Standards Curriculum Map
Bourbon County Schools
Level: 9
Grade and/or Course:
Updated: 6/4/15
Integrated Science I (General and STEM)
e.g. = Example only
Days
Unit/Topic
Standards
Days
1-6
UNIT 1: Scientific Method
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.
Activities
ACT
Bellringers
Common
assessment
Formative
Assessments
Unit Test
Project Paper
(written over
semester)
Learning Targets (“I Can”
Statements)
I can form a problem question.
Vocabulary
I can write a proper hypothesis.
Inference
I can design an experiment to test
my question.
Scientific law
Observation
Scientific theory
I can identify the control group and
why it is necessary.
I can describe the difference
between a control group and a
constant and explain why constants
are necessary.
I can collect and record data with
accuracy.
Scientific method
Hypothesis
Experiment
Controlled
variables
Control Group
I can analyze results.
I can write a conclusion.
I can write and speak effectively to
present and explain scientific
results.
Independent
Variable
Dependent
Variable
I can safely use laboratory
1
techniques and equipment when
conducting a scientific
investigation.
I can read, make and interpret
graphs.
I can identify an independent and
dependent variable in an
experiment and place them
correctly on a graph.
I can write an appropriate title.
I can properly scale an axis.
I can use appropriate graphical
models to express patterns and
relationships determined from sets
of scientific data.
I can design my own experiment to
best utilize the scientific method.
I can solve graph/table-based word
problems and scenarios.
Days
Unit/Topic
Days
7-15
UNIT 2: Analyzing Data
Learning Targets (“I Can”
Statements)
I can calculate the mean of a set of
values.
Vocabulary
I can calculate the slope of a line.
(relate it to representing speed or
rate, etc)
Kelvin
Common
assessment
Formative
I can translate numbers into
Dimensional
Activities
HS-ETS1-4.
Use a computer
simulation to model the impact of
proposed solutions to a complex realworld problem with numerous criteria and
constraints on interactions within and
between systems relevant to the problem.
HS-PS1-7.
Use mathematical
ACT
Bellringers
Base unit
Density
2
representations to support the claim that
atoms, and therefore mass, are conserved
during a chemical reaction.
Assessments
scientific notation and the reverse
process.
Unit Test
analysis
Conversion factor
I can explain why scientific
notation is used and properly enter
it into a calculator.
Accuracy
Precision
I can recognize a conversion factor
and how to use it.
I can convert units using
dimensional analysis.
Interpolation
Extrapolation
I can identify possible reasons for
inconsistent results, such as sources
of error or uncontrolled conditions.
I can define and compare accuracy
and precision.
Days
Unit/Topic
Day
16-30
UNIT 3: Matter: Properties
and Changes
Activities
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-PS1-3.
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.
ACT
Bellringers
Common
assessment
Formative
Assessments
Unit Test
I can describe the accuracy of
experimental data using error and
percent error.
Learning Targets (“I Can”
Statements)
I can distinguish chemical
properties of matter (including
reactivity) from physical properties
of matter (including boiling point,
freezing/melting point, density
[with density calculations],
solubility, viscosity, and
conductivity).
Vocabulary
Extension
properties
Intensive
properties
Chemical property
Phase change
I can infer the practical applications
of organic and inorganic substances
on the basis of their chemical and
Mixture
3
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.
physical properties.
Solutions
I can illustrate the difference
between a molecule and an atom.
Filtration
Sublimation
I can classify matter as a pure
substance (either an element or a
compound) or as a mixture (either
homogeneous or heterogeneous) on
the basis of its structure and/or
composition.
Compound
Percent by mass
I can explain the effects of
temperature, particle size, and
agitation on the rate at which a
solid dissolves in a liquid.
I can compare the properties of the
four states of matter—solid, liquid,
gas, and plasma—in terms of the
arrangement and movement of
particles.
I can explain the processes of phase
change in terms of temperature,
heat transfer, and particle
arrangement.
I can qualitatively and
quantitatively apply the concept of
the law of conservation of mass.
Days
Unit/Topic
Day
31-41
UNIT 4: Structure of the
Atom
Activities
HS-PS1-1.
