscle fibers are grouped into fascicles, which are bundled together to form whole muscles, surrounded by connective tissue sheaths. Skeletal muscle fibers are long, multinucleated cells containing myofibrils composed of repeating units called sarcomeres, the basic contractile units of muscle. Sarcomeres contain actin and myosin filaments whose interaction causes muscle contraction through the sliding filament mechanism. The neuromuscular junction is the site

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I can identify the general functions of the muscular system. I can specify the functions of skeletal muscle tissue. I can describe the organization of muscle at the tissue level. I can describe the characteristics of skeletal muscle fibers, and identify the structural components of a sarcomere. I can identify the structural and functional differences between skeletal muscle fibers and cardiac muscle cells I can identify the structural and functional differences between skeletal muscle fibers and smooth muscle cells. And discuss the roles of smooth muscle tissue in systems throughout the body I can identify the components of the neuromuscular junction, and summarize the events involved in the neural control of skeletal muscle contraction and relaxation. I can describe the mechanisms by which muscle fibers obtain the energy to power

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where a motor neuron communicates with a skeletal muscle fiber to initiate contraction via the release of acetylcholine. Muscle contraction requires ATP, which can be generated through aerobic respiration, anaerobic glycolysis, and creatine phosphate pathways. Cardiac muscle cells are striated, branched, and connected by intercalated discs; they contract involuntarily and rhythmically to pump blood. Smooth muscle cells are non:striated and found in the walls of hollow organs; they contract involuntarily to regulate internal processes such as digestion and blood flow. Levers in the body allow muscles to move bones efficiently; the position of the fulcrum, effort, and load determines the class of the lever and its mechanical advantage. The origin of a muscle is its fixed attachment point, while the insertion is the movable end; movement occurs when muscles contract and pull on bones. Muscles work in coordinated groups as agonists, antagonists, synergists, and fixators to control and refine movement. Muscle names often describe the muscle’s size, shape, location, direction of fibers, number of origins, or function. Axial muscles include those that support and move the head, neck, spine, and rib cage, and assist in breathing. Appendicular muscles move and stabilize the limbs and girdles, enabling fine and gross motor skills. As the muscular system ages, muscle mass and strength decrease due to reduced protein synthesis, decreased physical activity, and changes in neuromuscular function.

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contractions. I can describe the classes of levers, and explain how they make muscles more efficient I can predict the actions of a muscle on the basis of its origin and insertion, and explain how muscles interact to produce or oppose movements. I can explain how the name of a muscle can help identify its location, appearance, or function. I can identify the principal axial muscles of the body, plus their origins, insertions, and actions. I can identify the principal appendicular muscles of the body, plus their origins, insertions, and actions. I can identify age-related changes to the muscular system.

Key Vocabulary: thermoregulation, voluntary & involuntary movement, excitability, contractility, extensibility, elasticity, skeletal-cardiac-smooth muscle, striations, muscle fiber, fascicle, endomysium, perimysium, epimysium, tendon,

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Honors Anatomy & Psysiology Unit 4 deep fascia, myofibril, sarcomere, sarcolemma, sarcoplasm, T-tubule, actin, myosin, cross-bridge, sliding filament mechanism, Z line, M line, A band, I band H zone, tropomyosin, troponin, contraction, relaxation, neuromuscular junction, aerobic respiration, aerobic glycolysis, lactic acid, creatine phosphate, oxygen debt, muscle fatigue, lever, fulcrum, effort, load, mechanical advantage, origin, insertion, agonist, antagonist, synergist, fixator, isotonic contraction, isometric contraction, muscle nomenclature, muscle atrophy STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ●

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Quizzes: functions of the muscular system, structure and function of skeletal, muscular, amd cardiac muscle tissue, muscle structure and organization, neuromuscular junction, sarcomere, ATP, muscle identification (names, origin, insertion, actions), muscle movement Muscle Fatigue Lab Report: design and carry out an investigation, then analyze data to form conclusions. Muscles in Motion Project: create a detailed diagram for a body movement that includes the agonist, synergist, antagonist, and fixator muscles along with a written explanation for why these muscle roles are important for smooth, coordinated movement.

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Chicken Wing Dissection Questions : demonstrate understanding of basic muscular system structure. Characteristics of Muscle Tissue Record Sheet : demonstrate ability to identify characteristics of muscles. Microscopy Lab : summarize the similarities and differences between the 3 types of muscle tissue. Skeletal Muscle Structure Exit Ticket : demonstrate understanding of muscle structure by labeling a diagram and answering questions. Modeling the Neurotransmitter Junction & Sarcomere Summary : summarize how a nerve stimulates a muscle contraction and sliding filament theory. Rigor Mortis Quick Check : demonstrate understanding of muscle contraction at the chemical level Slow vs. Fast Twitch Data Analysis CER : defend a claim with evidence and reasoning Cracking the Code of Muscle Terminology Exit Slip : demonstrate understanding of muscle word origins. Muscle Mechanics Model : invent a movement and create a model that includes the fulcrum, load, effort (with explanation), lever class, and explanation for why the lever design is efficient. Muscles Through the Ages Exit Ticket : explain one thing you can do now to keep

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Honors Anatomy & Psysiology Unit 4 your muscles strong as you age. STAGE 3: LEARNING PLAN First Topic: Structure & Function

Estimated # of Lessons: 3-4

Learning Targets: Essential Questions: ● I can identify the general functions of the ● How does the structure of muscle tissue muscular system. support its function in movement, stability, ● I can specify the functions of skeletal and other essential body processes? muscle tissue. ● I can describe the organization of muscle at the tissue level. ● I can describe the characteristics of skeletal muscle fibers, and identify the structural components of a sarcomere. ● I can identify the structural and functional differences between skeletal muscle fibers and cardiac muscle cells ● I can identify the structural and functional differences between skeletal muscle fibers and smooth muscle cells. And discuss the roles of smooth muscle tissue in systems throughout the body Learning Activities: ● A&P drills : students will use class time to engage in activities that reinforce muscle structure and function. ● The language of anatomy: prefix/suffix cards continue ● Notes : muscle structure and function ● Chicken Wing Dissection : students will use information just learned about the muscular system and blend it with information learned during the skeletal system lessons to dissect and observe a chicken wing. ● Characteristics of Muscle Tissue Activity : students will rotate through stations that display a muscle characteristic that students have to identify. ● Notes : muscle tissue ● Muscle Tissue Types Review & Sorting Cards : students will use their notes to review the characteristics of each muscle tissue and deepen their understanding with sorting cards. ● Microscopy Lab : students observe muscle tissue samples under the microscope and identify similarities and differences between the 3 types of muscle tissues. ● Notes : skeletal muscle structure and diagram for labeling ● Skeletal Muscle Structure Review : students use their notes to engage in activities that will deepen their understanding of skeletal muscle structure including a review, kahoot, and model. Second Topic: Muscle Contraction & Power

Estimated # of Lessons: 2-4

Learning Targets: ● I can identify the components of the

Essential Questions: ● How do neurons and muscle fibers work

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neuromuscular junction, and summarize the events involved in the neural control of skeletal muscle contraction and relaxation. I can describe the mechanisms by which muscle fibers obtain the energy to power contractions.

together to produce and control skeletal muscle contraction, and how is energy supplied to support this process?

