H3.C. 1
Instructional Sequence C: 4 year model
COURSE 1: Physics
Title of Unit
Highlighted SEP
Highlighted CCC
PEs addressed
DCI addressed
Brief Summary
Unit 1:
Forces and
Motion
 Analyzing and interpreting data
 Mathematics and computational
thinking
 Developing and using models
 Planning and carrying out
investigations
 Defining problems
 Designing solutions
 Developing and using models
 Mathematics and computational
thinking
 Planning and carrying out
investigations
 Analyzing and interpreting data
 Constructing explanations (for
science) and designing solutions (for
engineering)
 Obtaining, evaluating, and
communicating information
 Developing and using models
 Cause and effect
 Systems, and
system models
HS-PS2-1
HS-PS2-2
HS-PS2-3*
HS-ETS1-1
HS-ETS1-4
PS2.A – Forces and
Motion
ETS1.A – Defining
and Delimiting
Engineering Problems
ETS1.B – Developing
Possible Solutions
Force is equal the product
of mass and acceleration.
In a closed system, the
total momentum is
constant.
 Cause and effect
 Structure and
function
HS-PS2-4
HS-PS2-5
HS-PS2-6*
HS- ETS1-1
PS2.B – Types of
Interaction
ETS1.A – Defining
and Delimiting
Engineering Problems
The inverse square law
applies to gravity and
electromagnetic
interactions. Flowing
electrons produce a
magnetic field, and
spinning magnets cause
electric currents to flow.
 Energy and
matter: Flows,
cycles and
conservation
HS-PS1-8
HS-PS3-2
HS-PS3-5
HS-PS3-3*
HS-ETS1-2
PS1.C – Nuclear
Processes
PS3.A – Definitions
of Energy
PS3.B – Conservation
of Energy and Energy
Transfer
PS3.C – Relationship
Between Energy and
Forces
Energy is the capacity for
doing work and may exist
in potential, kinetic,
thermal, electrical,
chemical, nuclear, or
other various forms.
Unit 2:
Types of
Interactions
Unit 3:
Energy
CA NGSS Rollout #2: High School
Unit 4:
 Asking questions
Waves and
 Using mathematics and
Electromagne
computational thinking
tic Radiation  Engaging in argument from evidence
 Obtaining, evaluating and
communicating information
CA NGSS Rollout #2: High School
 Energy & matter
 Cause & effect
 Systems & system
models
 Stability and
change
HS-PS4-1
HS-PS4-3
HS-PS4-4
HS-PS4-5*
HS-PS4-2
HS- ETS1-1
PS4.A – Wave
Properties
PS4.B –
Electromagnetic
Radiation
PS4.C – Information
Technologies and
Instrumentation
PS3.D – Energy in
ETS1.A – Defining
and Delimiting
Engineering Problems
H3.C. 2
Electromagnetic radiation
has many applications,
and can be modeled as a
wave of changing electric
and magnetic fields or as
particles called photons.
H3.C. 3
Course 2: Chemistry
Unit
Key SEP
Unit 1:
Structures and
Properties of
Matter
 Developing & using models
 Planning and carrying out
investigations
 Engaging in argument from
evidence
 Developing and using models
 Using mathematics and
computational thinking
 Constructing explanations and
designing solutions
Unit 3:
 Using mathematics and
Conservation of
computational thinking
Energy and Energy  Developing and using models
Transfer
 Planning and carrying out
investigations
 Analyzing and interpreting data
 Asking questions and defining
problems
 Constructing explanations and
designing solutions
Unit 2:
Chemical
Reactions
CA NGSS Rollout #2: High School
Key CCC
 Patterns
 Cause and effect
 Energy and matter
 Structure and
function
PEs addressed
DCI addressed
HS-PS1-1
HS-PS1-2
HS-PS1-3
HS-PS1-4
PS1.A – Structure
and Properties of
Matter
 Patterns
 Energy and
matter
 Stability and
change
 Cause and effect
HS-PS1-5
HS-PS1-6*
HS-PS1-7
HS-ETS1-2
 Energy and
matter
 Scale, proportion,
and quantity
HS-PS3-1
HS-PS3-4
HS-PS3-3
Brief Summary
The properties of matter
are a function of atomic
and molecular structure.
