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Science

Level 1

Unit Length (weeks)	4 Weeks	12 Weeks	5-6 Weeks	6 Weeks	4 Weeks
Unit Name	Scientific Method and Engineering Practices	Earth’s Water and Atmosphere	Space Science	Geologic Processes and History	Earth and Human Activity
Key Concepts	RELATIONSHIPS allow students to identify and understand the connections and associations between properties, forces, objects, people and ideas, including the human community’s connection with the worlds in which we live. Any change in relationship brings consequences—some of which may occur on a small scale, while others may be far reaching, affecting large systems like human societies and the planet as a whole. Relationships in sciences indicate the connections found among variables through observation or experimentation. These relationships also can be tested through experimentation. Scientists often search for the connections between form and function. Modeling is also used to represent relationships where factors such as scale, volume of data, or time make other methods impractical.	SYSTEMS are sets of interacting or interdependent components. Everything in the known universe is a component of a system and generally also a part of multiple interacting and interdependent systems. Systems provide structure and order in both natural and human environments. Dynamic and complex in nature, systems rely on a state of equilibrium and are very vulnerable to change. Systems in sciences describe sets of components that function due to their interdependence or complementary nature. Common systems in science are closed systems, where resources are not removed or replaced, and open systems, where necessary resources are renewed regularly. Modeling often uses closed systems to simplify or limit variables.	SYSTEMS are sets of interacting or interdependent components. Everything in the known universe is a component of a system and generally also a part of multiple interacting and interdependent systems. Systems provide structure and order in both natural and human environments. Dynamic and complex in nature, systems rely on a state of equilibrium and are very vulnerable to change. Systems in sciences describe sets of components that function due to their interdependence or complementary nature. Common systems in science are closed systems, where resources are not removed or replaced, and open systems, where necessary resources are renewed regularly. Modeling often uses closed systems to simplify or limit variables.	CHANGE is a conversion/shift/movement from one state to another. Exploring change allows students to examine forces that shape the world: past, present and future. Inquiry into the concept of change invites students to consider causes, processes and consequences: natural and artificial, intentional and unintentional, positive and negative. In science, change is viewed as the difference in a system’s state when observed at different times. This change could be qualitative (such as differences in structure, behavior, or level) or quantitative (such as a numerical variable or a rate). Change can be irreversible, reversible or self-perpetuating.	RELATIONSHIPS allow students to identify and understand the connections and associations between properties, forces, objects, people and ideas, including the human community’s connection with the worlds in which we live. Any change in relationship brings consequences— some of which may occur on a small scale, while others may be far reaching, affecting large systems like human societies and the planet as a whole. Relationships in sciences indicate the connections found among variables through observation or experimentation. These relationships also can be tested through experimentation. Scientists often search for the connections between form and function. Modeling is also used to represent relationships where factors such as scale, volume of data, or time make other methods impractical.
Related Concept(s)	EVIDENCE: Support for a proposition derived from observation and interpretation of data.	PATTERNS-The distribution of variables in time or space; sequences of events or features. MOVEMENT-The act, process, or result of displacing from one location or position to another within a defined frame of reference.	FORM: The features of an object that can be observed, identified, described, classified and categorized. FUNCTION-A purpose, a role or a way of behaving that can be investigated; a mathematical relationship between variables. MODELS: Representations used for testing scientific theories or proposals that can be accurately repeated and validated; simulations used for explaining or predicting processes which may not be observable or to understand the dynamics of multiple underlying phenomena of a complex system.	MOVEMENT-The act, process, or result of displacing from one location or position to another within a defined frame of reference. PATTERNS-The distribution of variables in time or space; sequences of events or features.	ENVIRONMENT (physics)-A description of the universe or a closed system through the application of the laws of physics; the complex of physical conditions or climate affecting a habitat or community. EVIDENCE-Support for a proposition derived from observation and interpretation of data.