Learning Activities: ● A&P drills : students will use class time to engage in activities that reinforce muscle contraction details. ● The language of anatomy: prefix/suffix cards continued ● Notes : neurotransmitter junction and diagram for labeling ● Modeling the Neurotransmitter Junction : in groups students will build a model to show the structures and processes involved in muscle stimulation. ● Neurotransmitter Junction Review & Sorting Cards : students will reinforce their understanding through engaging activities that review how neurons stimulate muscle contraction. ● Notes : sarcomere and sliding filament theory ● Sarcomere Modeling Lab : students build an interactive model of a sarcomere and use it to understand the changing banding patterns that occur during muscle contraction. ● Notes : ATP and muscle contraction ● Muscle Contraction Activity : students will build a model to act out a muscle contraction at the chemical level. ● Rigor Mortis Quick Check : students will demonstrate their understanding of muscle contraction at the chemical level to explain rigor mortis. ● Muscle Fatigue Lab : students will design and carry out an investigation to examine the causes of anaerobic respiration during exercise and its effects. ● Data Analysis: Slow vs. Fast Twitch : students will analyze data about the contraction length of 2 different muscles, then use their understanding of muscle contraction, energy, aerobic respiration, and anaerobic respiration to develop explanations. Third Topic: Movement

Estimated # of Lessons: 3-5

Learning Targets: Essential Questions: ● I can describe the classes of levers, and ● How do muscles work together with bones explain how they make muscles more and joints to produce, control, and resist efficient movement? ● I can predict the actions of a muscle on the ● How does aging or other factors affect basis of its origin and insertion, and explain muscle function, and what strategies support how muscles interact to produce or oppose muscular health over time? movements. ● I can explain how the name of a muscle can help identify its location, appearance, or function. ● I can identify the principal axial muscles of the body, plus their origins, insertions, and actions. ● I can identify the principal appendicular muscles of the body, plus their origins,

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insertions, and actions. I can identify age:related changes to the muscular system.

Learning Activities: ● A&P drills : students will use class time to engage in activities that reinforce muscle movement. ● The language of anatomy: prefix/suffix cards continued ● Notes : muscle movement ● What’s In a Name? Cracking the Code of Muscle Terminology : ● Muscle Mechanics: Lever Systems in the Human Body : students will engage in an exploration of the three classes of levers, match real:life human movements to lever types, and explain how lever systems increase muscular efficiency. ● Muscles in Motion Project : students will create a detailed diagram for a body movement that includes the agonist, synergist, antagonist, and fixator muscles along with a written explanation for why these muscle roles are important for smooth, coordinated movement. ● Axial muscles : students will learn and study their names, origins, insertions, and actions ● Appendicular muscles : students will learn and study their names, origins, insertions, and actions ● Muscles Through the Ages : students will explore, identify, and explain how and why muscles change as people age, and the impact of these changes on daily life and movement. ● Muscular System Task Cards : students will rotate through stations as they work with a partner to answer review questions for their unit test.

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Honors Anatomy & Psysiology Unit 5 Course Name: Honors Anatomy & Physiology Unit 5 Title: The Nervous System & Senses

Est. # of Lessons: 12-17

Unit Overview: But what tells our muscles when and how to contract? That's where our next system takes center stage. Our nervous system is the body's command center, processing millions of signals every second to keep us functioning, thinking, and responding to the world around us. In this unit, we trace neural pathways, map brain regions, and explore how our senses translate physical stimuli into meaningful experiences. From reflexes to memory, we discover what makes us uniquely aware and responsive. STAGE 1: DESIRED RESULTS Established Goals ●

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HS:LS1:1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. HS:LS1:3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

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The nervous system is the body’s primary communication and control network, using electrical and chemical signals to detect changes, process information, and coordinate responses that maintain homeostasis. The structure and organization of the central and peripheral nervous systems, including cells, tissues, and organs, reflect their specialized roles in voluntary and involuntary control. Different regions of the brain and spinal cord are responsible for processing specific types of information, allowing for reflexes, coordination, memory, emotion, and motor control. Sensory receptors enable humans to perceive and interact with the environment. The special senses—smell, taste, sight, hearing, and equilibrium—each rely on complex anatomical structures and neural pathways to perceive and interact with the

Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners) Communicate effectively with peers and community members to build a respectful and productive academic culture (Effective Communicators, Responsible Citizens) Essential Questions

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How do the nervous system’s structures and divisions work together to detect, process, and respond to information while maintaining homeostasis? How does the structure of a neuron and the process of synaptic transmission enable rapid communication throughout the body? How do different regions of the brain integrate sensory input, coordinate motor output, regulate body functions, and influence behavior and emotions? How do the sensory organs detect specific stimuli and transmit information to the nervous system to help us interact with and respond to our environment?

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environment. The nervous system and senses undergo structural and functional changes with age, which can impact perception, coordination, and quality of life. Knowledge

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The nervous system has three main functions: sensory input, integration, and motor output, which work together to maintain internal stability and external responsiveness. The central nervous system (CNS) processes and interprets information, while the peripheral nervous system (PNS) transmits sensory input and motor output. The autonomic nervous system controls involuntary body functions and includes the sympathetic division (which activates the “fight or flight” response) and the parasympathetic division (which promotes “rest and digest” functions). Neurons are the functional units of the nervous system, with specialized structures (axon, dendrites, soma, myelin sheath) that support signal transmission. The structural and functional classification of neurons reflects their role in sensory reception, integration, and motor control. Neuroglia support, nourish, and protect neurons, with different types performing specialized functions in the CNS and PNS. Myelination increases the speed of nerve impulse conduction and forms the basis for distinguishing between white and gray matter. A reflex arc is a simple, automatic pathway that allows for rapid responses to stimuli and plays an important role in maintaining homeostasis. The synapse is the junction between neurons where neurotransmitters are released to transmit signals to other neurons, muscles, or glands. The generation of an action potential follows a predictable sequence of depolarization and repolarization across

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I can understand the three main functions of the nervous system – sensory, integrative, and motor I can compare the structural and functional differences between the autonomic and somatic nervous system. I can distinguish between parasympathetic and sympathetic divisions of the autonomic nervous system in their actions. I can model the structure of a typical neuron, describe the functions of each component, and classify neurons on the basis of their structure and function. I can describe the functional components of a reflex arc and how it works to maintain homeostasis. I can describe the locations and functions of the various types of neuroglia. I can explain the importance of myelination and how it differentiates gray and white matter I can describe the structure of a synapse, and explain the mechanism involved in synaptic activity. I can graphically illustrate and label an action potential or impulse. I can identify major neurotransmitters and neurotransmitter inhibitors. I can name the major brain regions, vesicles, and ventricles, and describe the locations and functions of each. I can explain how the brain is protected and supported, and discuss the formation, circulation, and function of cerebrospinal fluid. I can describe the anatomical differences between the medulla oblongata and the spinal cord, and identify the main components and functions of the medulla oblongata.