Atomic and molecular
structure can be inferred
from the properties of
bulk matter.
PS1.B – Chemical Chemical processes can
reactions
be predicted and
ETS1.C –
explained knowing the
Optimizing the
properties of the
Design Solution
reactants, conditions, and
the Law of the
conservation of mass
PS3.B –
Energy cannot be created
Conservation of
nor destroyed, but may
Energy and Energy change form. The
Transfer
entropy of an isolated
system increases over
PS3.D – Energy in time.
Chemical
Processes and
Everyday Life
H3.C. 4
Course 3: Biology
Title of
Unit
Unit 1:
DNA to
cells to
systems
Key SEP
Key CCC
 Developing & using models
 Planning and carrying out
investigations
 Constructing explanations
and designing solutions.
Unit 2:
Cell
reproductio
n linked to
growth.
Unit 3:
Light
energy to
chemical
energy to
life.
 Developing & using
models
 Systems
and
System
Models
 Structure
and
Function
 Stability
and
Change
 Systems
and
System
Models
Unit 4:
Influences
on
population
growth.
Unit 5:
Interconnec
tedness of
matter and
energy
cycling.
Unit 6:
Changes in
PEs
addressed
HS-LS1-1
HS-LS1-2
HS-LS1-3
DCI
addressed
LS1.AStructure and
Function
Brief Summary
HS-LS2-3
HS-LS2-4
HS-LS2-5
LS2.B- Cycles
of matter and
energy transfer
in ecosystems
Why is the cycling of matter and energy important?
How is matter and energy linked in ecosystems?
10% law of energy, models of cycling of matter (carbon and nitrogen)
and how linked to energy.
HS-LS2-6
HS-LS2-
LS2.CEcosystem
What types of interactions cause changes in ecosystems that ultimately
effect populations?
HS-LS1-4
 Developing & using models
 Constructing explanations
and designing solutions
 Energy
and
Matter
 Using Mathematical and
Computational Thinking
HS-LS2-1
 Scale,
proportio HS-LS2-2
n and
quantity
 Developing & using models
 Using Mathematical and
Computational Thinking
 Constructing Explanations
and Designing Solutions
 Constructing Explanations
and Designing Solutions
CA NGSS Rollout #2: High School
 Systems
and
System
Models
 Energy
& Matter
 Stability
and
HS-LS1-5
HS-LS1-6
HS-LS1-7
How do we know that DNA codes for proteins that actually do things
in cells?
How do systems work in a multi-celled organism and what happens if
there is a change in the system?
How do organisms survive even when there are changes in their
environment? Understanding the relationship between DNA and
proteins and how these relate to how a cell functions. Building on
concepts of cells as living organisms that can carry on life and how
cells work together to become organs and organ systems. Homeostasis
is defined and examples given.
LS1.BHow do organisms grow and still maintain fidelity in how their cells
Growth and
perform?
development
What happens after a cell divides?
of organisms
In order for organisms to grow there has to be some fidelity between
parent cells and daughter cells this happens during cell division.
LS1.CHow do living things acquire energy for life?
Organization
How do organisms store energy?
for matter and How are photosynthesis and cellular respiration connected?
energy flow in What components are necessary to build more complex molecules?
organisms
Photosynthesis and cellular respiration are linked to the movement of
energy through plants and animals. Understanding how they interact
together to provide energy for living systems is discussed in this unit.
LS2.AHow and why do populations change over time?
Interdependent Density dependent and independent factors, what determines whether
relationships in a population grows or not.
ecosystems
H3.C. 5
ecosystems
natural and
human.
Unit 7:
Who helps
who
survive?
