Course Catalog

Grade 9

BTS 2a: History of Ancient Israel

Fall

Grade 9

BTS 2b: History of the Early Church

Spring

Grade 10

BTS 3a: Prophets of Ancient Israel

Fall

Grade 10

BTS 3b: Christology

Spring

Grade 11

BTS 4a: Pauline Theology

Fall

4 units

Grade 11

BTS 4b: Johannine Theology

Spring

4 units

Grade 12

BTS 5: Christian Worldview

Full Year

Grade 11+

BTS 4.2: World Religions

Fall

Grade 11+

BTS 6: The Life & Thought of C.S. Lewis

Spring

Grade 11+

BTS 6: Missiology

Spring

Grade 11+

Dual Credit Biblical Literature I: Old Testament

Fall

Grade 11+

Dual Credit Biblical Literature II: New Testament

Spring

Grade 9Fall

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 9Spring

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 10Fall

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 10Spring

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 11Fall

UNIT 1: THE BIBLE AS GOD’S LANGUAGE

13 Days

Students Will Understand

Students will understand that the Bible is God’s language that he uses to speak to and transform people.
Students will understand that the meaning of a text is the process of making sense of it and experiencing the truth conveyed by it.
Meaning as Making Sense and Meaning as Transformative Understanding: Interactive lecture and discussion on the differences between meaning as making sense and as transformative understanding.

Assessment Evidence

Class Participation: Attendance, engagement, note-taking.
Week 1 Exit Ticket: What would you say you’ve learned so far?
Small Group Presentation: Groups identify and share what functions as a “language” as defined in class.

UNIT 2: PHILIPPIANS AND PHILEMON

13 Days

Students Will Understand

Students will understand that Philippians is about the king who is creating an alternative society.
Students will understand that we read a text that exists in various contexts.

Assessment Evidence

Survey Annotations: Philippians: Survey reading of Philippians assessing students making sense of the text.
Historical Context of Philemon: Reading of Warren Carter, The Roman Empire and the New Testament and explanation of how historical context makes better sense of Philemon.
Canvas Discussion: American Citizenship: Identify core values of American citizenship.

UNIT 3: EPHESIANS AND COLOSSIANS

14 Days

Students Will Understand

Students will understand that Ephesians is about the victory of the cosmic king.
Students will understand that we read a text in a particular language.

Assessment Evidence

Survey Annotations: Ephesians: Survey reading of Ephesians assessing students making sense of the text.
Word Study Worksheet: Study the meaning of sozo in various passages.
Word Study Reading: Reading of Bates, Salvation by Allegiance Alone.

UNIT 4: ROMANS

27 Days

Students Will Understand

Students will understand that Romans is about the king who welcomes the other.
Students will understand that we read a text in a particular form.

Assessment Evidence

Survey Annotations: Romans: Survey reading of Romans assessing students making sense of the text.
Exegetical Analysis Reading: Reading of McKnight, Reading Romans Backwards.
Dividing Issues Between Christians Graded Discussion: Small-group discussion focused on articulating one’s perspective and listening to others’ perspectives.

Grade 11Spring

UNIT 1: REVELATION THESIS

Duration of entire semester

Students Will Understand

Students will understand the process of personally discovering meaning in a passage of the Book of Revelation.

Assessment Evidence

Revelation Checkpoints: Series of 5 assessments students meet during the process of researching for their thesis paper.
Revelation Thesis Paper: Primary benchmark assignment for BTS 4.
Revelation Thesis Presentation

UNIT 2: WRITTEN SO THAT YOU MAY BELIEVE

11 Days

Students Will Understand

Students will understand that a sign is something that gives someone an opportunity to look deeper than what’s on the surface.
Students will understand that John wrote his Gospel as a sign of Jesus’ identity.

Assessment Evidence

Survey Annotations: Gospel of John

UNIT 3: JESUS IS THE MESSIAH, THE SON OF GOD

12 Days

Students Will Understand

Students will understand that John uses irony as a literary device to create opportunities for readers to experience Jesus.

UNIT 4: THE BOOK OF REVELATION

9 Days

Students Will Understand

Students will understand that a valid interpretation is arrived at by synthesizing various exegetical analyses.

Grade 12Full Year

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 11+Fall

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 11+Spring

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 11+Spring

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 11+Fall

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 11+Spring

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 9

English 9 (Honors Option)

Full Year

Grade 10

English 10 (Honors Option)

Full Year

12 units

Grade 11

English 11

Full Year

Grade 11

AP English Language & Composition

Full Year

Grade 12

English 12

Full Year

Grade 12

Dual Credit English 1100: Effective Writing

Fall

Grade 12

Dual Credit English L2000: Literary Interpretation

Spring

Grade 10-12

Literary Movements

Fall

Grade 10-12

Creative Writing 3: Nonfiction

Spring

Grade 10-12

Creative Writing 4: Poetry

Spring

Grade 11+

Dual Credit Public Speaking COM 210

Spring

Grade 10-12

Student Media & Publications

Full Year

Grade 9Full Year

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 10Full Year

DRAMA + LITERARY ANALYSIS

31 days (25 Instructional days, 4 work d

Essential Questions

How do our words and communication styles impact the people around us?

Students Will Understand

How does literature from hundreds of years ago affect our modern understanding of human nature?
How can we add original thought to the conversations surrounding classic literature?
Students will know the style + form of literary analysis writing

Assessment Evidence

Reading Comprehension Checks: Analysis of “Sigh No More,” Act Four Evidence-Based Interpretation
Graded Writing: The Bible and Shakespeare Essay, Literary Analysis Essay, Shakespeare Paper (Honors only)
Critical Thinking/Analysis Assignments: “Why Read Shakespeare” article analysis, TED Talk analysis and response, Translating Shakespeare Assignment, Mock Trial (writing and speaking components), MAAN

UNIT TWO: HISTORICAL FICTION + POETRY

6 weeks

Essential Questions

How do past historical events and literature influence modern thought and actions?
What role do Christians have in shaping and influencing culture and society?
How do literature and poetry convey beauty, emotion, and truth through word choice and structure?

