|Topic||1. Engage||2. Explore||3. Explain||4. Extend||5. Evaluate||NGSS Alignment|
|Density||https://www.youtube.com/watch?v=dHn80f3lAUs||Two different bowling balls in water, Diet Coke can vs regular can in water, make your own density column, Lava lamp||What factors affect float vs sink? What factors can you change to flip the outcome?||Measuring volumes and masses, discovering how increasing or decreasing each affects float vs sink||Lab practical: give a couple of blocks, measure density, will they float based on calculations?||HS-ESS2-3: Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection.|
|Team Physics||https://www.youtube.com/watch?time_continue=1&v=Z4gK5Kuy1bE||Students create video of acceleration of themselves using Vernier Video Physics app or similar.||1. Difference between high speed and rapid acceleration. 2. How to determine velocity from a video. 3. How to determine acceleration from velocity.||Create distance/velocity vs time graphs showing themselves vs a Ferrari, a cheetah, a space shuttle, a fungus, etc....||Whiteboard an infographic displaying top acceleration vs top speed.||PS2A: Forces and Motion|
|Photoelectric effect||https://m.youtube.com/watch?v=_OVpUYlbvvQ||Why do you think the leaves come together 10 seconds into the video? Give an explanation of what you observe using electrostatic principles.||Electrostatic polarization of charge, photoelectric effect, electromagnetic spectrum||What would happen if the UV light was replaced with an infrared or visible light source?||Have students exhibit their models of ideas of current understanding of the electrostatic and photoelectric concepts|
|significant figures||http://www.nbcolympics.com/video/simone-manuel-penny-oleksiak-tie-gold-100m-freestyle||Ruler activity (whole numbers, tenths, hundredths) ... Measure the shoebox (pool) or you could substitute with a lab table. https://drive.google.com/file/d/1hseXvn2g15_7EoKpQ4iw9j9yx9d_KAbF/view?usp=sharing_eil&ts=5b6b078e||Discussion of precision and proper way to read measuring instruments|
|Precision and accuracy lab |
Practice problems reading differing types of measuring instruments
|Lab quiz and/or sig figs/measurement quiz||Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-1),(HS-ESS2-2),(HS-ESS2-3),(HS-ESS2-4),(HS- ESS2-5),(HS-ESS2-6) |
Use mathematical representations of phenomena to support claims. (HS-PS1-7)
|Bonding and Polarity||https://www.youtube.com/watch?v=p21zJZiB0XI||Students will different peels of fruits and vegetables to determine what makes the balloon pop||Demonstrations while explaining the vocabulary of polar and non polar.||Multiple stations showing examples of polar vs. nonpolar substances.||Chromatography Lab||HS-PS1-3, SEP: asking questions for science, analyzing and interpreting data, constructing explanations for science. CCC: structure and function|
*Mute whole video
*0:10 - 1:50 on loop
|Natural Selection/Camouflage Activity|
-Add quantitative data of how the population changes after several 30 second rounds of picking out the organism (paper, beans, noodles, etc.) the students can see.
1. When does mutation occur? Not within an organism's lifetime, but through reproduction.
2. How does mutation occur? Random chance mutation.
3. Smallest biological level of organization that can evolve? NO, one living thing does not evolve -- POPULATIONS!
|Case Study from University of Buffalo on Antibiotic Resistance (http://sciencecases.lib.buffalo.edu/cs/files/mrsa.pdf)|
*Adapt as seen fit for lower levels, etc.
Possible notes on bacteria becoming antibiotic resistance.
Evolution in Action Assessment
-In lab groups, in class
|CCC: Cause & effect|
SEP: Engaging an argument from evidence
https://ed.ted.com/lessons/do-fad-diets-work-mia-nacamulli, word art with various diet words/images
|Have students research a couple of different nutrition plans. Evaluate what the nutrition plant consist of.||Discuss different macromolecules||Evaluate the diet researched to determine who would benefit most from that type of nutrition plan. Identify a balanced meal that someone with that meal plan would consume and identify the macromolecules.||Share nutritional plans, give teams a patient description and have teams determine which nutritional plan would best fit for that patient||LS 1 A: Structure and function of molecules, cells and organisms|