Use the periodic table as
a model to predict the relative properties
of elements based on the patterns of
ACT
Bellringers
Learning Targets (“I Can”
Statements)
I can describe Dalton’s Atomic
Theory
Vocabulary
Dalton’s atomic
theory
4
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.
Common
assessment
Formative
Assessments
Unit Test
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.
I understand that all matter is made
of atoms
Atom
Cathode ray
I understand that atoms are
indivisible and indestructible
I understand that all atoms of a
given element are identical
Electrons
Nucleus
Proton
I understand compounds are formed
by a combination of two or more
different kinds of atoms
Neutron
Atomic number
I understand that a chemical
reaction is a rearrangement of
atoms
Isotope
Radiation
I can determine the charge and
location of a Neutron, Proton, and
Electron
I can represent the structure of an
element when given the number of
protons, neutrons, and electrons
I understand that the atomic
number is equal to the number of
protons in an atom
I can determine any of the
following given one of the other
element name, #of protons, or
atomic number
I can determine the number of
neutrons (by taking mass number –
atomic number)
5
I understand that isotopes are same
atoms of the same element with
different number of neutrons
I can determine the average atomic
mass of an element
I understand that the masses of
protons and neutrons are
approximately equal
Days
Unit/Topic
Day
42-52
Unit 5: Electrons in Atoms
Activities
HS-PS1-1.
Use the periodic table as
a model to predict the relative properties
of elements based on the patterns of
electrons in the outermost energy level of
atoms.
HS-PS1-2.
Construct and revise an
explanation for the outcome of a simple
chemical reaction based on the outermost
electron states of atoms, trends in the
periodic table, and knowledge of the
patterns of chemical properties.
Review
Packet
Formative
Reviews in
class
I understand that the mass of an
electron is considered negligible
Learning Targets (“I Can”
Statements)
I can define mechanical waves and
relate waves to energy.
Vocabulary
Wavelength
Frequency
I can describe transverse,
longitudinal, and surface waves.
I can identify examples of
transverse and longitudinal waves.
Exam
I can analyze the motion of a
medium as each kind of mechanical
wave passes through it.
HS-PS1-7.
Use mathematical
representations to support the claim that
atoms, and therefore mass, are conserved
during a chemical reaction.
I can define frequency, period,
wavelength, and wave speed and
describe these properties for
different kinds of waves.
HS-PS4-3.
Evaluate the claims,
evidence, and reasoning behind the idea
that electromagnetic radiation can be
I can explain the differences
between types of electromagnetic
radiation and describe uses for
Amplitude
Quantum
Photoelectric
effect
Atomic emission
spectrum
Ground state
Atomic orbital
Electron-dot
structure
6
described either by a wave model or a
particle model, and that for some
situations one model is more useful than
the other.
them.
I can rank and classify
electromagnetic waves based on
their frequencies and wavelengths.
I can describe the uses for different
waves of the electromagnetic
spectrum.
I can describe the main conclusions
of the photoelectric effect.
I can explain how light has
properties of waves and particles.
I can relate atomic emission spectra
to quantum theory.
I can contrast the Bohr model and
the quantum mechanical model.
I can identify areas of the periodic
table based on electron
configuration.
I can relate the position of an
element in the periodic table to its
atomic number and atomic mass.
I can use the periodic table to
identify metals,
semimetals/metalloids, and nonmetals.
I can identify alkali metals, alkaline
earth metals, transition metals,
7
halogens, and noble gases.
Days
Unit/Topic
Day
53-60
UNIT 6: Periodic Table and
Periodic Law
Activities
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.
ACT
Bellringers
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.
Formative
Assessments
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 changes in the composition
of the nucleus of the atom and the energy
released during the processes of fission,
fusion, and radioactive decay.
Common
assessment
I can predict and justify the number
of electrons shared among atoms in
a covalent bond based on: the
position of the atoms on the
periodic table(valence
electrons)and the octet rule.
Learning Targets (“I Can”
Statements)
I can distinguish between
families/groups and periods.
I can identify representative,
transition elements, and inner
transition elements.
I can identify metals, nonmetals,
and metalloids.