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the neuron's membrane. Neurotransmitters like acetylcholine, dopamine, serotonin, and others regulate mood, movement, pain, and other physiological processes. The brain is divided into distinct regions, each with specialized functions, including the cerebrum, cerebellum, brainstem, diencephalon, and limbic system. The spinal cord relays information between the brain and the body and is organized into regions that correspond to motor and sensory functions. Cerebrospinal fluid protects and nourishes the brain and spinal cord, circulating within ventricles and the subarachnoid space. Cranial reflexes demonstrate rapid, automatic responses to stimuli and can be either somatic or visceral. Peripheral nerves can undergo limited repair if damaged, depending on the extent of injury and the presence of intact supporting structures. The senses detect specific types of stimuli through specialized receptors: olfactory (smell), gustatory (taste), photoreceptors (vision), mechanoreceptors (hearing and balance). The eye converts light into neural signals via the retina and transmits information to the brain via the optic nerve for visual processing. The ear contains structures for hearing (cochlea) and equilibrium (vestibule and semicircular canals), allowing detection of sound and body position. Sensory receptors in the nasal cavity and taste buds detect chemical stimuli, contributing to flavor perception and environmental awareness. Age-related changes in the nervous system and special senses include slower reaction times, decreased sensory acuity, and reduced reflex responsiveness.

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I can list the main components and specify the functions of the ○ Pons ○ Cerebellum ○

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Midbrain ○ Diencephalon ○ Limbic system I can describe representative examples of cranial reflexes that produce somatic responses or visceral responses to specific stimuli. I can describe the effects of aging on the nervous system. I can explain that each type of sensory receptor detects a particular kind of stimulus. I can describe the structure and function of the olfactory receptors. I can describe the structure and function of the gustatory receptors. I can describe the structure and function of the eye and vision. I can describe the structure and function of the ear and hearing. I can explain that the inner ear contains sensory receptors for our sense of equilibrium. I can describe age related changes that occur with the special senses.

Key Vocabulary: sensory input, integration, motor output, response, coordination, central nervous system (CNS), peripheral nervous system (PNS),

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Honors Anatomy & Psysiology Unit 5 autonomic nervous system (ANS), somatic nervous system, sympathetic division, parasympathetic division, neuron, soma, dendrite, axon, axon terminal, myelin sheath, node of ranvier, neurolemma, synapse, synaptic cleft, neurotransmitter, action potential, depolarization, repolarization, threshold, resting membrane potential, refractory period, saltatory conduction, neuroglia, astrocyte, oligodendrocyte, microglia, ependymal cell, schwann cell satellite cell, myelination, white matter, gray matter,reflex, reflex arc, sensory neuron, interneuron motor neuron, somatic reflex, visceral reflex, integration center, acetylcholine, dopamine serotonin, norepinephrine, GABA, glutamate, endorphins, synaptic transmission, cerebrum, cerebral cortex, cerebellum, brainstem, midbrain, pons, medulla oblongata, diencephalon, thalamus, hypothalamus, limbic system, corpus callosum, ventricles, meninges, cerebrospinal fluid, blood-brain barrier, eye, cornea, iris, pupil, lens, retina, rods and cones, optic nerve, optic chiasm, photoreceptor, visual cortex, ear, outer ear, middle ear, inner ear, cochlea, vestibule, semicircular canals, auditory nerve, mechanoreceptor, olfactory receptor, olfactory bulb, gustatory receptor, taste bud, chemoreceptor, cranial verve, spinal verve, peripheral nerve regeneration, wallerian degeneration, schwann cell repair STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ●

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Quizzes: divisions of the nervous system, cells of the nervous system, action potential, brain anatomy and physiology, Project: How Aging Affects the Nervous System : demonstrate understanding of the anatomy and physiology of the nervous system and how it breaks down as we age. Senses Wrap Up - create a concept map demonstrating understanding of structure and function.

Formative Assessment ● ●

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Reaction Time Lab : connect sensory input, integration, and motor output to reaction time data. Divisions of the Nervous System Worksheet : categorize information related to the somatic and autonomic nervous systems and explain how homeostasis is maintained under certain circumstances. Neuron and Neuroglial Cells Review : demonstrate understanding by categorizing information. Data Analysis: Tumors of the Central Nervous System : apply understanding to a new topic. Reflex Lab Summary : summarize a reflex arc

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and how it helps to maintain homeostasis. Neurotransmitter CER : support a claim with evidence and reasoning. Use Your Brain Stations : apply understanding to lab stations. Cranial Reflexes Follow Up : identify the pathway of each reflex Senses Labs Conclusion Questions - connect lab findings to structure and function of the eye, ear, nose, and mouth. Eye Dissection Conclusion - compare and contrast cow and human eye structure and function. Changes in Senses as We Age Project - relate changes in structure to changes in function.

STAGE 3: LEARNING PLAN First Topic: Functions and Divisions

Estimated # of Lessons:2-4

Learning Targets: Essential Questions: ● I can understand the three main functions ● How do the nervous system’s structures and of the nervous system – sensory, divisions work together to detect, process, integrative, and motor and respond to information while maintaining ● I can compare the structural and functional homeostasis? differences between the autonomic and somatic nervous system. ● I can distinguish between parasympathetic and sympathetic divisions of the autonomic nervous system in their actions. Learning Activities: ● A&P drills : students will use class time to engage in activities that reinforce the functions and divisions of the nervous system. ● The language of anatomy: prefix/suffix cards continued ● Intro to Sensory Input, Integration, and Motor Output : students will engage in a friendly competition to see who can grab a $1 from the teacher then discuss the connection between sensory input, integration, and motor output. ● Notes: functions and divisions of the nervous system ● Reaction Time Lab : students will test their reaction time when given visual, auditory, and tactile sensory input and collect data. ● Divisions of the Nervous System Sorting Cards : students will sort cards to demonstrate the pathway that impulses flow through the divisions, then complete a worksheet where they categorize information related to the central and peripheral nervous systems and explain how these divisions maintain homeostasis. Second Topic: Neural Transmission