Students Will Understand

Students will know the key elements and features of poetry
Students will know the key elements of the creative nonfiction genre
Students will know the rhetorical strategies and figurative language that authors use to strengthen their writing

Assessment Evidence

Graded Writing: Creative Nonfiction Essay
Critical Thinking/Analysis Assignments: Just War Debate, Poetry Analysis
Project/Discussion: Portrait of a Generation Infographic, Socratic Seminar

WORLD LITERATURE RESEARCH PAPER

4 weeks (15 days)

Essential Questions

How does international literature shape culture, communication, and other literature?
Why is literature an important component of culture?

Students Will Understand

Students will know the steps in the research process
Students will know how to evaluate potential sources in order to determine their level of quality
Students will know how to structure a thesis statement for a research paper, based on the findings of their research

Assessment Evidence

Process/Progress Due Dates: small assignments during the writing process as a means of keeping students accountable.
Research Paper: final version of the research paper. The summative assessment of the unit
Research Presentation: students present their research in a formal presentation with a visual component

CRY, THE BELOVED COUNTRY

6 weeks (21 days)

Essential Questions

How can we (Christians) be forces for good in a broken world?
How can writing be a vehicle for change?
How does humanity learn from/recover from brokenness, sin, and racism?

Students Will Understand

Students will know how the acronym SOAPSTone can help them in planning purposeful writing
Students will know key background information about the South African Apartheid
Students will know key background information about Alan Paton

Assessment Evidence

Reading Journal: Cry, The Beloved Country Close Reading Journal (comprehension and analysis of a complex text)
Writing for Change Choice Grid: persuasive writing/projects over a topic chosen by each student
Cry, The Beloved Country Test: a summative assessment of comprehension and analysis of details and themes in the novel

THINGS FALL APART

6 weeks (24 days)

Essential Questions

What is the impact/importance of stories, especially fictional stories?
How do stories unite people across the world through a revelation of shared humanity?
What are characteristics of a healthy community? How do unhealthy/healthy communities affect the individual?

Students Will Understand

Students will know relevant background information about the history of Nigeria, Chinua Achebe, Igbo culture, and colonialism
Students will know different narrative structures and patterns of storytelling
Students will know strategies for developing dynamic characters

Assessment Evidence

Things Fall Apart Response Journal: throughout the reading process, students will track themes, characterization, key quotes, and other important observations about TFA
Socratic Seminar: students will prepare detailed, astute questions in preparation of the seminar. During the seminar, students will participate in a formal academic discussion over the book and relate
Literary Analysis Paper: students will write a literary analysis of TFA

NIGHT HONORS MODULE

5 Weeks

Essential Questions

How should Christians respond to evil?
How should Christians interact with/influence/change culture?
What does WWII reveal about our shared humanity?

Students Will Understand

Students will know relevant background information about World War II
Students will know the characteristics/style of a synthesis essay
Students will understand how a Biblical worldview impacts an individual’s actions, attitudes, and perceptions

Assessment Evidence

Online discussions: students will participate in graded online discussions
Book annotations: students will annotate their copy of Night in a way that helps them to process and organize the information
Final Essay: students will write a reflection essay that ties together themes of shared humanity, response to evil, and the intersection of Christians and culture

NONFICTION + THE WAY FORWARD

4 weeks (16 days)

Essential Questions

How can we be wise stewards of technology?
How can we grow/learn from academic research?
How do we use lessons from the past as a way of informing the future?

Students Will Understand

Students will know the characteristics of bias in diverse texts/media
Students will know how/where to find quality sources of nonfiction information
Students will understand how to use research and persuasive sources in order to inform their own conclusions about diverse topics

Assessment Evidence

Nonfiction Text Quizzes: comprehension and analysis quizzes over a variety of texts

Time Frame: 16 days (16 Instructional/Assessment days)

16 days (16 Instructional/Assessment day

Students Will Understand

Students will understand how a correct knowledge of grammar concepts strengthens their writing
Students will understand how to apply grammar concepts to their paper format, sentence structure, and punctuation
Students will understand how to identify and correct grammar errors in various writing examples

Assessment Evidence

Practice Sentences: practice worksheets
Tests: end of concept assessment

Creative Nonfiction Essay

Honors English 10: Poetry Interpretive Reading

All Quiet on the Western Front: Just War Debate

Poetry Analysis Assessment

Students Will Understand

Annotate the poem. Clearly label at least two examples of figurative language or a literary device. Below, explain how both examples affect the meaning of the poem or the reader’s understanding of the
Everyone suddenly burst out singing;
And I was filled with such delight

Grade 11Full Year

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 11Full Year

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 12Full Year

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 12Fall

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 12Spring

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 10-12Fall

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 10-12Spring

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 10-12Spring

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 11+Spring

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 10-12Full Year

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 9+

Algebra 1

Full Year

10 units

Grade 9+

Algebra 1 Enrichment Lab

One Sem

Grade 9+

Geometry

Full Year

12 units

Grade 9+

Algebra 2 (Honors Option)

Full Year

9 units

Grade 9+

Algebra 2 Enrichment Lab

One Sem

Grade 11+

Trigonometry

Fall

7 units

Grade 11+

Probability & Statistics

Spring

6 units

Grade 11+

Finite Math (Dual Credit Option)

Full Year

12 units

Grade 10+

AP Pre-Calculus

Full Year

Grade 11+

AP Statistics

Full Year

2 units

Grade 11+

AP Calculus AB

Full Year

Grade 11+

AP Calculus BC

Full Year

Grade 9+Full Year

UNIT 1: Simplifying Expressions and Number Sense

12 days (7 Instructional days, 3 work da

Students Will Understand

Students will understand where irrational square roots would be estimated on a number line and classify numbers in the real number system.
Students will understand how to simplify verbal and written Algebraic Expressions using the Order of Operations and Distributive Properties.
Students will understand how to write algebraic expressions from verbal expressions.