Unit Test
Vocabulary
Periodic law
Transition
elements
Alkali metals
Metalloids
Ion
I can identify alkali metals, alkaline
metals, halogens, and noble gases.
I can describe the general
characteristics of metals,
nonmetals, and metalloids.
Ionization energy
Octet rule
Electronegativity
I can determine the valence
electrons for each representative
element.
I can relate the energy level of an
element’s valence electrons and
period.
I can identify the s, p, d, and f
block elements.
8
I can related the s, p, d, and f block
electrons to electron configuration
and valence electrons.
I can determine the group, period,
and block of an elements electron
configuration.
I can predict the atomic radius of
elements based on periodic trends.
I can predict the ionic radius of
elements based on periodic trends.
I can estimate the ionization energy
of atoms.
I can apply the octet rule.
I can predict the electronegativity
of atoms.
Days
Unit/Topic
Day
61-76
UNIT 7: Ionic Compounds
and Metals
Activities
HS-PS1-3.
Plan and conduct an
investigation to gather evidence to
compare the structure of substances at the
bulk scale to infer the strength of
electrical forces between particles.
HS-PS1-4.
Develop a model to
illustrate that the release or absorption of
energy from a chemical reaction system
depends upon the changes in total bond
energy.
ACT
Bellringers
Common
assessment
Formative
Assessments
Unit Test
Learning Targets (“I Can”
Statements)
I can predict the formation of
cations (metals) based on valence
electrons/octet rule.
Chemical bond
Cation
I can predict the formation of
anions (nonmetals) based on
valence electrons/octet rule.
Anion
I can explain and predict the
formation of ionic bonds and ionic
compounds.
Crystal lattice
Ionic bond
Electrolyte
9
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.
I can explain the properties of ionic
compounds.
Formula unit
Oxidation number
I can describe a crystal lattice.
Monatomic ion
I can explain the concept of an
electrolyte.
I can predict lattice energy.
I can determine the oxidation
number of monatomic ions.
Polyatomic ion
Electron sea
model
Delocalized
electrons
I can write the formulas for binary
ionic compounds.
I can use the total oxidation state of
polyatomic ionic ions to write ionic
formulas.
I can name ions and ionic
compounds.
I can name and use oxyanions.
I can explain the “electron sea
model”.
I can explain metallic bonds.
Days
Unit/Topic
Day
77-90
UNIT 8: Covalent Bonding
Activities
HS-PS1-3.
Plan and conduct an
investigation to gather evidence to
ACT
I can explain the properties of
metals
Learning Targets (“I Can”
Statements)
I can differentiate ionic bonds and
covalent bonds.
Vocabulary
Covalent bond
10
compare the structure of substances at the
bulk scale to infer the strength of
electrical forces between particles.
HS-PS1-4.
Develop a model to
illustrate that the release or absorption of
energy from a chemical reaction system
depends upon the changes in total bond
energy.
HS-PS1-6.
Refine the design of a
chemical system by specifying a change
in conditions that would produce
increased amounts of products at
equilibrium.
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.
Bellringers
Molecule
Common
assessment
I can predict how many single
covalent bonds will form based on
valence electrons.
Formative
Assessments
I can draw Lewis structures for
single bonds.
Endothermic
Unit Test
I can explain a sigma bond.
Exothermic
I can explain and predict double
and triple bonds.
Structural formula
Lewis structure
Sigma bonds
Resonance
I can explain a pi bond.
I can predict bond length and bond
energy.
I can name covalent compounds
(molecules).
I can name acids.
I can write formulas from names.
I can draw structural formula.
I can apply the rules to draw Lewis
structures for molecules and
polyatomic ions.
I can explain exceptions to the octet
rule.
I can explain the VESPR model
and predict simple molecular
geometry.
11
I can relate electronegativity to
polarity and polar bonds.
Days
Unit/Topic
Day
91-105
UNIT 9:
Introduction to Cell
(about
15
days)
Activities
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.
ACT
Bellringers
Common
assessment
Formative
Assessments
Vocabulary
Mitochondria
Cell membrane
I can compare and contrast animal
and plant cells
I can differentiate between
mitochondria and chloroplasts
Cytoplasm
Ribosome
Prokaryote
Unit Test
HS-LS1-3. Plan and conduct an
investigation to provide evidence that
feedback mechanisms maintain
homeostasis.