Change
7*
HS-ETS13
HS-LS2-8
dynamics,
functioning,
and resilience
LS2.D- Social
interactions and
group behavior
 Engaging in argument from
Evidence
 Cause
and
Effect
 Asking Questions and
defining Problems
 Cause
and
Effect
HS-LS3-1
LS3.AInheritance of
traits
 Analyzing and Interpreting
Data
 Engaging in Argument
from Evidence
 Scale,
Proporti
on and
Quantity
HS-LS3-2
HS-LS3-3
LS3.BVariation of
traits
 Obtaining, Evaluating and
Communicating
Information
 Patterns
HS-LS4-1
Unit 11:
 Analyzing and Interpreting
Evidence of
Data
Natural
 Constructing Explanations
Selection
and Designing Solutions
 Patterns
 Cause
and
Effect
HS-LS4-2
HS-LS4-3
LS4.AEvidence of
common
ancestry and
diversity
LS4.B-Natural
Selection
Unit 12:
 Analyzing and Interpreting
Why adapt?
Data
 Using Mathematics and
Computational Thinking
 Constructing Explanations
and Designing Solutions
 Engaging in Argument
from Evidence
 Patterns
 Cause
and
Effect
HS-LS4-4
HS-LS4-5
HS-LS4-6
Unit 8:
Why do we
look like
our
parents?
Unit 9:
Variation,
necessary
for life.
Unit 10:
How we
are all
related.
CA NGSS Rollout #2: High School
LS4.CAdaptation and
human effects
on biodiversity
To what extent can humans “undo” their negative impact on the
environment?
Conservation biology, unintended consequences, human impacts.
How do organisms ensure that their gene pool gets passed on?
What affects a population’s chance of survival?
Individuals raising young rather than having young, colonies, and
herds used for protecting young so traits passed on and other modes of
kin selection.
How are characteristics of one generation passed to the next?
What allows traits to be transmitted from parents to offspring?
How DNA carries the code for traits and how this gets passed from
generation to generation.
What is the chance of a trait being passed from one generation to
another?
What happens if there is a mutation in that gene?
What combinations of alleles are possible?
What contributes to phenotypes?
Punnett squares, prediction models, how do we get variation?
What evidence shows that different species are related?
How did modern day humans evolve?
Common ancestor and branches of change. Explanation of how
humans evolved.
What processes influence natural selection?
What do changes in patterns of phenotypes mean?
What Darwin observed and the conclusions he drew from his
observations.
How does natural selection lead to adaptation in populations?
How do changes in ecosystems influence populations?
What are the cause and effect criteria for changes in populations?
Populations maintaining diversity. Selective pressures and what that
means for survival.
H3.C. 6
Course 4: Earth/Space Science
Title of unit
Key SEP
Key CCC
Unit 1:
Oil & Gas
 Developing
and using
models
 Engaging in
an argument
from
evidence
 Energy and matter:
Flows, cycles, and
conservation
Unit 2:
Climate
 Developing
and using
models
 Analyzing
and
interpreting
data
 Systems and system
models
 Energy and matter:
Flows, cycles, and
conservation
 Stability and Change
 Cause and effect
Unit 3:
Mountains,
Valleys, and
Coasts
 Plan and
conduct
investigation
s
 Developing
and using
models
 Stability and change
Unit 4:
Water &
Farming
 Planning
and carrying
out
investigation
s
 Analyzing &
interpreting
data
 Systems and systems
models
 Cause and effect
 Stability and change
 Developing
 Cause and Effect
Unit 5:
CA NGSS Rollout #2: High School
PE’s
addressed
HS-ESS2-6
HS-ESS2-7
HS-ESS2-2
HS-ESS2-4
HS-ESS2-6
HS-ESS3-2
HS-ESS3-5
HS-ESS3-6
HS-ETS1-1
HS-ESS2-1
HS-ESS2-5
HS-ESS3-1
HS-ESS3-5
HS-ETS1-3
HS-ESS2-5
HS-ESS3-1
HS-ESS3-3
HS-ESS3-5
HS-ETS1-1
HS-ETS1-4
HS-ESS1-5
DCI’s addressed
ESS2.A Earth Materials and
Systems
ESS2.E Bio geology
ESS3.A Natural Resources
Brief Summary
Where do oil and gas come from?
