New Visions adapted OpenSciEd Chemistry materials to align with all New York City and State standards and instructional requirements.
Key adaptations include:
- Developing and integrating materials: Created supplementary teacher- and student-facing resources to bridge gaps between OpenSciEd and NYCPS requirements.
- Streamlining unit pacing: Omitted and modified select lessons to reduce time spent on Earth & Space Science standards while maintaining a coherent learning progression and unit storyline.*
- Pacing & Assessment: Built detailed pacing guides for NYCPS schools and developed a full suite of interim assessments.
* Note: Lesson numbers align with the original OpenSciEd curriculum. Omitted lessons account for the gaps in numbering.
Unit Overview
PEs:
- HS-PS3-1†: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
- HS-PS3-4: Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
- 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.
- 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.
- *: This performance expectation is developed across multiple units.
- †: This performance expectation is developed across multiple courses.
PEs:
- 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-PS1-3*: 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. 4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
- HS-PS2-4†: Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
- HS-PS2-6*: Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
- HS-PS3-2†: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative positions of particles (objects).
- HS-PS3-5†: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction
- *: This performance expectation is developed across multiple units.
- †: This performance expectation is developed across multiple courses.
PEs:
- 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.
- 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-PS1-10* (NYSSLS): Use evidence to support claims regarding the formation, properties and behaviors of solutions at bulk scales
- HS-PS2-6*: Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
- HS-PS4-4 (NYSSLS): Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matte
- 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.
- 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.
- HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
- *: This performance expectation is developed across multiple units.
- †: This performance expectation is developed across multiple courses.
PEs:
- HS-ESS2-6†: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
- HS-ESS3-4*: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
- HS-ETS1-1*: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
- 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-PS1-5: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
- 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-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
- HS-PS1-11 (NYSSLS): Plan and conduct an investigation to compare properties and behaviors of acids and bases
- *: This performance expectation is developed across multiple units.
- †: This performance expectation is developed across multiple courses.
PEs:
- 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-PS1-8†: 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.
- HS-PS3-1†: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
- HS-PS3-2†: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative positions of particles (objects).
- HS-PS3-5†: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
- 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.
- HS-ESS3-4*: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
- HS-ETS1-1*: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
- *: This performance expectation is developed across multiple units.
- †: This performance expectation is developed across multiple courses.
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