I can relate polarity to molecular
shape.
Learning Targets (“I Can”
Statements)
I can identify different parts of the
cell and their functions
I can recognize the difference
between cell walls and cell
membranes
I can identify the major organelles
involved in protein production
Eukaryote
Nucleus
Organelle
Vesicle
Endoplasmic
reticulum
Golgi apparatus
Vacuole
Chloroplast
12
Days
Unit/Topic
Day
106116
UNIT 10:
DNA
(about
10
days)
Activities
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.
Review
Packet
Formative
Reviews in
class
Common
Assessment
Exam
Learning Targets (“I Can”
Statements)
I can distinguish between DNA and
RNA
Flagellum
Vocabulary
Gene
DNA
I can explain the difference
between pyrimidines and purines
I can explain the process of
translation
Nucleotide
Purine
Pyrimidine
I can explain the process of
transcription
I can identify DNA helicase and
polymerase describe their function
Replication
Transcription
Transcription
DNA Helicase
DNA polymerase
Days
Unit/Topic
Activities
Learning Targets (“I Can”
Statements)
Vocabulary
13
Day
117132
(about
15
days)
Unit 11:
Cell Cycle
HS-LS1-4. Use a model to illustrate the
role of cellular division (mitosis) and
differentiation in producing and
maintaining complex organisms.
I can differentiate between mitosis
and meiosis and identify the
different phases
Cell cycle
Formative
Reviews in
class
I can differentiate between a
haploid and diploid cell
mitosis
Exam
I can list the correct order of phases
in mitosis and meiosis
Review
Packet
interphase
cytokinesis
I can identify the major organelles
involved in mitosis/meiosis
spindle
centrosome
chromosome
gamete
zygote
haploid
diploid
homologous
chromosome
interphase
prophase
metaphase
anaphase
14
Days
Unit/Topic
Activities
Day
133148
HS-LS1-5. Use a model to illustrate how
photosynthesis transforms light energy
into stored chemical energy.
(about
6 days)
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.
Review
Packet
Learning Targets (“I Can”
Statements)
I can describe the importance of
respiration and photosynthesis in
cellular formation
Formative
Reviews in
class
I can write the chemical reaction of
photosynthesis and respiration
Exam
I can explain the importance of the
Calvin and Kreb cycle in every day
activities
telophase
Vocabulary
photosynthesis
cellular respiration
ATP
ATP synthase
I can differentiate between
anaerobic and aerobic
electron transport
chain
thylakoid
pigment
chlorophyll
Calvin cycle
glycolysis
anaerobic
aerobic
Krebs cycle
Days
Unit/Topic
Day
Unit 13:
Activities
HS-ESS1-1. Develop a model based on
Review
Learning Targets ("I Can"
Statements)
I can develop a model to illustrate
fermentation
Vocabulary
Big Bang Theory
15
149159
Space Systems
(about
10
days)
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.
Packet
the life span of the sun and stars
Formative
Reviews in
class
I can identify the importance of
nuclear fusion in star formation
HS-ESS1-2. Construct an explanation of
the Big Bang theory based on
astronomical evidence of light spectra,
motion of distant galaxies, and
composition of matter in the universe.
Common
assessment
Protostar
Exam
I can explain the consequences of
nuclear fusion on earth
I can explain the Big Bang theory
and provide evidence
Main sequence
star
Nebullae
White Dwarf
Black hole
HS-ESS1-3. Communicate scientific ideas
about the way stars, over their life cycle,
produce elements.
HS-ESS1-4. Use mathematical or
computational representations to predict
the motion of orbiting objects in the solar
system.
Days
Unit/Topic
Day
160169
Unit 14:
(about
History of Earth
Activities
HS-ESS1-5. Evaluate evidence of the past
and current movements of continental and
oceanic crust and the theory of plate
tectonics to explain the ages of crustal
rocks.