Estimated # of Lessons:3-5

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Honors Anatomy & Psysiology Unit 5 Learning Targets: Essential Questions: ● I can model the structure of a typical ● How does the structure of a neuron and the neuron, describe the functions of each process of synaptic transmission enable rapid component, and classify neurons on the communication throughout the body? basis of their structure and function. ● I can describe the functional components of a reflex arc and how it works to maintain homeostasis. ● I can describe the locations and functions of the various types of neuroglia. ● I can explain the importance of myelination and how it differentiates gray and white matter ● I can describe the structure of a synapse, and explain the mechanism involved in synaptic activity. ● I can graphically illustrate and label an action potential or impulse. ● I can identify major neurotransmitters and neurotransmitter inhibitors. Learning Activities: ● A&P drills : students will use class time to engage in activities that reinforce neuron structure, function, and transmission. ● The language of anatomy: prefix/suffix cards continued ● Build a Neuron Modeling Activity & Coloring Packet : using provided materials students will build a neuron model and begin to understand its structural components. ● Notes : neuron structure and function & neuroglial cells ● Nervous System and Cell Structure Dominos : students engage in an activity where they review nervous system basics and details about neurons and neuroglial cells. ● Neuron & Neuroglial Cells Review : students will demonstrate their understanding by categorizing statements into the types of cells they pertain to. ● Data Analysis: Tumors of the Central Nervous System : students will learn about brain and spinal cord times, then use their understanding of glial cell physiology to explain a specific type of tumor. ● Reflex Lab : students will be introduced to a reflex arc and carry out an investigation to test their own reflexes. ● Synapse Model : students will label a diagram of a synapse and begin to understand neurotransmission. ● Notes : action potential ● Action Potential Modeling Activity : students will create a model of what happens in a neuron as it passes an impulse through the axon to the next neuron, then graph each phase of an action potential. ● Action Potential Sorting Cards : students will deepen their understanding by vocab, picture, and diagram cards by their definition or explanation. ● Neurotransmitter CER : students will gather information about neurotransmitters and analyze data about the impact that a drug has on neurotransmitter function, then use their understanding of neural synapses and action potential to explain how it works.

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Honors Anatomy & Psysiology Unit 5 Third Topic: The Brain Structure and Function

Estimated # of Lessons:4-6

Learning Targets: ● I can name the major brain regions, vesicles, and ventricles, and describe the locations and functions of each. ● I can explain how the brain is protected and supported, and discuss the formation, circulation, and function of cerebrospinal fluid. ● I can describe the anatomical differences between the medulla oblongata and the spinal cord, and identify the main components and functions of the medulla oblongata. ● I can list the main components and specify

Essential Questions: ● How do different regions of the brain integrate sensory input, coordinate motor output, regulate body functions, and influence behavior and emotions?

the functions of the ○ Pons ○ Cerebellum ○ ●

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Learning Activities: ● A&P drills: students will use class time to engage in activities that reinforce the structure of the brain and how each part functions. ● The language of anatomy: prefix/suffix cards continued ● Notes & Diagram : brain anatomy & physiology ● Brain Puzzle : students will cut out and assemble a brain puzzle, then label each part and explain their physiology. ● Use Your Brain Stations : students will participate in station activities, then use their understanding of brain anatomy to determine which part of their brain is controlling each action. ● Cerebrospinal Fluid Homeostasis : students will learn about the creation and reabsorption of cerebrospinal fluid, then understand the cause and impact of homeostatic imbalance. ● Sheep Brain Dissection & Flash Cards : students will dissect a sheep brain and label the anatomy of each section. Then practice identifying brain anatomy with electronic flashcards. ● Brain Physiology Challenge : students will read brain function description and identify which structure controls each function, then vice versa. ● Cranial Reflexes Stations Rotation : students will engage in discourse with their peers as they rotate through stations and learn about somatic and visceral reflexes. ● Research Project: Effects of Aging on the Nervous System : students will participate in a jigsaw activity where they work with a small group to become an expert on a particular topic, then share their findings and learn about other topics in a new group.

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Honors Anatomy & Psysiology Unit 5 Fourth Topic: Senses

Estimated # of Lessons:3-5

Learning Targets: Essential Questions: ● I can understand that each type of sensory ● How do the sensory organs detect specific receptor detects a particular kind of stimuli and transmit information to the stimulus. nervous system to help us interact with and ● I can describe the structure and function of respond to our environment? the olfactory receptors. ● I can describe the structure and function of the gustatory receptors. ● I can describe the structure and function of the eye and vision. ● I can describe the structure and function of the ear and hearing. ● I can understand that the inner ear contains sensory receptors for our sense of equilibrium. ● I can describe age related changes that occur with the special senses. Learning Activities: ● A&P drills : students will use class time to engage in activities that reinforce how our senses work. ● The language of anatomy: prefix/suffix cards continued ● Notes & Diagrams: nose and sense structures & taste receptors ● Sense of Smell and Taste Lab - students will explore their own smell and taste senses and make connections between sensory structures and their functions. ● Ear Structure & Function Diagram - students learn about the structure of the outer and inner ear and understand how these structures work together to enable our sense of hearing. ● Hearing Lab - students will explore their sense of hearing by conducting Rinne and Weber tests, then connect their findings to the anatomy and physiology of the ear. ● Ear Model Labeling - students will demonstrate their understanding of ear structure by labeling the parts of a large ear model. ● Notes & Diagrams - eye structure and function ● Sight Lab - students will explore their sense of sight including clarity, color, optical illusions, and blind spot, then use their understanding of eye structure to explain their findings. ● Cow Eye Dissection - students will dissect a cow eye and relate its structures to their own eye’s structure and function. ● Senses Wrap Up - students will develop a concept map for their senses that connects structure to function and outcome. ● Changes As We Age Project - students will research and explore an age related change to our senses, focusing on how structure break down impacts function, then present their findings through a gallery walk.

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Honors Anatomy & Psysiology Unit 6 Course Name: Honors Anatomy & Physiology Unit 6 Title: The Endocrine System

Est. # of Lessons: 8-13

Unit Overview: These chemical messengers travel through a remarkable transportation network that reaches every cell in our bodies. Our cardiovascular system is a 60,000-mile delivery network that never stops. In this unit, we investigate what blood carries, how vessels transport it, and how our hearts pump roughly 2,000 gallons daily. From blood typing to blood pressure, we explore how this system connects every cell in our bodies—and why cardiovascular health is foundational to everything else we do. STAGE 1: DESIRED RESULTS Established Goals ●

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HS:LS1:1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. HS:LS1:3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

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Hormones serve as vital messengers that regulate a wide range of physiological processes and help maintain homeostasis. The endocrine system works closely with the nervous system to coordinate the body's responses to internal and external stimuli. Endocrine glands have specific anatomical locations and secrete hormones with targeted effects on organs and tissues throughout the body. Negative feedback loops are essential to maintaining stable hormone levels and preventing over: or underactivity of glands. Disruptions in hormone production or regulation can lead to serious health conditions that affect multiple organ systems.

