Time
Frame
1st
nine
weeks
Learning Targets
NGSS
PS3-5 Construct, use, and
present arguments to
support the claim that when
the kinetic energy of an
object changes, energy is
transferred to or from the
object.
Describe that when the
arrangement of objects
interacting at a distance
changes, different amounts
of potential energy are
stored in the system.
PS2-4 Construct and
present arguments using
evidence to support the
claim that gravitational
interactions are attractive
and depend on the masses
of interacting objects.
PS3-4 Plan an
investigation to determine
the relationships among
the energy transferred, the
type of matter, the mass,
and the change in the
average kinetic energy of
the particles as measured
by the temperature of the
sample.
PS3-3 Apply scientific
principles to design,
construct, and test a device
that either minimizes or
maximizes thermal energy
transfer.*
Foundation Targets
Target 1:
1.1 Identify the observation component in a sample experiment.
1.2 Identify/construct a hypothesis as a component of the scientific method.
1.3 Identify/develop the experiment component of the scientific method.
1.4 Interpret data to arrive at a conclusion.
Target 2:
2.1 Discuss the importance of limiting variables in an experiment.
2.2 Identify independent variables within an experiment.
2.3 Identify dependent variables within an experiment.
2.4 Distinguish between control and experimental factors.
Target 3:
3.1 Analyze bar graphs.
3.2 Analyze circle graphs.
3.3 Analyze line graphs.
3.4 Analyze histograms.
3.5 Analyze data tables.
Target 4:
4.1 Use the metric conversion chart to convert metric units.
4.2 Use dimensional analysis as an alternate method for converting metric units.
Target 5:
5.1 Apply the rules of significant digits to addition problems.
5.2 Apply the rules of significant digits to subtraction problems.
5.3 Apply the rules of significant digits to multiplication problems.
5.4 Apply the rules of significant digits to division problems.
Unit 1: Energy
Target 1: Types of Energy
1.1 Discuss the sources of different types of energy. (potential, kinetic, solar, wind,
Implementation/Labs/
Assessments
ETS1-2 Evaluate
competing design solutions
using a systematic process
to determine how well they
meet the criteria and
constraints of the problem.
ETS1-4 Develop a model
to generate data for
iterative testing and
modification of a proposed
object, tool, or process
such that an optimal design
can be achieved.
hydro, electrical, electromagnetic, sound, nuclear, mechanical, chemical, thermal, etc)
1.2 Explain how energy is transferred in waves.
1.3 Explain the direction and sequence of energy transfer.
1.4 Explain the law of conservation of energy.
1.5 Discuss the relationship between motion and energy
Product Target: Create a visual of the different types of energy that demonstrates realworld examples of each type.
Product Target: Design a Rube Goldberg invention that demonstrates understanding of
energy transfer.
Target 2: Gravity
2.1 Explain gravity’s effect on different objects.
2.2 Describe the relationship between mass and gravitational force.
2.3 Describe the relationship between gravitational force and the distance between
objects. (different planets)
2.4 Identify unit used to measure gravitational force.
Target 3: Kinetic versus Potential Energy
3.1 Describe the relationship between motion and energy.
3.2 Explain the difference between potential and kinetic energy.
3.3 Describe how an object’s position affects potential energy. (Relate gravity to
potential energy)
Product Target: Design a functional roller coaster that demonstrates potential and
kinetic energy at various points.
Target 4: Matter and its relationship with Energy
4.1 Compare physical and chemical properties of a variety of substances, including
solids, liquids, gases, and plasma.
4.2 Describe how matter changes states.
4.3 Explain the process of vaporization, evaporation, condensation, freezing, boiling,
melting, and sublimation as a change of state.
Target 5: Kinetic Molecular Theory of Matter.
5.1 Compare and contrast heat and thermal energy.
5.2 Discuss motion of particles in various states of matter.
5.3 Describe how particle motion is related to temperature.
5.4 Describe how temperature is affected when substances mix/touch.
Target 6: Thermal Energy and Heat Transfer
6.1 Discuss the direction of heat flow in objects.
6.2 Discuss the importance and the effect of conductors on thermal energy transfer
6.3 Discuss the importance and the effect of insulators on thermal energy transfer
6.4 Explain how heat is transferred by conduction, convection, and radiation.
6.5 Explain how heat is transferred by conduction, convection, and radiation.
6.6 Explain how heat is transferred by conduction, convection, and radiation.
6.7 Determine at what temperature thermal equilibrium will occur when matter of
different temperatures is exposed to each other.
