To create a custom lesson, click on the check boxes of the files you’d like to add to your
lesson and then click on the Build-A-Lesson button at the top. Click on the resource title to View, Edit, or Assign it.
WV.S.11-12.L.Science Literacy
Science Literacy
Writing- Text Types and Purposes
S.11-12.L.11. Write arguments focused on discipline-specific content:
S.11-12.L.11.5. Provide a concluding statement or section that follows from or supports the argument presented.
S.11-12.L.12. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes:
S.11-12.L.12.1. Introduce a topic and organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures and tables), and multimedia when usefu
S.11-12.L.12.2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
S.11-12.L.12.3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.
S.11-12.L.12.4. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of
S.11-12.L.12.5. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
S.11-12.L.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
S.11-12.L.8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
S.11-12.L.9. Synthesize information from a range of sources (e.g., texts, experiments, and simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
S.HS.C.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.
S.HS.C.4. Produce electron configurations and orbital diagrams for any element on the periodic table and predict the chemical properties of the element from the electron configuration.
S.HS.C.5. 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.
S.HS.C.10. Predict the products, write and classify balanced chemical reactions including single replacement, double replacement, composition, decomposition, combustion and neutralization reactions.
S.HS.C.15. 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.
S.HS.C.16. 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.
S.HS.C.17. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
S.HS.C.9. 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.
S.HS.ENV.14. Identify natural and anthropogenic sources of primary, secondary, and indoor air pollutants and the resulting environmental and health effects.
S.HS.ENV.17. Debate climate change as it relates to natural forces, greenhouse gases, and human changes in atmospheric concentrations of greenhouse gases, and relevant laws and treaties.
S.HS.ENV.2. Explain how the chemical components of biological and physical processes fit in the overall process of biogeochemical cycling such as photosynthesis, respiration, nitrogen fixation, or decomposition.
S.HS.ENV.5. Differentiate various means of generating electricity in terms of the transformation of energy among forms, the relationship of matter and energy, and efficiency/production of heat energy.
S.HS.ENV.8. Create food web diagrams to explain how adding and/or removing a species from an ecosystem may affect other organisms and the entire ecosystem.
WV.S.HS.ETS.Engineering, Technology, and Applications of Science
Engineering, Technology, and Applications of Science
Engineering Design
S.HS.ETS.1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
S.HS.ETS.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.
S.HS.P.19. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
S.HS.P.21. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
S.HS.P.22. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
S.HS.P.23. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
S.HS.P.24. Apply ray optics diagrams to lenses and mirrors; use the lens/mirror equation and the magnification equation to solve optics problems; justify the image results obtained by diagramming the ray optics of lenses and mirrors and/or by deducing the image info
S.HS.P.1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
S.HS.P.2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
S.HS.P.4. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
S.HS.P.6. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
S.HS.P.9. Analyze the motion of a projectile; appraise data, either textbook generated or laboratory collected, for motion in one and/or two dimensions, then select the correct mathematical method for communicating the value of unknown variables.
S.HS.P.11. 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.
S.HS.P.13. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).
S.HS.P.15. 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 (se
S.HS.P.16. 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.
S.HS.PS.20. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
S.HS.PS.22. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
S.HS.PS.23. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
S.HS.PS.24. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
S.HS.PS.10. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
S.HS.PS.11. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
S.HS.PS.12. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
S.HS.PS.14. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
S.HS.PS.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.
S.HS.PS.2. 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.
S.HS.PS.15. 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.
S.HS.PS.16. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).
S.HS.PS.18. 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 (se
S.HS.PS.19. 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.
S.HS.PS.5. 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.
S.HS.PS.6. 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.
S.HS.PS.7. 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.
S.HS.PS.8. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.