Essential Questions ● ●

Knowledge ●

The endocrine system is made up of glands that secrete hormones directly into the

How do the major endocrine glands and their hormones regulate and coordinate functions across the body? How do feedback mechanisms maintain hormone levels and overall homeostasis?

Skills (Framed as Learning Targets) ●

I can name and locate the major endocrine glands and identify the hormones they

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bloodstream to regulate body functions. Major endocrine glands include the hypothalamus, pituitary, thyroid, parathyroid, adrenal glands, pancreas, pineal gland, and reproductive glands (ovaries and testes). Hormones are chemical messengers that influence growth, metabolism, reproduction, and homeostasis. Each hormone has specific target cells or organs where it triggers a response. Hormone levels are typically regulated through negative feedback mechanisms that help maintain internal balance. The hypothalamus and pituitary gland serve as key regulators, integrating signals from the nervous system with endocrine control. The nervous and endocrine systems work together to coordinate rapid and long:term physiological responses. Disruptions in hormonal balance can affect multiple systems and lead to significant health problems. Common endocrine disorders include diabetes mellitus, hyperthyroidism, hypothyroidism, Cushing’s syndrome, and Addison’s disease.

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secrete. I can describe the effects of various hormones on the body’s systems. I can describe the negative feedback system and how it regulates hormonal secretions. I can explain the role of the nervous system in the control of hormonal secretions. I can identify common diseases of the endocrine system.

Key Vocabulary:gland, hormone, target cell, target organ, secretion, chemical messenger, regulation, metabolism, signal transduction, stimulus, response, negative feedback, positive feedback, feedback loop, major endocrine glands and hormones, regulation mechanisms, integration & homeostasis STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ●

Quizzes: endocrine glands diagram labeling, Diseases of the Endocrine System QR Code: demonstrate understanding of endocrine gland functions and how their malfunction impacts the human body.

Formative Assessment ● ● ●

Body Control Quick Check - demonstrate understanding of the contrasts between the endocrine and nervous systems. Thyroid Microscopy Conclusion - relate gland structure to function. Feedback Loop Exploration Follow Up Questions - demonstrate understanding

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through reflections. Stress Homeostatic Imbalance Conclusion use physiological evidence to develop an explanation. Diabetes Conclusion - explain the effectiveness of diabetic drugs using evidence and scientific reasoning. Task Card Review - demonstrate understanding of the endocrine system.

STAGE 3: LEARNING PLAN First Topic: Hormones & Glands

Estimated # of Lessons: 4-6

Learning Targets: ● I can name and locate the major endocrine glands and identify the hormones they secrete. ● I can describe the effects of various hormones on the body’s systems.

Essential Questions: ● How do the major endocrine glands and their hormones regulate and coordinate functions across the body?

Learning Activities: ● A&P drills : students will use class time to engage in activities that reinforce the structure and function of the endocrine system (glands and hormones) ● The language of anatomy: prefix/suffix cards continued ● Notes & Diagrams - hormone basics and endocrine glands ● Quick Check - Body Control - students will categorize statements as relating to the endocrine or nervous system. ● Thyroid Microscopy - students will learn detailed background about the thyroid and examine thyroid tissue under the microscope, then synthesize their learning through a conclusion. Second Topic: Feedback and Homeostasis

Estimated # of Lessons: 4-7

Learning Targets: ● I can describe the negative feedback system and how it regulates hormonal secretions. ● I can explain the role of the nervous system in the control of hormonal secretions. ● I can identify common diseases of the endocrine system.

Essential Questions: ● How do feedback mechanisms maintain hormone levels and overall homeostasis?

Learning Activities: ● A&P drills : students will use class time to engage in activities that reinforce concepts related to feedback loops and maintaining homeostasis. ● The language of anatomy: prefix/suffix cards continued ● Notes - endocrine glands and feedback loops

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Feedback Loop Exploration - students will rotate through stations as they explore hormone regulated feedback loops, both positive and negative, and how these loops help the body to maintain homeostasis. Stress Homeostatic Imbalance - students will gather information about nervous system structures that control our stress response, create a flow chart of the events, and use physiological evidence from this activity to explain the effects of long term stress. Diabetes Exploration & Data Analysis - students learn about the causes of type 1 and type 2 diabetes, then analyze data about 4 types of diabetic drugs to determine which type is most effective under certain circumstances. Endocrine Glands & Diseases QR Matching - students demonstrate understanding of the structure and function endocrine system glands as they work in groups to sort information cards, then once the cards are accurately sorted, students will use the QR code for each gland to gather information about how its malfunction impacts the human body. Task Card Review - students will demonstrate understanding of topics learned throughout this unit through a hands-on activity.

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Honors Anatomy & Psysiology Unit 7 Course Name: Honors Anatomy & Physiology Unit 7 Title: Blood and Cardiovascular System

Est. # of Lessons: 12-17

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HS:LS1:1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. HS:LS1:3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

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Understandings ●

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Blood is a complex connective tissue composed of plasma, red blood cells, white blood cells, and platelets that work together to transport substances, defend the body, and maintain homeostasis. Clotting mechanisms and immune responses in the blood are essential for minimizing blood loss and protecting the body from pathogens. The compatibility of blood types is essential for safe transfusions and maternal:fetal health, as immune reactions can occur when incompatible blood types mix. Blood vessels are structured differently depending on their role—arteries carry

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How do the components of blood work together to transport substances, protect the body, and maintain homeostasis? How does the structure of arteries, veins, and capillaries support efficient blood flow and nutrient exchange throughout the body? How does the structure and electrical activity of the heart, along with the pulmonary and systemic circuits, ensure coordinated blood flow and overall cardiovascular function?