Product target: Design and create an apparatus that demonstrates understanding of
heat transfer (solar cooker, insulation device)
2nd
nine
weeks
PS4-1 Use mathematical
representations to describe
a simple model for waves
that includes how the
amplitude of a wave is
related to the energy in a
wave.
PS4-2 Develop and use a
model to describe that
waves are reflected,
absorbed, or transmitted
through various materials.
PS4-3 Integrate qualitative
scientific and technical
information to support the
claim that digitized signals
are a more reliable way to
encode and transmit
information than analog
signals.
Unit Three: Waves
Target 1A: Characteristics of Waves
1.1a Define mechanical wave.
1.2a Define electromagnetic wave.
1.3a Identify an electromagnetic wave.
1.4a Identify a mechanical wave.
1.5a Differentiate between mechanical and electromagnetic waves.
Target 1B: Characteristics of Waves
1.1b Define medium of a wave.
1.2b Identify the different parts of a wave.
1.3b Explain the strength of the wave by analyzing amplitude and wavelength.
1.4b Explain the relationship between the frequency and the type of wave.
1.5b Compare and contrast a transverse and a longitudinal wave.
Target 2: Wave Transmission
2.1 Explain that waves have a repeating pattern with wavelength, frequency, and
amplitude.
2.2 Describe the relationship between amplitude and energy of a wave.
2.3 Identify patterns in the amplitude-energy relationship.
PS2-3 Ask questions about
data to determine the
factors that affect the
strength of electric and
magnetic forces.
07-PS2-4
Construct and present
arguments using evidence
to support the claim that
gravitational interactions
are attractive and depend
on the masses of
interacting objects.
PS2-5 Conduct an
investigation and evaluate
the experimental design to
provide evidence that fields
exist between objects
exerting forces on each
other even though the
objects are not in contact.
2.4 Use mathematical representations to describe a simple model for waves that
includes how the amplitude of a wave is related to the energy of a wave.
2.5 Explain how a wave is transmitted through various materials.
Target 3: Light Waves
3.1 Describe how objects appear to be a certain color.
3.2 Describe how ROYGBIV is organized.
3.3 Describe how light travels (direction).
3.4 Describe how a light wave is reflected from various materials.
3.5 Explain how light refracts or bends as it travels through a different medium.
3.6 Describe how the energy of a wave is absorbed by various materials.
Product Target 3.7: Develop a model to show that waves are reflected, absorbed, or
transmitted through various materials.
Target 4: Sound Waves
4.1 Describe how sound travels through various mediums.
Target 5: Digitized Signals
5.1 Describe how radio waves are used to communicate in wifi devices.
5.2 Explain how binary code is used to communicate by making sound or text on
screens.
5.3 Describe how waves can be used to communicate.
5.4 Explain how light waves can be used to communicate in fiber optic cables.
5.5 Differentiate between digitized and analog signals.
Product Target 5.6: analyze evidence to support the claim that digitized signals (sent
as wave impulses) are a more reliable way to encode and transmit information.
Unit 4: Electricity and Magnetism
Target 1: Properties of Electricity and Magnetism
1.1 Describe properties of electric and magnetic (electromagnetic) forces as being
attractive or repulsive.
1.2 Explain how electric and magnetic force size depends on magnitudes of the
charges, currents, or magnetic strengths involved and on the distance between the
objects.
1.3 Differentiate between charges, current, electrical field, and magnetic field.
1.4 Describe field forces as forces that act at a distance.
Target 2: Electricity
2.1 Describe how energy moves through a circuit.
2.2 Differentiate between parallel and series circuit.
Product Target 2.3 : Design a functioning circuit (flashlight or other device)
Target 3: Magnetism
3.1 Describe the properties of a magnet.
3.2 Relate magnetism to earth’s magnetic field.
3.3 Explain that field forces exist even when objects are not in contact with each other.
Target 4: Electromagnetism
4.1 Formulate questions about data to determine factors that affect the strength of
electric and magnetic forces.
4.2 Formulate a hypothesis for an experiment that is based on observation and
scientific principles of electromagnetism.
4.3 Analyze electromagnetic forces as to magnitude of charge, current, magnetic
strength, and distance between interacting
objects.
4.4 Demonstrate that cause and effect relationships may be used to predict
phenomena such as electromagnetism, using
electromagnets, electric motors, or generators
4.5 Evaluate an experimental design that provides evidence that force fields exist.
Product Target 4.6: Conduct an investigation that provides evidence that fields exist
between objects exerting forces on each other even though they are not in contact.