UNIT 10: Exponential and Radical Functions

10 days (5 Instructional days, 2 work da

Students Will Understand

Students will be able to simplify radical expressions.
Students will be able to solve radical equations.
Students will understand extraneous solutions, how they are found and why.

UNIT 2: Solving Equations and Inequalities

11 days (6 Instructional days, 3 work da

Students Will Understand

Students will be able to solve multi-step equations, including fractional and equations with multiple variables.
Students will understand the use of proportional relationships in comparisons and how they are applied to real world applications.
Students will understand the relationship between absolute value as a representation of distance.

UNIT 3: Solving Inequalities

12 days (7 Instructional days, 3 work da

Students Will Understand

Students will be able to identify solutions of inequalities.
Students will understand how to write and graph inequalities with one variable.
Students will understand how to solve and graph sets of compound inequalities with one variable.

UNIT 4: Functions and Linear Equations

12 days (7 Instructional days, 3 work da

Students Will Understand

Students will be able to identify functions and match simple graphs with simple situations.
Students will be able to identify domain, range and identify independent and dependent variables.
Students will understand Slope-intercept form, X and Y intercepts, and linear equations.

UNIT 5: Writing Equations of Lines

10 days (5 Instructional days, 3 work da

Students Will Understand

Students will be able to identify, write and graph direct variation.
Students will be able to understand parallel and perpendicular lines and how their slopes compare.
Students will understand scatter plots, trend lines and how to identify them.

UNIT 6: Systems of Equations

10 days (5 Instructional days, 3 work da

Students Will Understand

Students will be able to identify solutions of linear equations with two variables.
Students will be able to solve systems of equations through graphing, substitution and elimination.
Students will understand the solutions of systems of linear inequalities.

UNIT 7: Monomial and Polynomial Operations

12 days (7 Instructional days, 3 work da

Students Will Understand

Students will be able to simplify and evaluate expressions containing rational, zero, and integer exponents.
Students will be able to evaluate and perform operations with polynomial expressions.
Students will understand the special products of binomials.

UNIT 8: Factoring and Graphing Quadratics

13 days (8 Instructional days, 3 work da

Students Will Understand

Students will be able to identify the GCF of monomials and polynomials.
Students will be able to model and factor trinomials, including perfect squares and difference of squares quadratics.
Students will understand the different methods of factoring polynomials and be able to combine them.

UNIT 9: Solving Quadratics and Real World Applications

13 days (8 Instructional days, 4 work da

Students Will Understand

Students will be able to identify quadratic functions and their characteristics.
Students will be able to graph quadratics from a standard form equation.
Students will understand solving quadratics through various methods including: factoring, graphing, using square roots completing the square and the quadratic formula.

Grade 9+One Sem

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 9+Full Year

Unit Summary - Geometry

Grade 9+Full Year

UNIT 1: Expressions, Equations, and Inequalities

10-12 days (7-8 Instructional days, 1-2

Students Will Understand

Students will understand the relationship between the real number system and their applications to algebraic solutions. (Students will understand how the closure property relates to simplifying numeri
Students will understand the use of proportional relationships in comparisons and how they are applied.
Students will understand how patterns can be expressed as linear equations and their solution sets represent the value of a variable. (Students will understand patterns formed by consecutive odd and e

Assessment Evidence

Class participation: Attendance, assignment completion, answering questions during lessons
Canvas Assignments: Students will have unlimited opportunities to receive a higher score

UNIT 2: Functions, Linear Equations, & Graphs

10-13 days (7-8 Instructional days, 1-2

Students Will Understand

Students will understand how functions can be represented through real life models and examples. (Students will understand how to read interval notation of domain and range & apply it to understanding
Students will understand the use of proportional relationships in comparisons and how they are applied to finding the slope of a line.
Students will understand how patterns of linear relationships are used in budgeting and saving. (Students will understand the relationship of linear regression can be used to make predictions in savin

Assessment Evidence

Class participation: Attendance, assignment completion, answering questions during lessons
Canvas Assignments: Students will have unlimited opportunities to receive a higher score

UNIT 3: Systems of Linear Equations and Inequalities

10-11 days (6-7 Instructional days, 2 re

Students Will Understand

Students will understand how systems of linear equations can be represented & used through real life models and examples. (Students will use linear programming to evaluate business costs in the real w
Students will understand how to use problem solving and order to find solutions.
Students will understand how systems can be represented graphically and algebraically. (Students will understand the relationship of linear programming and business models)

Assessment Evidence

Class participation: Attendance, assignment completion, answering questions during lessons
Canvas Assignments: Students will have unlimited opportunities to receive a higher score

UNIT 4: Quadratic Functions and Equations

14-16 days (6-7 Instructional days, 2 re

Students Will Understand

Students will understand how graphic representations relate to algebraic solutions. (Students will understand graphic representations of the vertical motion formula and calculate solutions algebraical
Students will understand how to use various methods of solving to discover the same result.
Students will understand how to distinguish the best method of solving. (Students will be able to use explain reasoning)