Global Context	Scientific and Technical Innovations-How do we understand the worlds in which we live? Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs. Possible explorations to develop Systems, models, methods	Scientific and Technical Innovations- How do we understand the worlds in which we live? Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs. Possible explorations to develop Systems, models	Scientific and technical innovation How do we understand the worlds in which we live? Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their under- standing of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs. Possible explorations to develop: Models	Orientation in Space and time- What is the meaning of “when” and “where”? Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of human-kind; the relationships between, and the interconnectedness of, individuals and civilizations, from personal, local and global perspectives. Possible explorations to develop: Epochs, eras, turning points and “big history”	Globalization and Sustainability-How is everything connected? Students will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; reflect on the opportunities and tensions provided by world- interconnectedness; the impact of decision-making on humankind and the environment. Possible explorations to develop Human impact on the environment Consumption, conservation, natural resources and public goods
Statement of Inquiry	Evidence of cause and effect relationships lead to advancement in understanding and the ability to solve complex problems	Identifying patterns help us explain how objects interact, and how systems work together. This can help us understand why things happen in the world around us.	Models help demonstrate the form and function of systems that are too large/too small or complex to study directly.	When looking at “big history” major events are explored because of their level of consequence. The only constant in the universe is change.	Environmental changes, both natural and human caused, give us evidence for retooling systems to better use our resources.
Objectives	B.Inquiring and Designing At the end of year 1, students should be able to: i. outline an appropriate problem or research question to be tested by a scientific investigation ii. outline a testable prediction using scientific reasoning iii. outline how to manipulate the variables, and outline how data will be collected iv. design scientific investigations. C.Processing and Evaluating At the end of year 1, students should be able to: i. present collected and transformed data ii. interpret data and outline results using scientific reasoning iii. discuss the validity of a prediction based on the outcome of the scientific investigation iv. discuss the validity of the method v. describe improvements or extensions to the method.	A-Knowing and Understanding At the end of year 1, students should be able to: ii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations iii. interpret information to make scientifically supported judgments. C.Processing and Evaluating At the end of year 1, students should be able to: i. present collected and transformed data ii. interpret data and outline results using scientific reasoning iii. discuss the validity of a prediction based on the outcome of the scientific investigation	A-Knowing and Understanding At the end of year 1, students should be able to: ii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations iii. interpret information to make scientifically supported judgments. C.Processing and Evaluating At the end of year 1, students should be able to: i. present collected and transformed data ii. interpret data and outline results using scientific reasoning	A-Knowing and Understanding At the end of year 1, students should be able to: i. outline scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations iii. interpret information to make scientifically supported judgments. C.Processing and Evaluating At the end of year 1, students should be able to: iii. discuss the validity of a prediction based on the outcome of the scientific investigation iv. discuss the validity of the method	A-Knowing and Understanding At the end of year 1, students should be able to: ii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations iii. interpret information to make scientifically supported judgments. D.Reflecting on the Impacts of Science At the end of year 1, students should be able to: i. summarize the ways in which science is applied and used to address a specific problem or issue ii. describe and summarize the various implications of using science and its application in solving a specific problem or issue (global 3rd vs 1st world)
ATL skills	Communication Skills · Make inferences and draw conclusions · Use and interpret a range of discipline- specific terms and symbols · Organize and depict information logically - Take effective notes in class Thinking Skills · Interpret data	Social Collaboration Skills · Practice empathy · Help others to succeed	I.Communication: Taking effective notes in class Research Skills VI · Collect, record and verify data Thinking Skills - Use models and simulations to explore complex systems and issues	Thinking Skills VIII · Interpret data · Revise understanding based on new information and evidence Communication Skills · Use appropriate forms of writing for different purposes and audiences · Read critically and for comprehension · Make inferences and draw conclusions · Write for different purposes · Preview and skim texts to build understanding · Take effective notes in class · Structure information in summaries, essays, and reports. · Use a variety of organizers for academic writing tasks	Research Skills VI · Collect, record and verify data · Collect and analyze data to identify solutions and make informed decisions · Understand and implement intellectual property rights · Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions Self Management Skills III · Plan short and long-term assignments to meet deadlines · Plan strategies and take action to achieve personal and academic goals · Select and use technology effectively and productively
Content (Topics, Knowledge, and Skills)	Scientific Method, experimental design, measurement with the metric system, data tables and graphs	Circulation of the Earth’s Atmosphere Circulation of the Earth’s Oceans The Water Cycle Weather prediction Influences of weather and climate	Relationships between the Sun, Earth, and moon- day and night, moon phases, eclipses, tides, and seasons. Size and scale of the solar system, formation of the solar system	Age of the Earth, composition of the Earth, geologic movement of the continents, natural disasters	Renewable and nonrenewable energy sources. Human population and increase in energy demands worldwide. What are the human impacts using these different energies and what are possible solutions?