What is the impact of driving cars and
using other fossil fuels on the Earth
system?
Oil and gas are crucial resources that allow
us to harness energy from ancient life, but
we also unleash ancient carbon into our
atmosphere.
ESS2.A Earth Materials and
What regulates weather and climate?
Systems
What effects are humans having on the
ESS3.C Human Impacts on
climate?
Earth Systems
Data reveal that carbon in our atmosphere
ESS3.D Global Climate Change has a big impact on global temperatures and
ETS1.A Defining and Delimiting climate. Humans, in turn, have a big impact
Engineering Problems
on carbon in our atmosphere.
ESS2.A Earth Materials and
How did California’s landscape get to look
Systems
the way it does today?
ESS2.C The Role of Water in
What forces shape the Earth’s surface?
Earth’s Surface Processes
How do those processes affect humans?
ESS3.B Natural Hazards
Water shapes and sculpts our landscapes.
ESS3.D Global Climate Change The process is sometimes thought of as
ETS1.B Developing Possible
slow and steady, but often occurs as
Solutions
catastrophic events when driving forces
exceed resisting forces.
ESS2.C: The Roles of Water in
Why do droughts have such a strong impact
Earth’s Surface Processes
on California and other parts of the world?
ESS3.A Natural Resources
How will changes in climate affect our
ESS3.D Global Climate Change water resources?
ETS1.A Defining and Delimiting California depends on its precious water
Engineering Problems
resources to sustain its people and its farms.
ETS1.C Developing Possible
Solutions
ESS2.A Earth Materials and
What causes earthquakes?
and using
Causes and
models
effects of

Earthquakes Constructing
HS-ESS2-1
HS-ESS2-3
HS-ESS3-1
Systems
ESS2.B Plate Tectonics and
Large-Scale System Interactions
H3.C. 7
Earthquakes and motion at the surface give
clues to what goes on deep inside the Earth.
explanations
Unit 6:
Urban
geoscience
 Defining
problems
(for
engineering)
 Obtaining,
evaluating,
and using
information
 Structure and
function
 Systems and system
models
HS-ESS3-1
HS-ESS3-4
HS-ETS1-2
HS-ETS1-4
ESS3.C Human Impacts on
Earth Systems
ETS1.B Developing Possible
Solutions
ETS1.C Optimizing Design
Solutions
Unit 7: Star
Stuff
 Developing
and using
models
 Constructing
explanations
 Energy and Matter,
Patterns
 Cause and effect
HS-ESS1-1
HS-ESS1-3
HS-ESS1-6
ESS1.A The Universe and Its
Stars
ESS1.C The History of Planet
Earth
Unit 8:
Motion in
the Universe
 Constructing
explanations
 Using
mathematics
and
computation
al thinking
 Scale, proportion, &
quantity
 Structure and
function
HS-ESS1-2
HS-ESS1-4
HS-ESS1-6
ESS1.A The Universe and Its
Stars
ESS1.B Earth and the Solar
System
ESS1.C The History of Planet
Earth
CA NGSS Rollout #2: High School
How do Earth’s natural systems influence
our cities?
How do cities affect Earth’s natural
systems?
The majority of California residents live in
urban areas that were shaped by the natural
environment. Our continued growth in
these areas requires that we also think about
how human activity in turn affects the
natural environment.
What are stars made of?
How do stars glow, and what causes them
to be different colors?
We are made of star-stuff and we depend
on our closest star, Sun for all our energy.
The light from stars tells us more about
what they are and how they shine.
How did the Universe begin? And how do
we know?
What are the predictable patterns of
movement in our solar system?
The structure of objects in our Universe and
the motions of all bodies within it are
driven by the competition between the
explosive force of the Big Bang and the
attractive force of gravity.