Assessment Evidence

Class participation: Attendance, assignment completion, answering questions during lessons
Canvas Assignments: Students will have unlimited opportunities to receive a higher score

UNIT 5: Polynomials and Polynomial Functions

___ days (____ Instructional days, ___ r

Students Will Understand

Students will understand how graphic representations relate to algebraic solutions. (Students will understand how to use the properties of polynomials to create graphical representations)
Students will understand how to use various methods of solving to discover the same result.
Students will understand how imaginary numbers and solutions can result in a real world application. (Students will be able to use explain reasoning)

Assessment Evidence

Class participation: Attendance, assignment completion, answering questions during lessons
Canvas Assignments: Students will have unlimited opportunities to receive a higher score

UNIT 6: Radical Functions and Rational Exponents

___ days (____ Instructional days, ___ r

Students Will Understand

Students will understand

Assessment Evidence

Class participation: Attendance, assignment completion, answering questions during lessons
Canvas Assignments: Students will have unlimited opportunities to receive a higher score
Quiz : Students will demonstrate

UNIT 7: Exponential and Logarithmic Functions

___ days (____ Instructional days, ___ r

Students Will Understand

Students will understand

Assessment Evidence

Class participation: Attendance, assignment completion, answering questions during lessons
Canvas Assignments: Students will have unlimited opportunities to receive a higher score
Quiz : Students will demonstrate

UNIT 8: Rational Functions and Equations

___ days (____ Instructional days, ___ r

Students Will Understand

Students will understand

Assessment Evidence

Class participation: Attendance, assignment completion, answering questions during lessons
Canvas Assignments: Students will have unlimited opportunities to receive a higher score
Quiz : Students will demonstrate

UNIT 9: Sequences and Series

___ days (____ Instructional days, ___ r

Students Will Understand

Students will understand

Assessment Evidence

Class participation: Attendance, assignment completion, answering questions during lessons
Canvas Assignments: Students will have unlimited opportunities to receive a higher score
Quiz : Students will demonstrate

Grade 9+One Sem

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 11+Fall

Unit 1: Trigonometric Functions

7-10 days

Students Will Understand

Student will understand:
Angles, angle relationships, and similar triangles
The six basic trigonometric functions and their definitions

Assessment Evidence

1 mid unit practice quiz
1 end of unit practice quiz

Unit 2: Acute Angles and Right Triangles

9-12 days

Students Will Understand

Student will understand:
Trigonometric functions of acute and non-acute angles
How to find trig function values using a calculator

Unit 3: Radian Measure and Circular Functions

9-12 days

Students Will Understand

Student will understand:
Radian measure and how to apply radian measure
The unit circle and circular functions

Unit 4: Graphs of the Circular Functions

12-15 days

Students Will Understand

Student will understand:
How to graph sine, cosine, tangent, cotangent, secant, and cosecant functions
How to translate the graphs of the sine and cosine functions

Unit 5: Inverse Circular Functions & Trigonometric Equations

10-12 days

Students Will Understand

Student will understand:
The inverse circular functions
How to solve trigonometric equations using linear methods, factoring, and quadratic methods

Unit 6: Applications of Trigonometry and Vectors

10-12 days

Students Will Understand

Student will understand:
How to use the law of sines to solve SAA, SSA, and ASA triangles
How to use the law of cosines to solve SAS and SSS triangles

Unit 7: Complex Numbers, Polar Equations, and Parametric Equations

12-15 days

Students Will Understand

ESSENTIAL UNDERSTANDING
Students will understand:
Trigonometric (Polar) Form of Complex Numbers

Grade 11+Spring

Unit 1: Analyzing One-Variable Data

2-3 weeks

Students Will Understand

Students will understand how to:
Display categorical data
Display quantitative data

Unit 2: Analyzing Two-Variable Data

2-3 weeks

Students Will Understand

Students will understand:
Two-categorical variables and data
Correlation and how to calculate it

Unit 3: Collecting Data

2-3 weeks

Students Will Understand

Students will understand:
How to collect data including sampling
How to do a simple random sample

Unit 4: Probability

2-3 weeks

Students Will Understand

Students will understand:
Basic probability rules
How to create two-way tables and venn diagrams

Unit 5: Random Variables

2-3 weeks

Students Will Understand

Students will understand:
How to identify and analyze discrete random variables
How to identify and analyze binomial random variables

Unit 6: Sampling Distribution

2-3 weeks

Students Will Understand

Students will understand:
What a sampling distribution is
How to calculate and interpret center and variability of a sampling distribution

Grade 11+Full Year

UNIT: Confidence Intervals

7 days (3 instructional days, 1 activity

Students Will Understand

Understand inferential statistics are used to make estimates of a parameter
Understand why minimum sample sizes are important
Understand the association between confidence intervals and a confidence statement

UNIT: Counting Principles and Further Probability

7 days (4 instructional days, 1-2 work/r

Students Will Understand

Understand the difference between combinations, permutations, and the Multiplication Rule (also called Fundamental Counting Principle)
Understand that counting principles can be used to solve probability problems

UNIT: Game Theory

8 days (6 instructional days, 1-2 work/r

Students Will Understand

Understand that dominated strategies and saddle points determine the strategy of a game
Understand that strategies are chosen based on game analysis and payoff matrices
Understand and appreciate the application of game theory in business and military scenarios

UNIT: Intro to Statistics

10-12 days (8 instructional days, possib

Students Will Understand

DESIRED RESULTS (Understandings) .
Understand that different sampling techniques can provide similar results
Understand that measures of spread and measures of position affect the shape of a graph