Level 2

Unit Length (weeks)	5 weeks (25 hours)	5 weeks (25 hours)	5 weeks (25 hours)	3 weeks (15 hours)	8 weeks (40 hours)	4 weeks (20 hours)	4 weeks (20 hours)
Unit title	Structure and Function of Cells	Human Body Systems	Plant/animal Growth and Reproduction	Inheritance and Genetic Disorders	Ecology and Human Impact	Natural Selection and Evolution	Ethics of Genetic Modification
Key Concept	Systems	Systems	Change	Relationships	Relationships	Change	Change
Related Concept(s)	Form, Function	Interaction, Balance	Environment, Conditions	Consequences, Patterns	Interaction, Consequences	Patterns, Evidence	Transformation, Consequences
Global Context	Scientific and Technical Innovation	Identities and Relationships	Scientific and Technical Innovation	Fairness and Development	Globalization and Sustainability	Orientation in Time and Space	Identities and Relationships
Exploration	Models	Health and Wellbeing	Processes	Difference and Inclusion	Human Impact on the Environment	Adaptation and Evolution	Ethical Judgment
Statement of Inquiry	Models demonstrate the form and function of a system.	Systems interact to maintain balance influencing overall health and wellbeing.	Changing conditions of an environment affects processes.				Transformation leads to consequences that require ethical judgment.
MYP Objective(s)	Criterion A (i,ii,iii) Criterion D (iii)	Criterion A (i, ii, iii)	Criterion B (i,ii,iii,iv) Criterion C (i,ii,iii,iv,v)	Criterion A (i,ii,iii) Criterion D (i,ii,iii,iv)	All Criteria	Criterion B (i,ii,iii,iv) Criterion C (i,ii,iii,iv,v)	Criterion D (i,ii,iii,iv)
ATL Skills + Indicators	Self Management - Keep an organized and logical system of information files/notebooks - Plan short and long-term assignments; meet deadlines Thinking - Use models and simulations to explore complex systems and issues -Generate metaphors and analogies	Thinking -Formulate questions Communication -Preview and skim texts to build understanding -Use a variety of speaking techniques to communicate with a variety of audiences -Use appropriate forms of writing for different purposes and audiences	Social - Delegate and share responsibility for decision-making - Give and receive meaningful feedback Thinking -Generate testable hypotheses Research -Collect/record data -Process data and report results	Research -Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media -Access information to be informed and inform others -Present information in a variety of formats and platforms	Social Thinking	Communication -Make inferences and draw conclusions	Thinking -Gather and organize relevant information to formulate an argument -Consider ideas from multiple perspectives Research -Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions
Standards	Conduct an investigation that living things are made of cells; either one cell or many different numbers and types of cells (MS-LS1-1) GLE 1 Develop and use a model to describe the function of a cell as a whole and the ways the parts of cells contribute to the function (MS LS1-2) GLE 1 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. (MS-LS1-6) GLE 3	Use arguments supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. (MS-LS1-3) GLE 1 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. (MS-LS1-7) GLE 3 Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. (MS-LS1-8) GLE 4	Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. (MS-LS1-5) GLE2 Use arguments based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. (MS-LS1-4) GLE 2 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. (MS-LS1-6) GLE 3	Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. (MS-LS3-1) GLE 8 Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. (MS-LS3-2) GLE 8	Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. (MS-LS2-1) GLE 5 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. (MS-LS2-2) GLE 5 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. (MS-LS2-3) GLE 6 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. (MS-LS2-4) GLE 7 Evaluate competing design solutions for maintaining biodiversity and ecosystem services. (MS-LS2-5) GLE 7	Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. (MS-LS4-1) GLE 9 Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. (MS-LS4-2) GLE 9 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. (MS-LS4-3) GLE 9 Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. (MS-LS4-6) GLE10	Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms. (MS-LS4-5) GLE 10
Content (Topics, Knowledge, Skills)	Topics: Living Vs Nonliving Classification of Life Cell Theory Cell Types Eukaryotic Vs Prokaryotic Cell Plant Vs Animal Cell Unicellular VS Multicellular Parts of a Cell -Nucleus -Cell Membrane -Cell Wall -Chloroplasts -Mitochondria Cell Processes: -Cellular Respiration -Photosynthesis Skills: Develop and Use Models	Topics: Levels of Organization Respiratory System Circulatory System Muscular System Digestive System Food Chemistry Excretory System Nervous System Transplantation Science Visit Earthworm and Frog Dissections Skills: Ask Questions and Construct Explanations	Topics: Plant Classification Plant Structures Photosynthesis Factors Affecting Plant Growth and Development Plant Reproduction Pollinators Seed Dispersal Skills: Plan and Carry Out Investigations	Topics: Punnett Squares Skills: Obtain, Evaluate, and Communication Information	Topics: Food Chain/Web Energy Pyramid Predator/Prey Relationships Skills: Define Problems and Design Solutions	Topics: Natural Selection Skills: Analyze and Interpret Data, Use Mathematics	Topics: DNA Structure and Function Mutations Gene Editing Skills: Engage in an Argument from Evidence
Summative Assessment	Cell Model Museum Exhibit	Human Body Systems Doctor Panel	Plant Growth Investigation	Genetics Disorder Presentation	Design Challenge	Traditional Test	Gene Modification Editorial

Level 3

Unit Length (weeks)
Unit title	Scientific Method and Experimental Design	Energy and Energy Transfer	Chemistry	Forces, Motion, and Fields	Waves and Their Applications