3rd
nine
weeks
PS1-2 Analyze and
interpret data on the
properties of substances
before and after the
substances interact to
determine if a chemical
reaction has occurred.
PS1-5 Develop and use a
model to describe how the
total number of atoms does
Unit 5: Chemistry
Target 1: Physical Properties of Matter
1.1 Describe a substance as a type of matter with a chemical composition.
1.2 Recognize various physical properties of matter (density, state, boiling point,
melting point, freezing point, solubility, etc).
1.3 Use mathematical formulas relating to density to calculate mass, volume, and
density.
1.4 Predict an object’s density
not change in a chemical
reaction and thus mass is
conserved.
PS1-6 Undertake a design
project to construct, test,
and modify a device that
either releases or absorbs
thermal energy by chemical
processes.*
Target 2: Chemical Properties of Matter
2.1 Differentiate between physical and chemical properties of matter.
2.2 Recognize various chemical properties of matter (flammability, corrosion, rust,
molding, combustibility, decaying, digesting, etc)
Target 3: Atom
3.1 Differentiate between the subatomic particles of an atom: protons, neutron, and
electrons.
3.2 Differentiate between the subatomic particles of an atom: protons, neutrons, and
electrons.
LS1-6 Construct a scientific 3.3 Differentiate between the subatomic particles of an atom: protons, neutron, and
explanation based on
electrons.
evidence for the role of
3.4 Explain the structure of the nucleus.
photosynthesis in the
3.5 Discuss what the atomic mass number represents concerning the atom of an
cycling of matter and flow
element.
of energy into and out of
organisms.
3.6 Discuss what the atomic number represents concerning the atom of an element.
LS1-7 Develop a model to
describe how food is
rearranged through
chemical reactions forming
new molecules that support
growth and/or release
energy as this matter
moves through an
organism.
Target 4: Periodic Table: Structure and Analysis
4.1 Identify properties of group/families within the periodic table.
4.2 Identify properties of periods within the periodic table.
4.3 Predict an element’s properties based on its location in the periodic table.
Target 5: Compounds
5.1 Distinguish between symbol and formula.
5.2 Conclude the number of atoms of each element that exists in a
molecule/compound.
5.3 Distinguish between elements and compounds according to their properties
(original vs. after a chemical change)
5.4 Differentiate between the model of a compound versus a model of an element.
Target 6: Chemical Reactions/Equations
6.1 Distinguish between symbol, formula, and chemical equation.
6.2 Differentiate between a reactant and a product.
6.3 Prove the law of conservation of mass/matter using chemical equations.
6.4 Explain the factors that influence the rate of chemical reactions.
Target 7: Conservation of Mass
7.1 Analyze data on the properties of substances before and after the substances
interact to determine if a chemical reaction has occurred.
Product Target 7.2: Develop/design a model to describe how mass is conserved and
the number of atoms does not change during a chemical reaction.
Target 8: Reactions and Thermal Energy
8.1 Explain concentration
8.2 Describe thermal energy.
8.3 Define endothermic reaction.
8.4 Define exothermic reaction.
8.5 Hypothesize how solution mat need to be tested, then modified based on test
results to improve the solution.
Product Target 8.6: Design/construct/modify a device that can release or absorb
thermal energy by chemical processes.
Unit 6: Life Science Part 1
Target 1: Chemical Reactions and Photosynthesis
1.1 Identify the products/reactants in the photosynthesis equation.
1.2 Describe how a new substance is made during a chemical reaction.
1.3 Describe how oxygen reacts with complex molecules in plants and animals to
make carbon dioxide and other materials.
1.4 Synthesize how food molecules are rearranged in chemical reactions to form new
molecules that support growth and release energy.
Product Target 1.5: Develop a model to describe how atoms are rearranged during
chemical reactions to new molecules that you grow and use energy.
Target 2: Plants and Photosynthesis
2.1 Explain how plants use sunlight, carbon dioxide, and water to make glucose and
oxygen.
2.2 Explain how algae, phytoplankton, and other microorganisms use sunlight, carbon
dioxide, and water during photosynthesis to make sugar and oxygen.
2.3 Explain how plants give use food in the form of glucose (carbohydrates).
2.4 Describe how plants may use sugars immediately or they are stored for growth or
later use.
Product Target 2.5: Construct an explanation that describes photosynthesis’ role in the
cycling of matter and flow of energy into and out of organisms.
4th
nine
weeks
Target 3: Animals and Respiration
3.1 Describe how animals use oxygen and glucose from plants in cellular respiration to
get energy.