UNIT: Linear Functions

6 days (4 instructional, 1 work day, 1 t

Students Will Understand

Understand the difference between Market Equilibrium and the Break-Even Point
Understand how the rate of appreciation or depreciation is modeled graphically
Understand the relationship between Cost functions, Revenue functions, Profit functions, and the Break-Even point

UNIT: Linear Programming - Graphing

7 days (5 instructional, 1 review day, 1

Students Will Understand

Understand how a feasible region graph models a maximum or minimum problem
Understand when it is advantageous to solve a max or min problem with graphing
Understand why the Corner Point Theorem assures an optimal solution

UNIT ONE: Logic

7 days (5 instructional days, 1 review d

Students Will Understand

Understand how symbolic language is used to communicate ideas and arguments in logic
Understand the relationship between related conditionals and their logical equivalences
Understand how truth tables are used to test the validity of an argument

UNIT: Markov Chains

6-7 days (5 instructional days, 1-2 revi

Students Will Understand

Understand how Markov Chains model a sequence of trials of an experiment
Understand the relationship between a transition matrix and a transition diagram
Understand the effect of an absorbing Markov Chain on a matrix

UNIT: Probability Distributions

10 days (8 instructional days, 1 review

Students Will Understand

Understand that probability forms the basis of statistics
Understand that a probability distribution is a visual representation of a random variable
Understand why a symmetric distribution can be represented by the Normal Model

UNIT: Probability

8 days ( 4 instructional days, 3 work/re

Students Will Understand

Understand there are different types of probability
Understand how tables and trees represent concepts in probability

UNIT: Set Theory

7 days (4 instructional days, 1-2 work/r

Students Will Understand

Understand the relationship between Venn Diagrams and set theory notation
Understand that set operations manipulate the members of a set

UNIT: Simplex Method

9 days (6 instructional days, 1 quiz day

Students Will Understand

Understand the relationship between a maximum and its related minimum problem (duality)
Understand when it is advantageous to use the Simplex Method over the graphing method
Understand the similarities and differences between standard and non-standard problems

Grade 10+Full Year

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 11+Full Year

Unit 1 Summary

Course Review Summary

Grade 11+Full Year

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 11+Full Year

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 9

Biology 1

Full Year

9 units

Grade 10+

Integrated Chemistry & Physics

Full Year

12 units

Grade 10+

Chemistry 1

Full Year

12 units

Grade 10+

Physics 1

Full Year

1 unit

Grade 11+

AP Biology

Full Year

8 units

Grade 11+

AP Chemistry

Full Year

10 units

Grade 11+

AP Environmental Science

Full Year

9 units

Grade 11+

AP Physics 1

Full Year

Grade 11+

AP Physics C: Mechanics

Full Year

Grade 11+

Anatomy & Physiology

Full Year

11 units

Grade 9+

Computing Foundations for a Digital Age

One Sem

Grade 9Full Year

Biology: Evolution

3 Weeks

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
As a basis for future scientific studies, students will establish a foundational understanding of Darwinian Evolution.
To understand the limits of science, the process of thinking scientifically, and the tools of a scientist.

Biology Kingdom Monera

3 Weeks

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Biology Kingdom Monera
As a basis for future scientific studies, students will establish a foundational understanding of the Kingdom Monera.

Biology: Kingdom Fungi

2 Weeks

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Biology: Kingdom Fungi
As a basis for future scientific studies, students will establish a foundational understanding of the Kingdom Fungi.

Biology: Kingdom Protista

1.5 Weeks

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Biology: Kingdom Protista
As a basis for future scientific studies, students will establish a foundational understanding of the Kingdom Protista.

Biology: Chemistry of Life

2 Weeks

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Biology: Chemistry of Life
Students will connect the concept of valence electrons with the tendency of bond partners and bond types formed between elements.

Biology: Cells and their Functions

2.5 Weeks

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Biology: Cells and their Functions
As a basis for future scientific studies, students will establish a foundational understanding of the Cell.

Biology Introduction (Scientific Method, Experimentation, Graphing, Microscopes,

2.5 Weeks

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Biology Introduction (Scientific Method, Experimentation, Graphing, Microscopes, Classification)
As a basis for future scientific studies, students will establish a foundational understanding of the working definition of science in all regards.

Biology: Ecology Unit

2 Weeks

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Biology: Ecology Unit
Learn about the interaction and interdependence between organisms and their environment.

UNIT FIVE: Kingdom Animalia

4 weeks

Students Will Understand

Students will understand that organisms are made of many cells that have distinguishing characteristics that play a vital role in the organism’s ability to survive and thrive in its environment.
Students will understand the evolutionary history of vertebrates and invertebrates.
Students will understand the role of HOX Genes in embryonic development.

Assessment Evidence

Class participation: Attendance, Engagement, Originality, Hospitality.
Lab Practicum: Dissection

Grade 10+Full Year

UNIT THIRTEEN: Electricity and Magnetism

8 days (6 Instructional days, 1 lab day,

Essential Questions

How can electrons be used to produce electricity?
How can electricity be controlled?

Students Will Understand

Students will know what electricity is and how it can be used to generate energy.
Students will define voltage, current, resistance, and magnetism.
Students will understand how principles of electricity can be used to create a circuit.

Assessment Evidence

Homework: Various assignments designed to reinforce lessons learned in class.
Laboratory Experiences: Virtual Circuit Board Lab

UNIT TEN: Acceleration

8 days (6 Instructional days, 1 lab days

Essential Questions

How can the basic motion of an object be described?

Students Will Understand

How can mathematics lead to a deeper understanding of one dimensional motion?
Students will know the difference between average velocity and instantaneous velocity.
Students will know how to calculate the acceleration of an object when given data.

