Week of Feb 27 - Mar 4

date	Classroom	Eval	Homework	Assessment criteria
Feb 27	Explore Part II: pp 599-602 – P/P 1-7		Page 603 – S/T 1 - 4	Explain the factors that affect climate in different parts of Washington state and other parts of the world
Mar 2	Gather Data for Plant Exp – Finish Write up		Finish write up for plant experiment	Plan and conduct a scientific investigation, choosing a method appropriate to the question being asked. Collect, analyze, and display data using calculators, computers, or other technical devices when available
3	Explore Part III; pp603 -606, p/p 1-7		Page 608 – R/C 1-5	Use proportional reasoning, functions, graphing, and estimation to solve problems
4/5	Explore/Explain Part 1, Pp609-612, p/p 1-8, S/T part 1, 1		No homework – Turn  in notebook

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Next Generation Science Standards

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-ESS3-5.	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
HS-LS4-3.	Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

Week of February 20 - 26

Date	Classwork	Eval	Homework	Assessment Criteria
Feb. 20	Set up Seed Variation Experiment		none	Conduct a scientific investigation, choosing a method appropriate to the question being asked.
23	Engage: Pages 594 - 595, P/P 1 - 5		Page 595, R/C 1-4	Identify a question that scientists may investigate that is stimulated by the needs of society (e.g., medical research, global climate change)
24	Explore, Part 1: Pages 595 - 596, P/P 1 - 9		Pages 598 - 599, S/T Part 1, 1-4	Use proportional reasoning, functions, graphing, and estimation to solve problems.
25/26	Video - Chasing Ice - Record at least 10 important ideas/technologies Discussion and Reflection

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Next Generation Science Standards:

Planning and Carrying Out Investigations: Scientists and engineers investigate and observe the world with essentially two goals: (1) to systematically describe the world and (2) to develop and test theories and explanations of how the world works.

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.

Week of Feb. 13 - 19

Date	Classroom	Eval	Homework	State Assessment criteria
Feb. 13	Prepare for test		Prepare for test	All for chapter
17	Take Test		No homework
18/19	Design and set up plant growing experiment Big Idea and Background: Procedures Write up		No homework, Turn in notebook	Describe a plan to answer a given question for a controlled experiment with the following attributes: · At least two controlled variables · One manipulated (independent) variable with three or more conditions · One responding (dependent) variable · Experimental control condition, when appropriate · Additional validity measure · Data to be gathered and recorded from multiple trials · Logical steps

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Next Gen Standards:

HS-LS2-5.	Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere
HS-LS3-1.	Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring
HS-LS4-5.	Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

Week of

Week of Feb 6 - 12

Week of Feb 6 - 12

Next Generation Standards

HS-LS4-1.

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

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.

Date	Classwork	Eval	Homework	Assessment criteria
Feb 6	Elaborate: Pages 442 - 444, P/P 1 - 5, R/C 1 - 4		Complete unfinished classwork PR Watch these videos http://learn.genetics.utah.edu/content/epigenetics/rats/ http://learn.genetics.utah.edu/content/epigenetics/nutrition/ Describe the big idea of each video.  Which do you find more interesting and why?	Explain that species alive today have diverged from a common ancestor (e.g., by interpreting diagram representing an evolutionary tree).
9	Evaluate: Pages 445-446, P/P 1-10		Friday, Feb. 13 Test preparation	All assessment criteria for chapter
10	Video - Clone Identify two types of cloning and give examples of each		PR - Research issues of human cloning - are similar situations occurring in reality?	Identify a question that scientists may investigate that is stimulated by the needs of society (e.g., medical research, global climate change).
11/12	BioEthics of Human Cloning - Activity Resources for Activity		Prepare for test!	Critically analyze scientific information in current events to make personal choices or to understand public‐policy decisions.

Week of Jan 30 - Feb 5

Week of Jan 30 - Feb. 5

Date	Classwork	Eval	Homework	Assessment Criteria
Jan 30	Results of CSI		Page 433 - 435: Read Mapping the Human Genome. Record 4 discoveries that are most interesting to you.	Evaluate the solution(s) with respect to criteria on which to judge success and/or constraints (i.e., limitations) on the solution(s) given one or more solution(s) to a problem that can be solved using a technological design process.
Feb 2	A Decade of the Human Genome Project Record 10 ways that the Human Genome Project is changing medicine		Reflection: Compare and contrast the information in the video to the information in the textbook reading.	Describe how science and/or technology might influence society or the development of cultures and/or how society might influence science    (e.g., funding research, views on what is important to study)
3	Finish Video Elaborate Part I: Page 435 - 438, P/P 1-4, S/T Part I, 1-3		Finish Reflection	Describe the molecular process by which organisms pass on physical and behavioral traits to offspring, as well as the environmental and genetic factors that cause minor differences (variations) in offspring or occasional ―mistakes‖ in the copying of genetic material that can be inherited by future generations (mutations).
4/5	Elaborate Part II: Pages 438 - 440, P/P 1 - 9, R/C 1-5		None - Turn in Notebook	Describe that changes caused by mutations will often be harmful, but a small minority of mutations will cause changes that allow the offspring to survive longer and reproduce more

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