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blood away from the heart, veins return it, and capillaries allow for exchange with tissues. Blood flow and pressure are regulated by a combination of neural, hormonal, and local mechanisms to ensure adequate tissue perfusion under varying conditions. The heart is a muscular organ whose structure—including chambers, valves, and electrical conduction system—is uniquely adapted to pump blood efficiently throughout the body. The cardiac cycle and heartbeat are coordinated through electrical impulses that can be monitored and interpreted to assess heart health. The pulmonary and systemic circuits work together to circulate oxygenated and deoxygenated blood between the lungs and the rest of the body. The cardiovascular system is highly integrated with other organ systems, and its function is vital to the transport of gases, nutrients, hormones, and waste products. Age, disease, lifestyle, and environmental factors can significantly affect cardiovascular function and health over time. Knowledge

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Blood is a specialized connective tissue composed of plasma and formed elements that plays essential roles in transportation, regulation, and protection throughout the body. The physical characteristics of blood—such as temperature, viscosity, and pH—are tightly regulated to support physiological function. Plasma, the liquid matrix of blood, contains water, proteins (like albumins, globulins, and fibrinogen), nutrients, hormones, gases, and waste products that contribute to homeostasis. Red blood cells (erythrocytes) transport

Skills (Framed as Learning Targets) Blood ● I can describe the components and major functions of blood, identify blood collection sites, and list the physical characteristics of blood. ● I can specify the composition and functions of plasma. ● I can list the characteristics and functions of red blood cells and hemoglobin, describe how red blood cell components are recycled, and explain erythropoiesis. ● I can explain the importance of blood typing, and the basis for ABO and Rh incompatibilities. ● I can categorize white blood cell types based on their structures and functions, and discuss

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oxygen and carbon dioxide via the the factors that regulate the production of hemoglobin molecule, and their each type. components are recycled by the liver, ● I can describe the structure, function, and spleen, and red bone marrow. production of platelets. Erythropoiesis is the process by which red ● I can discuss the mechanisms that control blood cells are produced in response to low blood loss after an injury, and describe the oxygen levels, regulated by the hormone reaction sequences responsible for blood erythropoietin. clotting. Blood typing is based on the presence or Blood Vessels absence of A, B, and Rh antigens on the ● I can distinguish among the types of blood surface of red blood cells; incompatibilities vessels based on their structure and function, can cause life:threatening immune and describe how and where fluid and responses. dissolved materials enter and leave the White blood cells (leukocytes) are cardiovascular system. categorized as granulocytes or ● I can explain the mechanisms that regulate agranulocytes and perform immune blood flow through vessels, describe the defense functions such as phagocytosis, factors that influence blood pressure. antibody production, and inflammation. ● I can describe the three general functional Platelets (thrombocytes) are cell fragments patterns seen in the pulmonary and systemic that play a key role in clot formation and circuits of the cardiovascular system. wound repair by initiating the hemostatic ● I can identify the major arteries and veins. process. ● I can discuss the effects of aging on the Hemostasis involves vascular spasm, cardiovascular system, and give examples of platelet plug formation, and a coagulation interactions between the cardiovascular cascade that results in the formation of a system and other organ systems. fibrin clot to stop blood loss. The Heart Arteries, veins, and capillaries have distinct ● I can describe the anatomy of the heart, structural features that support their including vascular supply and pericardium specific roles in transporting blood and structure, and trace the flow of blood through allowing exchange with tissues. the heart, identifying the major blood vessels, Capillaries are the primary sites for the chambers, and heart valves. exchange of gases, nutrients, hormones, ● I can describe the conducting system of the and wastes between blood and heart, and identify the electrical events surrounding tissues. associated with a normal electrocardiogram. Blood flow is regulated by factors such as ● I can explain the events of the cardiac cycle, blood pressure, resistance, vessel elasticity, including atrial and ventricular systole and and autonomic nervous system input. diastole, and relate the heart sounds to Pulmonary circulation carries specific events in the cycle. deoxygenated blood to the lungs for gas exchange and returns oxygenated blood to the heart, while systemic circulation delivers oxygenated blood to body tissues and returns deoxygenated blood. Major arteries (e.g., aorta, carotid, femoral) and veins (e.g., vena cava, jugular, saphenous) can be traced throughout the body to show the direction and pattern of blood flow.

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The cardiovascular system works closely with other systems—such as respiratory, endocrine, and renal—to maintain homeostasis, and is affected by aging, which may lead to reduced efficiency and increased risk of disease. The heart is a four:chambered muscular organ enclosed in the pericardium and supplied by coronary arteries to support its continuous pumping action. Blood flows through the heart in a specific sequence: entering the atria, passing through valves, moving into the ventricles, and being ejected through the pulmonary artery and aorta. The heart’s conduction system—including the SA node, AV node, bundle branches, and Purkinje fibers—coordinates the timing of cardiac contractions and produces the electrical signals seen in an electrocardiogram (ECG). The cardiac cycle consists of alternating periods of systole (contraction) and diastole (relaxation) in the atria and ventricles, with corresponding pressure changes and heart sounds related to valve closure.

Key Vocabulary blood, plasma, formed elements, red blood cells, hemoglobin, erythropoiesis, erythropoietin, blood typing, antigen, white blood cells, granulocytes agranulocytes, phagocytosis, antibody, platelets, hemostasis, vascular spasm, platelet plug, coagulation cascade, fibrin clot, arteries, veins, capillaries, blood flow, blood pressure, resistance, vessel elasticity, pulmonary circulation, systemic circulation, aorta, carotid artery, femoral artery, vena cava, jugular vein, saphenous vein, heart, pericardium, coronary arteries, atrium, ventricle, heart valves, SA node, AV node, bundle branches, purkinje fibers, conduction system, electrocardiogram, cardiac cycle, systole, diastole STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment

Formative Assessment

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Quizzes: components of blood, function of blood, blood vessel structure and function, heart structure and conduction, circulation Cardiovascular System Lab: demonstrate understanding of all topics learned including blood, blood vessels, heart, and circulation. Cardiovascular Health Infographic: research a disease, disorder, or age related change that impacts heart health and function and present finding through an infographic.

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Components of Blood Lab Conclusion - relate observations to blood structure and function. Blood Volume Analysis - support a claim with evidence and scientific reasoning. Erythrocyte Flow Chart - demonstrate understanding of blood cell formation. Homeostasis in the Blood Diagram demonstrate understanding of the structure and function of the components of blood and relate understanding to homeostasis in the body. Blood Vessel Microscopy Lab - demonstrate understanding of blood vessel structure and function. Vital Signs: Pulse and Blood Pressure Conclusions - explain how factors such as histamines and stress can impact blood pressure health. Circulation Stations - create a flow chart and answer conclusion questions about blood circulation through the heart and body.. Sheep Heart Dissection - demonstrate understanding of heart structure and function Intrinsic Cardiac Conduction - synthesize information and demonstrate understanding.

STAGE 3: LEARNING PLAN First Topic: Blood Composition and Function

Estimated # of Lessons: 4-6

Learning Targets: Essential Questions: ● I can describe the components and major ● How do the components of blood work functions of blood, identify blood together to transport substances, protect the collection sites, and list the physical body, and maintain homeostasis? characteristics of blood. ● I can specify the composition and functions of plasma. ● I can list the characteristics and functions of red blood cells and hemoglobin, describe how red blood cell components are recycled, and explain erythropoiesis. ● I can explain the importance of blood typing, and the basis for ABO and Rh incompatibilities. ● I can categorize white blood cell types based on their structures and functions, and discuss the factors that regulate the production of each type.