Assessment Evidence

Homework: Various assignments designed to reinforce lessons learned in class.
Canvas Quiz: Acceleration Calculations
Laboratory Experiences: Acceleration Lab

UNIT ELEVEN: Newton’s Law of Motion

15 days (11 Instructional days, 3 lab da

Essential Questions

How can changes to the motion of an object be understood?
How can changes to the motion of an object be predicted?

Students Will Understand

Students will know Newton’s Three laws of motion.
Students will know the different types of forces that exist that can cause change to the motion of an object.
Students will know how to describe the motion of an object based on the forces that exist on the object.

Assessment Evidence

Homework: Various assignments designed to reinforce lessons learned in class.
Canvas Quiz: Force Body Diagrams
Laboratory Experiences: Forces Labs 1 and 2

UNIT TWELVE: Energy Transformations

11 days (8 Instructional days, 2 lab day

Essential Questions

How is energy conserved in the universe?
How can energy be transformed from one form to another?

Students Will Understand

Students will know the units for energy.
Students will know the different types of energy that exist in the universe.
Students will know the law of conservation of energy.

Assessment Evidence

Homework: Various assignments designed to reinforce lessons learned in class.
Canvas Quiz: Types of Energy
Laboratory Experiences: Calorimetry Lab and KE/PE Lab

UNIT FOURTEEN: Roller Coaster Project

8 days (8 Project Workdays)

Essential Questions

How do engineers apply the principles of physics to design safe and efficient machines?

Students Will Understand

Students will understand how the principles of physics discussed all semester are used to design materials and solve challenges.

Assessment Evidence

Roller Coaster Project and Presentation

UNIT NINE: Constant Velocity

11 days (8 Instructional days, 2 lab day

Essential Questions

How can the basic motion of an object be described?

Students Will Understand

How can mathematics lead to a deeper understanding of one dimensional motion?
Students will know the difference between distance, displacement, speed, velocity and constant speed.
Students will know how to calculate the distance, displacement, speed, velocity, and constant speed when given data.

Assessment Evidence

Homework: Various assignments designed to reinforce lessons learned in class.
Canvas Quiz: Constant velocity Calculations
Laboratory Experiences: Distance vs. displacement and Speed vs velocity Labs

Unit 6: Chemical Bonds

3 weeks

Essential Questions

How do compounds form?
How do we describe and talk about compounds?

Students Will Understand

ICP.7.1 Pictorially or mathematically represent chemical changes using particle diagrams and chemical equations.
Students will know what ionic and covalent compounds are.
Students will know how electrons are transferred or shared in order to create ionic and covalent compounds.

Unit 7: Chemical Reactions

2 weeks

Essential Questions

How do chemical reactions occur?
How can chemical reactions be described?

Students Will Understand

ICP.7.2. Demonstrate the Law of Conservation of Matter in terms of atoms and mass of substances by balancing equations.
ICP.7.3. Differentiate the basic types of reactions, for example: synthesis, decomposition, combustion, single replacement, and double replacement.
Students will know the law of conservation of mass.

Unit 1: Science Skills

3 weeks

Essential Questions

How do scientist communicate results? What happens if results are communicated inaccurately?
What does it look like to design an experiment from beginning to end?
How do advances in science occur?

Students Will Understand

SEPS.1 Posing questions
SEPS.2 Developing and using models and tools
SEPS. 3 Constructing and Performing Investigations

Unit 2 (A & B): Science Skills (A) and Properties of Matter (B)

2.5 weeks A and 3 weeks B

Essential Questions

How do scientists classify, categorize, and describe matter?
How do scientists use data to draw inferences and conclusions?
How does the particulate nature of matter influence what we see?

Students Will Understand

ICP.6.1 Distinguish between elements, mixtures, and compounds based on their composition and bonds and be able to construct or sketch particle models to represent them.
ICP 6.6. Develop graphical and mathematical representations that describe the relationship between volume and mass of an object, describe the slope in terms of the object's density, and apply those re
Knowledge: Basic building blocks of information necessary for understanding and doing.

Unit 3: States of Matter and Gas Laws

3 weeks

Essential Questions

How are gases different from other states of matter?
How can gases be modeled mathematically?

Students Will Understand

ICP 5.1 Develop pictorial representations which show that matter is made of particles.
ICP.5.2. Describe the assumptions used to develop the kinetic theory of gases.
ICP.5.5 Evaluate graphical or pictorial representations that describe the relationship among the volume, temperature, and number of molecules and the pressure exerted by the system to qualitatively an

Unit 4: Atomic Structure

2 weeks

Essential Questions

What governs the reactivity and property of atoms?
How can the structure of atoms be described and calculated?
What are nuclear reactions? What impact do nuclear reactions have on modern society?

Students Will Understand

ICP.6.4 Given the periodic table, determine the atomic mass, atomic number and charges for any element.
ICP.10.1 Describe and compare/contrast the atomic models suggested by Rutherford and Bohr.
ICP.10.2 Describe the model of the atomic nucleus and explain how the nucleus stays together in spite of the repulsion between protons.

Grade 10+Full Year

Unit 1: What is Matter?

6 weeks

Essential Questions

How do scientist classify, categorize, and describe matter?
How do scientists use data to draw inferences and conclusions?
How does the particulate nature of matter influence what we see?

Students Will Understand

C.1.1. Students will be able to differentiate between pure substances and mixtures based on physical and chemical properties.
C.1.2. Students will use chemical properties, extensive and intensive physical properties to identify substances.
C.1.3. Students will recognize observable macroscopic indicators of chemical changes.

Unit 10: Solutions

3 weeks

Students Will Understand

C.7.1. Students will describe the composition and properties of solutions.
C.7.2. Students will explain how temperature, pressure, and polarity of the solvent affect the solubility of a solute.
C.7.3. Students will describe the concentration of solutes in a solution in terms of molarity. Students will perform calculations using molarity, mass, and volume. Students will prepare a sample of a

Unit 11: Acids and Bases

3 weeks

Essential Questions

How are acids and bases used in real life?