Key Concept	Relationships in sciences indicate the connections found among variables through observation or experimentation. These relationships also can be tested through experimentation. Scientists often search for the connections between form and function. Modeling is also used to represent relationships where factors such as scale, volume of data, or time make other methods impractical.	Systems in sciences describe sets of components that function due to their interdependence or complementary nature. Common systems in science are closed systems, where resources are not removed or replaced, and open systems, where necessary resources are renewed regularly. Modeling often uses closed systems to simplify or limit variables.	Relationships in sciences indicate the connections found among variables through observation or experimentation. These relationships also can be tested through experimentation. Scientists often search for the connections between form and function. Modeling is also used to represent relationships where factors such as scale, volume of data, or time make other methods impractical.	Change is a conversion/shift/movement from one state to another. Exploring change allows students to examine forces that shape the world: past, present and future. Inquiry into the concept of change invites students to consider causes, processes and consequences: natural and artificial, intentional and unintentional, positive and negative.	Relationships in sciences indicate the connections found among variables through observation or experimentation. These relationships also can be tested through experimentation. Scientists often search for the connections between form and function. Modeling is also used to represent relationships where factors such as scale, volume of data, or time make other methods impractical.
Related Concept(s)	Evidence Support for a proposition derived from observation and interpretation of data	Energy The capacity of an object to do work or transfer heat Transformation A change from one well-defined state to another well-defined state; an alteration in form or condition, including energy and particle nature.	Balance A state of equilibrium or stable distribution. Interaction The effect or effects two or more systems, bodies, substances or organisms have on one another, so that the overall result is not simply the sum of the separate effects.	Movement The act, process, or result of displacing from one location or position to another within a defined frame of reference. Interaction The effect or effects two or more systems, bodies, substances or organisms have on one another, so that the overall result is not simply the sum of the separate effects.	Function A purpose, a role or a way of behaving that can be investigated; a mathematical relationship between variables.
Global Context + Global Context Exploration	Scientific and technical innovation How do we understand the worlds in which we live? Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their under- standing of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs. Possible explorations to develop: • systems, models, methods; products, processes and solutions • adaptation, ingenuity and progress • opportunity, risk, consequences and responsibility • modernization, industrialization and engineering • digital life, virtual environments and the information age • the biological revolution • mathematical puzzles, principles and discoveries	Scientific and technical innovation How do we understand the worlds in which we live? Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their under- standing of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs. Possible explorations to develop: • systems, models, methods; products, processes and solutions • adaptation, ingenuity and progress • opportunity, risk, consequences and responsibility • modernization, industrialization and engineering • digital life, virtual environments and the information age • the biological revolution • mathematical puzzles, principles and discoveries	Scientific and technical innovation How do we understand the worlds in which we live? Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their under- standing of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs. Possible explorations to develop: • systems, models, methods; products, processes and solutions • adaptation, ingenuity and progress • opportunity, risk, consequences and responsibility • modernization, industrialization and engineering • digital life, virtual environments and the information age • the biological revolution • mathematical puzzles, principles and discoveries	Scientific and technical innovation How do we understand the worlds in which we live? Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their under- standing of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs. Possible explorations to develop: • systems, models, methods; products, processes and solutions • adaptation, ingenuity and progress • opportunity, risk, consequences and responsibility • modernization, industrialization and engineering • digital life, virtual environments and the information age • the biological revolution • mathematical puzzles, principles and discoveries	Scientific and technical innovation How do we understand the worlds in which we live? Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their under- standing of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs. Possible explorations to develop: • systems, models, methods; products, processes and solutions • adaptation, ingenuity and progress • opportunity, risk, consequences and responsibility • modernization, industrialization and engineering • digital life, virtual environments and the information age • the biological revolution • mathematical puzzles, principles and discoveries
Statement of Inquiry	By using methods with rules and conventions to discern relationships and patterns, humans can explain how the world works.	By using engineering principles, humans can explain how energy transforms within systems.	By using models, humans demonstrate how interactions create relationships that influence the balance of systems.	By using mathematical principles, humans can describe how interactions can cause changes in movement within systems.	By using models and ingenuity, humans can enhance the functions of technology.