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I can describe the structure, function, and production of platelets. I can discuss the mechanisms that control blood loss after an injury, and describe the reaction sequences responsible for blood clotting.

Learning Activities: ● A&P drills : students will use class time to engage in activities that reinforce the composition of blood and how each part functions. ● The language of anatomy: prefix/suffix cards continued ● Notes & Diagrams - components of blood ● Components of Blood Lab - students examine a blood smear under the microscope and identify the components of blood. ● Blood Typing & Artificial Blood Exploration - students learn how blood antigens and antibodies play an important role in blood typing and transfusions, then explore the use of synthetic blood and compare its effectiveness to real blood. ● Blood Volume Data Analysis - Students will examine data about the distribution of blood types around the world and develop a claim that is supported by evidence and scientific reasoning. ● Erythrocyte Life Cycle - students will gather information about hematopoiesis, and create a flow chart that demonstrates their understanding of blood cell formation and answer analysis questions. ● Homeostasis in the Blood - students will gather information about erythropoietin and the stimulation of erythrocyte production, then create a flow chart that demonstrates this hormones role in maintaining blood oxygen level homeostasis. Second Topic: Blood Vessel Structure and Function

Estimated # of Lessons: 3-5

Learning Targets: ● I can distinguish among the types of blood vessels based on their structure and function, and describe how and where fluid and dissolved materials enter and leave the cardiovascular system. ● I can explain the mechanisms that regulate blood flow through vessels, describe the factors that influence blood pressure. ● I can identify the major arteries and veins.

Essential Questions: ● How does the structure of arteries, veins, and capillaries support efficient blood flow and nutrient exchange throughout the body?

Learning Activities: ● A&P drills : students will use class time to engage in activities that reinforce blood vessel structure and function. ● The language of anatomy: prefix/suffix cards continued ● Notes & Diagrams - blood vessels ● Blood Vessel Microscopy Lab - students will examine the internal structure of a blood vessel wall under the microscope and relate their findings to blood vessel function. ● Vital Signs: Pulse and Blood Pressure - students will gather information about pulse, blood

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Honors Anatomy & Psysiology Unit 7 pressure, and sources of resistance, then explore how factors such as histamines and stress can impact blood pressure health. Third Topic: The Heart and Circulation

Estimated # of Lessons: 5-7

Learning Targets: Essential Questions: The Heart ● How does the structure and electrical activity ● I can describe the anatomy of the heart, of the heart, along with the pulmonary and including vascular supply and pericardium systemic circuits, ensure coordinated blood structure, and trace the flow of blood flow and overall cardiovascular function? through the heart, identifying the major blood vessels, chambers, and heart valves. ● I can describe the conducting system of the heart, and identify the electrical events associated with a normal electrocardiogram. ● I can explain the events of the cardiac cycle, including atrial and ventricular systole and diastole, and relate the heart sounds to specific events in the cycle. ● I can discuss the effects of aging on the cardiovascular system, and give examples of interactions between the cardiovascular system and other organ systems. Learning Activities: ● A&P drills : students will use class time to engage in activities that reinforce the structures of the heart and how blood circulations through the cardiac, pulmonary, and systemic systems. ● The language of anatomy: prefix/suffix cards continued ● Notes & Diagrams - heart structure and circulation ● Circulation Basics Review - students synthesize information and diagrams about blood circulation through the body and answer review questions to demonstrate their understanding. ● Circulation Stations - students will rotate through stations that walk them through pulmonary and systemic circulation, and engage in discourse to synthesize information and demonstrate understanding. ● Sheep Heart Dissection - students will dissect a sheep heart and demonstrate their understanding of heart structure and function. ● Intrinsic Cardiac Conduction - students will engage in a hands-on activity as they learn about signaling that controls heart rate through sorting cards and synthesis. ● Cardiovascular System Lab - students will collaborate with their peers as they rotate through stations that connect several topics learned during this unit including components of blood, blood typing, blood vessels, the heart, and circulation. ● Cardiovascular Health Infographic - students will research a disease, disorder, or age related change that impacts heart health and function, then present their findings through a clear and concise infographic.

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Honors Anatomy & Psysiology Unit 8 Course Name: Honors Anatomy & Physiology Est. # of Lessons: 8-13 Unit 8 Title: The Respiratory, Digestive, Urinary, and Reproductive Systems Unit Overview: This delivery system brings oxygen, nutrients, and hormones to our cells—but where do those essential materials come from, and how do we eliminate what we don't need? These four systems handle some of our body's most essential work: bringing in oxygen, extracting nutrients, eliminating wastes, and creating new life. In this culminating unit, we explore how structure enables function across multiple organ systems and investigate how they maintain the delicate balance necessary for survival. Our cat dissection experience brings comparative anatomy to life as we synthesize everything we've learned this year. STAGE 1: DESIRED RESULTS Established Goals ●

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HS:LS1:1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. HS:LS1:3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

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The structure of an organ is closely related to its function. Each organ system (respiratory, digestive, urinary, reproductive) has specialized roles in moving materials, processing nutrients, and removing wastes. Changes in organ structure or function can lead to disease or impact overall health. Knowledge of normal anatomy and physiology helps in analyzing medical cases and developing treatment strategies. Organ system functions change naturally as humans grow and age. Comparative anatomy, such as studying cat dissections, can provide insight into human anatomy and organ system function.

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How does the structure of each organ system enable it to carry out its specific functions and support overall human life? What can the dissection and comparative study of other organisms, such as cats, teach us about human anatomy, physiology, and functional similarities or differences?

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Honors Anatomy & Psysiology Unit 8 Knowledge ● ●

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The respiratory system is responsible for gas exchange, delivering oxygen to the body and removing carbon dioxide. The major organs and structures of the respiratory system include the nose, pharynx, larynx, trachea, bronchi, lungs, and alveoli, each performing specific functions in breathing and gas exchange. Lung structures, such as alveoli and airway branching, influence lung capacity and respiratory rate. The digestive system carries out ingestion, digestion, absorption of nutrients, and elimination of wastes. Major digestive organs and glands include the mouth, esophagus, stomach, small intestine, large intestine, liver, pancreas, and gallbladder, each with distinct functions in processing food and nutrients. Food moves through the gastrointestinal tract via coordinated muscular contractions, and nutrients are absorbed primarily in the small intestine. The urinary system filters blood, removes wastes, and maintains fluid and electrolyte balance. The kidneys are paired organs located in the abdominal cavity that filter blood, produce urine, and regulate water, salts, and pH. Urine formation involves filtration, reabsorption, and secretion, followed by elimination through the ureters, bladder, and urethra. The male reproductive system includes the testes, epididymis, vas deferens, seminal vesicles, prostate, and penis, which function in sperm production, maturation, and delivery. The female reproductive system includes the ovaries, fallopian tubes, uterus, and vagina, which function in egg production, fertilization, and supporting pregnancy. Knowledge of reproductive anatomy supports analysis of medical case studies