Students Will Understand

C.8.1. Students will classify students as acids or bases and describe their characteristic properties.
C.8.2. Students will compare and contrast the strength of acids and bases in solution.
C.8.3. Students will calculate the pH and pOH of a solution given the hydronium ion or hydroxide ion concentration. Students will explain the meaning of these values.

Unit 2: Thermochemistry and States of Matter

3 weeks

Essential Questions

How does energy change in a system? How is that energy change influenced or explained by the particles of that system?
How is energy described and represented?

Students Will Understand

C.6.1. Students will be able to explain that atoms and molecules are in constant motion and that this motion increases as thermal energy decreases.
C.6.2. Students will distinguish between concepts of temperature and heat flow in macroscopic and microscopic terms.
C.6.3. Students will classify chemical reactions and phase changes as exothermic and endothermic based on enthalpy values. Students will use graphical representations to illustrate the energy changes

Unit 3: Gas Laws and SCUBA Diving

3 weeks

Essential Questions

How are gases different from other states of matter?
How can gases be modeled mathematically?

Students Will Understand

C.5.1. Students will use the kinetic molecular theory with the combined and ideal gas laws to explain changes in volume, pressure, moles, and temperature of a gas.
C.5.2. Students will apply the ideal gas equation (PV=nRT) to calculate the change in one variable when another variable is changed and the others are held constant.
C.5.3. Students will use lab data and a balanced chemical equation to calculate volume of a gas at STP and non STP conditions, assuming that the reaction goes to completion and the ideal gas law holds

Unit 4: Atomic Structure

2.5 weeks

Essential Questions

What governs the reactivity and property of atoms?
How can the structure of atoms be described and calculated?
What are nuclear reactions? What impact do nuclear reactions have on modern society?

Students Will Understand

C.2.1. Students will use available experimental data to explain how and why the models of atomic structure have changed over time.
C.2.2. Students will determine the number of protons, neutrons, and electrons in isotopes and calculate the average atomic mass from isotopic abundance data.
C.2.3. Students will write the full and noble gas configurations of an element, determine its valence electrons, and relate this to its position on the periodic table.

Unit 5: The Periodic Table

2 weeks

Essential Questions

What does the periodic table tell us about the elements?

Students Will Understand

C.2.4 Students will use the periodic table as a model to predict the relative properties of elements based on the pattern of valence electrons and periodic trends.
C.2.2. Students will determine the number of protons, neutrons, and electrons in isotopes and calculate the average atomic mass from isotopic abundance data.
Students will know how the periodic table is organized and what each value represents.

Unit 6: Bonding and Molecular Structure

5 weeks

Essential Questions

How do compounds form?
How do we describe and talk about compounds?

Students Will Understand

C.3.1. Students will investigate the observable characteristics of elements, ionic, and covalent compounds.
C.3.2. Students will compare and contrast how ionic and covalent compounds form.
C.3.3. Students will draw structural formulas for simple molecules and determine their molecular shape.

Unit 5: Chemical Reactions

2 weeks

Essential Questions

How is it possible to predict what substances, and how much of them, will be produced in a chemical reaction?

Students Will Understand

C.4.1. Students will describe, classify, and give examples of various kinds of reactions: synthesis, decomposition, single displacement, double displacement, acid/base, and combustion.
C.4.2. Students will predict products of simple reactions as listed in C.4.1.
C.4.3. Students will balance chemical equations and use the law of conservation of mass to explain why this must be true.

Unit 8: The Mole

2 weeks

Essential Questions

How can we count or quantify something as small as atoms?

Students Will Understand

C.4.4. Students will apply the mole concept to determine the mass, moles, number of particles, or volume of a gas at STP, in any given sample, for an element or compound.
Students will know what the mole represents.
Students will know how to complete unit conversions.

Unit 9: Stoichiometry

3 weeks

Essential Questions

How much product will we produce?

Students Will Understand

C.4.5. Students will use balanced chemical equations to calculate the quantities of reactants needed and products made in a chemical reaction that goes to completion.
C.4.6. Students will perform calculations to determine the composition of a compound or mixture when given the necessary information.
C.4.7. Students will apply lab data to determine the empirical and molecular formula of a compound.

Unit 1: What is Matter?

6 weeks

Essential Questions

How do scientist classify, categorize, and describe matter?
How do scientists use data to draw inferences and conclusions?
How does the particulate nature of matter influence what we see?

Students Will Understand

C.1.1. Students will be able to differentiate between pure substances and mixtures based on physical and chemical properties.
C.1.2. Students will use chemical properties, extensive and intensive physical properties to identify substances.
C.1.3. Students will recognize observable macroscopic indicators of chemical changes.

Grade 10+Full Year

UNIT 8: Electric Circuits

2 wks

Students Will Understand

DESIRED RESULTS (Understanding)
Resistance and graphically interpret resistance vs. ratio of length to cross-sectional area (PI.8.1&2)
Ohm’s law and graphically interpret the meaning. (PI.8.3&4)

Grade 11+Full Year

UNIT ONE: Evolution

4.5 weeks

Students Will Understand

Students will understand the boundaries in which science as a process can be applied.
Students will understand the criteria needed for life.
Students will understand the proper way to design an experiment.

Assessment Evidence

Class participation: Attendance, Engagement, Originality, Hospitality.
Book Reading: Case for a Creator Paper

UNIT TWO: Ecology & Animal Behavior

4 weeks

Students Will Understand

Students will understand communities are composed of populations that interact in complex ways.
Students will understand biological systems are affected by disruptions to their dynamic homeostasis.
Students will understand the diversity of species within an ecosystem may influence the stability of the ecosystem.