Review
Packet
Formative
Reviews in
I can identify the importance of the
motion of galaxies and the
composition of matter in the
universe
Supernova
I can describe the importance of red
shift
Neutron star
Nuclear fusion
I can communicate scientific ideas
about the way stars produce
elements
Red giant
I can explain the importance of
hydrogen and helium in star life
cycles
Kepler's Law
I can define Kepler's Laws
Learning Target ("I Can"
Statements)
I can evaluate evidence of the past
and current movements of
continental and oceanic crust
I can evaluate evidence of plate
Red shift
Vocabulary
Continental drift
Pangea
Oceanic crust
16
10
days)
class
HS-ESS1-6. Apply scientific reasoning
and evidence from ancient Earth
materials, meteorites, and other planetary
surfaces to construct an account of Earth’s
formation and early history.
tectonics to explain the ages of
crustal rocks
Continental crust
Exam
I can create an explanation of
Earth's formation through
meteorites, planetary surfaces, and
ancient Earth materials
HS-ESS2-1. Develop a model to illustrate
how Earth’s internal and surface
processes operate at different spatial and
temporal scales to form continental and
ocean-floor features.
I can define erosion and explain its
importance to geological
formations
Plate tectonics
Alfred Wagoner
Radiometric
dating
I can explain the importance of
radiometric dating
I can explain how Earth's internal
and surface processes operate
Days
Unit/Topic
Day
171175
Unit 15:
(about
6 days)
Earth Systems, Weather,
and Climate
Activities
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
Review
Packet
Formative
Reviews in
class
I can explain how different
geological processes form
continental and ocean-floor features
Learning Target ("I Can"
Statements)
I can describe the cycling of matter
by thermal convection
I can explain the importance of
deep probes and seismic waves in
determining changes of Earth's
surface
Exam
Vocabulary
Thermal
convection
Seismic wave
Water cycle
Carbon cycle
I can identify the properties of
water and its effects on Earth's
materials and surface processes
Coevolution
Climate
17
and its effects on Earth materials and
surface processes.
HS-ESS2-6. Develop a quantitative model
to describe the cycling of carbon among
the hydrosphere, atmosphere, geosphere,
and biosphere.
I can explain gradual atmospheric
changes due to plants and other
organisms that captured carbon
dioxide and released oxygen
I can explain changes in the
atmosphere due to human activity
HS-ESS2-7. Construct an argument based
on evidence about the simultaneous
coevolution of Earth's systems and life on
Earth.
I can describe the carbon cycle
among the hydrosphere,
atmosphere, geosphere, and
biosphere
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.
I can define coevolution
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.
Weather
I can construct an argument on the
coevolution of Earth's systems and
life on Earth
I can describe the flow of energy in
an ecosystem
I can explain the cycling of ice ages
and gradual climate changes due to
Earth's orbit
I can explain how the flowing of
energy in and out of Earth's
systems affects climate
I can explain the possible future
impacts of climate change on
Earth's ecosystems
I can explain the importance of
18
Days
Unit/Topic
Day
176180
Unit 16:
(about
5 days)
Human Sustainability
Activities
HS-ESS3-1. Construct an explanation
based on evidence for how the availability
of natural resources, occurrence of natural
hazards, and changes in climate have
influenced human activity.
HS-ESS3-2. Evaluate competing design
solutions for developing, managing, and
utilizing energy and mineral resources
based on cost-benefit ratios.
Review
Packet
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.
Vocabulary
Sustainability
Natural resources
Formative
Reviews in
class
Common
assessment
Exam
HS-ESS3-3. Create a computational
simulation to illustrate the relationships
among management of natural resources,
the sustainability of human populations,
and biodiversity.
human activity on climate change
Learning Target ("I Can"
Statements)
I can identify natural resources and
their importance to Earth
I can explain the dangers of natural
hazards and how they affect climate
I can define competition and its
importance to an ecosystem
Natural hazards
Non-renewable
Renewable
I can explain the use of cost-benefit
ratios in determining energy
utilization
I can explain the importance of
properly managing natural
resources and their effects on
human populations and biodiversity
Competitive
exclusion principle
Extinction
Limiting factor
I can create a possible
technological solution that reduces
the impact of human activities on
natural systems
I can explain the importance of that
reducing carbon emissions from
current technological tools
I can explain the effects of human
activity on various ecosystems on
earth
19