Skills (Framed as Learning Targets) ● ● ● ● ● ● ● ● ● ● ●

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I can identify the general functions of the respiratory system. I can locate the organs and associated structures of the respiratory system and describe their functions. I can relate lung structures to lung capacity and respiratory rate. I can describe the general functions of the digestive system I can locate each of the digestive organs and glands; then describe the general function of each. I can explain how food moves through the GI tract and how nutrients are absorbed. I can list the general functions of the organs of the urinary system. I can describe the location, structure and functions of the kidneys. I can explain the formation and elimination of urine. I can identify male and female reproductive organs and explain their functions. I can use my background knowledge about male and female reproductive systems to analyze case studies and develop treatment plans I can describe the changes that occur as we age in the respiratory, digestive, urinary, and reproductive systems. I can describe diseases or disorders that impact the normal functioning of the respiratory, digestive, urinary, and reproductive systems. I can identify the major organs of the musculoskeletal, cardiovascular, respiratory, digestive, urinary, and reproductive systems in a cat through dissections.

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Honors Anatomy & Psysiology Unit 8

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and development of treatment strategies. The structure and function of the respiratory, digestive, urinary, and reproductive systems change naturally with age, affecting efficiency and health. Common diseases or disorders can disrupt the normal functioning of these systems, impacting overall body health. Dissections of cats reveal the major organs of the musculoskeletal, cardiovascular, respiratory, digestive, urinary, and reproductive systems, allowing comparison to human anatomy. Comparative anatomy helps explain functional similarities and differences between humans and other mammals.

Key Vocabulary: respiratory system, gas exchange, oxygen, carbon dioxide, nose, pharynx, larynx, trachea, bronchi, lungs, alveoli, airway branching, lung capacity, respiratory rate, digestive system, ingestion, digestion, absorption, elimination, gastrointestinal tract, mouth, esophagus, stomach, small intestine, large intestine, liver, pancreas, gall bladder, peristalsis, nutrient absorption, urinary system, kidney, filtration, reabsorption, secretion, urine formation, ureter, bladder, urethra, fluid balance, electrolyte balance, pH regulation, male reproductive system, testes, epididymis, vas deferens, seminal vesicles, prostate, penis, sperm production, sperm maturation, sperm delivery, female reproductive system, ovaries, fallopian tubes, uterus, vagina, egg production, fertilization, pregnancy support, dissection, comparative anatomy, functional similarity and difference STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment ● ●

Quizzes: structure and function of the organs of the respiratory, digestive, urinary, and reproductive systems Age Related Change & Disease project: research and present information about an age related change or disease that impacts the respiratory, digestive, urinary, or

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Respiratory System Lab Analysis & Conclusion - demonstrate understanding of the connection between the function of respiratory organs and lung capacity, histology, respiratory rate, diseases and distress. Digestive System Lab Analysis & Conclusion -

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Honors Anatomy & Psysiology Unit 8

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reproductive system. CAT Dissections: demonstrate ability to identify organs of the musculoskeletal, cardiovascular, respiratory, digestive, urinary, and reproductive systems.

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demonstrate understanding of the connection between the function of digestive organs and the GI tract, histology, peristalsis, diseases, and lab tests. Urinary Flow Chart - demonstrate understanding of kidney function and the process of urine creation and elimination. Fertility Lab - develop treatment plans using information from case studies and background on male and female reproductive systems.

STAGE 3: LEARNING PLAN First Topic: The Respiratory, Digestive, Urinary, and Reproductive Systems

Estimated # of Lessons: 4-6

Learning Targets: Essential Questions: ● I can identify the general functions of the ● How does the structure of each organ system respiratory system. enable it to carry out its specific functions ● I can locate the organs and associated and support overall human life? structures of the respiratory system and describe their functions. ● I can relate lung structures to lung capacity and respiratory rate. ● I can describe the general functions of the digestive system ● I can locate each of the digestive organs and glands; then describe the general function of each. ● I can explain how food moves through the GI tract and how nutrients are absorbed. ● I can list the general functions of the organs of the urinary system. ● I can describe the location, structure and functions of the kidneys. ● I can explain the formation and elimination of urine. ● I can identify male and female reproductive organs and explain their functions. ● I can use my background knowledge about male and female reproductive systems to analyze case studies and develop treatment plans ● I can describe the changes that occur as we age in the respiratory, digestive, urinary, and reproductive systems. ● I can describe diseases or disorders that

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Honors Anatomy & Psysiology Unit 8 impact the normal functioning of the respiratory, digestive, urinary, and reproductive systems. Learning Activities: ● A&P drills : students will use class time to engage in activities that reinforce the structure and function of the digestive, respiratory, urinary, and reproductive systems. ● The language of anatomy: prefix/suffix cards continued ● Notes & Diagrams - respiratory system ● The Respiratory System Lab - through this engaging stations lab, students will explore all aspects of the respiratory system including structure, function, lung capacity, histology, respiratory rate, diseases and distress. ● The Digestive System Lab - students will collaborate with their peers as they explore various topics including organ structure, function, the GI tract, histology, peristalsis, diseases, and lab tests. ● The Urinary System Lab - students will explore the organs of the urinary system including kidney function, ● Urinary Exploration - students will explore the organs of the urinary system and gain an understanding of kidney function and urine elimination, then develop a flow chart that demonstrates their understanding. ● Reproductive System Pre-Assessment and Corrections - students will test their basic knowledge of the male and female reproductive systems, information they learned through health, and make corrections to deepen their understanding. ● Fertility Lab - students will use their background of male and female reproductive systems to analyze fertility case studies and develop treatment plans. ● Age Related Change & Disease Project - students will research and present their findings on a topic related to an age related change or disease that impacts either the respiratory, digestive, urinary, or reproductive system. Second Topic: Cat Dissection

Estimated # of Lessons: 4-7

Learning Targets: ● I can identify the major organs of the musculoskeletal, cardiovascular, respiratory, digestive, urinary, and reproductive systems in a cat through dissections.

Essential Questions: ● What can the dissection and comparative study of other organisms, such as cats, teach us about human anatomy, physiology, and functional similarities or differences?

Learning Activities: ● CAT Dissections - in this culminating activity, students will engage in several cat dissections where they explore each body system within a cat including the musculoskeletal, cardiovascular, respiratory, digestive, urinary, and reproductive system.

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