MYP Subject-group objective(s)	A i. explain scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations iii. analyse and evaluate information to make scientifically supported judgments B i. explain a problem or question to be tested by a scientific investigation ii. formulate a testable hypothesis and explain it using scientific reasoning iii. explain how to manipulate the variables, and explain how data will be collected iv. design scientific investigations. C i. present collected and transformed data ii. interpret data and explain results using scientific reasoning iii. evaluate the validity of a hypothesis based on the outcome of the scientific investigation iv. evaluate the validity of the method v. explain improvements or extensions to the method. D i. explain the ways in which science is applied and used to address a specific problem or issue iii. apply communication modes effectively.	A i. explain scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations iii. analyse and evaluate information to make scientifically supported judgments C ii. interpret data and explain results using scientific reasoning iii. evaluate the validity of a hypothesis based on the outcome of the scientific investigation iv. evaluate the validity of the method v. explain improvements or extensions to the method. D i. explain the ways in which science is applied and used to address a specific problem or issue iii. apply communication modes effectively.	A i. explain scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations iii. analyse and evaluate information to make scientifically supported judgments B i. explain a problem or question to be tested by a scientific investigation ii. formulate a testable hypothesis and explain it using scientific reasoning iii. explain how to manipulate the variables, and explain how data will be collected iv. design scientific investigations. C i. present collected and transformed data ii. interpret data and explain results using scientific reasoning iii. evaluate the validity of a hypothesis based on the outcome of the scientific investigation iv. evaluate the validity of the method v. explain improvements or extensions to the method. D i. explain the ways in which science is applied and used to address a specific problem or issue iii. apply communication modes effectively.	A i. explain scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations iii. analyse and evaluate information to make scientifically supported judgments B i. explain a problem or question to be tested by a scientific investigation ii. formulate a testable hypothesis and explain it using scientific reasoning iii. explain how to manipulate the variables, and explain how data will be collected iv. design scientific investigations. C i. present collected and transformed data ii. interpret data and explain results using scientific reasoning iii. evaluate the validity of a hypothesis based on the outcome of the scientific investigation iv. evaluate the validity of the method v. explain improvements or extensions to the method. D i. explain the ways in which science is applied and used to address a specific problem or issue ii. discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue iii. apply communication modes effectively.	A i. explain scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations iii. analyse and evaluate information to make scientifically supported judgments D i. explain the ways in which science is applied and used to address a specific problem or issue ii. discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue iii. apply communication modes effectively.
ATL Skills + ATL Skill Indicators	Communication – Structure information in summaries, essays and reports Social – collaboration skills	Thinking – critical thinking: identify obstacles and challenges	Thinking – Critical thinking: Identify trends, draw reasonable conclusions and generalizations	Thinking- Transfer: Apply skills and knowledge in unfamiliar situations Thinking- Transfer: Make connections between subject groups and disciplines	Thinking- Critical thinking: Use models and simulations to explore complex system and issues
Content (Topics, Knowledge, Skills)	NGSS: ETS1-1 ETS1-2 ETS1-3 ETS1-4 CDE: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding structure, properties and interactions of matter.	NGSS: PS3-1 PS3-2 PS3-3 PS3-4 PS3-5 CDE: There are different forms of energy, and those forms of energy can be changed from one form to another – but total energy is conserved	NGSS: PS1-1 PS1-2 PS1-3 PS1-4 PS1-5 PS1-6 CDE:Distinguish between physical and chemical changes, noting that mass is conserved during any change.	NGSS: PS2-1 PS2-2 PS2-4 ETS1-2 CDE: Identify and calculate the direction and magnitude of forces that act on an object, and explain the results in the object’s change of motion.	NGSS: PS4-1 PS4-2 PS4-3 CDE: Recognize that waves such as electromagnetic, sound, seismic, and water have common characteristics and unique properties.