3.2 Describe how cellular respiration in plants and animals allow them to use oxygen
and release stored energy.
3.3 Recognize how plants and animals are interdependent in the process of
photosynthesis and respiration.
LS1-1 Conduct an
Unit 7: Life Science Part 2
investigation to provide
Target 1: Life
evidence that living things
1.1 Distinguish between living and nonliving.
are made of cells, either
1.2 Explain that a cell is the smallest living unit.
one cell or many different
numbers and types of cells. 1.3 Describe unicellular organisms.
1.4 Describe multicellular organisms.
LS1-2 Develop and use a
1.5 Describe specialized cells.
model to describe the
Product Target 1.6 : Conduct an investigation to provide evidence that living things are
function of a cell as a
made of cells, either one cell or different numbers and types of cells.
whole and ways parts of
cells contribute to the
function.
Target 2: Cell Structure and Function
2.1 Describe an organelle.
LS1-3 Use argument
2.2 Describe the function of the nucleus, chloroplast, mitochondria, cell membrane,
supported by evidence for
and cell wall.
how the body is a system
2.3 Discriminate among the different functions of the nucleus, chloroplast,
of interacting subsystems
composed of groups of
mitochondria, cell membrane, and cell wall.
cells.
2.4 Differentiate between osmosis and diffusion.
Product Target 2.5: Develop and use a cell model to describe the function of a cell as a
LS1-4 Use argument based
whole and ways that parts of the cell contribute to the function (specifically cell wall and
on empirical evidence and
cell membrane)
scientific reasoning to
support an explanation for
how characteristic animal
behaviors and specialized
plant structures affect the
probability of successful
Target 3: Levels of Organization
3.1 Identify/Describe cell.
3.2 Identify/Describe tissue.
3.3 Identify/Describe organ.
3.4 Identify/Describe organ system
3.5 Distinguish between the differences among cells, tissues, organs, organ systems,
LS1-5 Construct a scientific
and organisms.
explanation based on
reproduction of animals
and plants respectively.
evidence for how
environmental and genetic
factors influence the growth
of organisms.
ETS1-1 Define the criteria
and constraints of a design
problem with sufficient
precision to ensure a
successful solution, taking
into account relevant
scientific principles and
potential impacts on people
and the natural
environment that may limit
possible solutions.
ETS1-3 Analyze data from
tests to determine
similarities and differences
among several design
solutions to identify the
best characteristics of each
that can be combined into
a new solution to better
meet the criteria for
success.
Target 4: Body Systems
4.1 Identify/Describe the function of the circulatory system.
4.2 Identify/Describe the function of excretory system.
4.3 Identify/Describe the function of digestive system.
4.4 Identify/Describe the function of respiratory system.
4.5 Identify/Describe the function of muscular system.
4.6 Identify/Describe the function of nervous system.
Product Target 4.7: Create a model to demonstrate the body systems working together
to create a functioning organism.
Unit 8: Life Science Part 3
Target 1:
1.1 Describe animal behaviors that increase the probability of reproduction.
1.2 Describe the reproductive parts of a flower.
1.3 Differentiate the advantages of specific plant structures that affect the probability of
plant reproduction
1.4 Describe how plant structure adaptations aid in successful reproduction.
Target 2:
2.1 Identify animal behaviors that lead to successful reproduction in plants and
animals.
2.2 Analyze the advantages of specific animal behaviors such as nest building,
herding, vocalization, and colorful plumage, etc., that affect the probability of successful
animal reproduction.
2.3 Conclude that animal behaviors affect the probability of plant reproduction by
transferring pollen or seeds, and creating conditions for seed germination and growth.
Product Target: Use evidence to justify orally and in written form how specific animal
behavior and specialized plant structures have allowed reproduction of both species.
Target 3:
3.1 Describe limiting factors.
3.2 Explain environmental limiting factors that influence the growth of organisms.
3.3 Explain genetic factors that influence the growth of organisms.
3.4 Use evidence to conclude that environmental and genetic factors influence the
growth of organisms
Product Target: Construct a scientific explanation based on evidence on how
environmental and genetic factors influence the growth of organisms.
Target 4:
4.1 Differentiate between the ecological levels of organization. (individual, population,
community, and ecosystem)
4.2 Discuss factors that cause a population size to decrease or fail to increase (limiting
factors, carrying capacity, extinction, endangered, etc)
4.3 Describe transfer of energy in symbiotic relationships. That means when one
organism gets its nutrients directly from another organism and each organism will either
benefit or be harmed.
4.4 Discuss how adaptations affect an organism’s probability of survival.