Assessment Evidence

Class participation: Attendance, Engagement, Originality, Hospitality.
Class Project: Ethology Scrapbook

UNIT THREE: Biochemistry

4 weeks

Students Will Understand

Students will understand the atomic design.
Students will understand the chemical relationships of compounds, bonding, and solutions.
Students will understand the 4 main macromolecules and how they pertain to life.

Assessment Evidence

Class participation: Attendance, Engagement, Originality, Hospitality.

UNIT FOUR: AP Bio--Cell Structure & Function

3 weeks

Students Will Understand

Students will understand that organisms must exchange matter with the environment to grow, reproduce and maintain organization.
Students will understand cell membranes are selectively permeable due to their structure.
Students will understand growth and dynamic homeostasis are maintained by the constant movement of molecules across membranes.

Assessment Evidence

Class participation: Attendance, Engagement, Originality, Hospitality.
Project: 3D Cell Membrane Project

UNIT FIVE: AP Bio-Cell Cycle

2 weeks

Students Will Understand

Students will understand viral replication results in genetic variation, and viral infection can introduce genetic variation into the hosts.
Students will understand In eukaryotes, heritable information is passed to the next generation via processes that include the cell cycle and mitosis or meiosis plus fertilization.
Students will understand the cell cycle is directed by internal controls or checkpoints. Internal and external signals provide stop-and-go signs at the checkpoints.

Assessment Evidence

Class participation: Attendance, Engagement, Originality, Hospitality.

UNIT Six: AP Bio--Cell Energetics

Students Will Understand

Students will understand continued life requires that cells create and maintain internal environments that are different from their external environments.
Students will understand cells and organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis.
Students will understand cells communicate by generating, transmitting, and receiving chemical signals.

Assessment Evidence

Class participation: Attendance, Engagement, Originality, Hospitality.

UNIT SEVEN: AP Bio--Genetics/Heredity

4 weeks

Students Will Understand

Students will understand the contributions of Gregor Mendel to the history of Genetics.
Students will become aware of the diversity that is present in God’s created world.
Students will understand mathematical probability and how it relates to Genetics & Punnett squares.

Assessment Evidence

Class participation: Attendance, Engagement, Originality, Hospitality.

UNIT Eight: AP Bio --Gene Expression & Regulation

3 weeks

Students Will Understand

Students will understand In eukaryotes, gene expression is complex and control involves regulatory genes, regulatory elements and transcription factors that act all together.
Students will understand a variety of intercellular and intracellular signal transmissions mediate gene expression.
Students will understand Interactions between external stimuli and regulated gene expression result in specialization of cells, tissues, and organs.

Assessment Evidence

Class participation: Attendance, Engagement, Originality, Hospitality.
Canvas discussion: Pros & Cons of knowing your chances of having a genetic mutation.

Grade 11+Full Year

Unit 1A and 1B: Chemical Reactions and Solution Stoichiometry

7 weeks

Students Will Understand

Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons.
3.A.1: A chemical change may be represented by a molecular, ionic, or net ionic equation.
3.A.2: Quantitative information can be derived from stoichiometric calculations that utilize the mole ratios from the balanced chemical equations. The role of stoichiometry in real-world applications

Unit 10: Kinetics

2 weeks

Students Will Understand

Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions.
4.A.1: The rate of a reaction is influenced by the concentration or pressure of reactants, the phase of the reactants and products, and environmental factors such as temperature and solvent.
4.A.2: The rate law shows how the rate depends on reactant concentrations.

Unit 3: Batteries and Electrochemistry

3 weeks

Students Will Understand

Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons.
3.B.3: In oxidation-reduction (redox) reactions, there is a net transfer of electrons. The species that loses electrons is oxidized, and the species that gains electrons is reduced.
3.C.1: Production of heat or light, formation of a gas, and formation of a precipitate and/or a color change are possible evidences that a chemical change has occurred.

Unit 4: Equilibrium

3 weeks

Students Will Understand

Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations.
6.A.1: In many classes of reactions, it is important to consider both the forward and reverse reaction.
6.A.2: The current state of a system undergoing a reversible reaction can be characterized by the extent to which reactants have been converted to products. The relative quantities of reaction compone

Unit 5: Atomic Structure and Mass Spectrometry

3 weeks

Students Will Understand

Big Idea 1 - The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangements of atoms. These atoms retain their identity in chemical react
1.A.2: Chemical analysis provides a method for determining the relative number of atoms in a substance, which can be used to identify the substance or determine its purity.
1.C.1: Many properties of atoms exhibit periodic trends that are reflective of the periodicity of electronic structure.

Unit 6: Atomic Structure and Periodic Trends

4 weeks

Students Will Understand

Big Idea 1 - The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangements of atoms. These atoms retain their identity in chemical react
1.C.1: Many properties of atoms exhibit periodic trends that are reflective of the periodicity of electronic structure.
1.C.2: The currently accepted best model of the atom is based on the quantum mechanical model.

Unit 7: Molecular Geometries

3 weeks

Students Will Understand

Big Idea 2: Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them.
2.C.1: In covalent bonding, electrons are shared between the nuclei of two atoms to form a molecule or polyatomic ion. Electronegativity differences between the two atoms account for the distribution
2.C.2: Ionic bonding results from the net attraction between oppositely charged ions, closely packed together in a crystal lattice.

Unit 8: States of Matter and Gas Laws

3 weeks

Students Will Understand

Big Idea 2: Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them.
2.A.1: The different properties of solids and liquids can be explained by differences in their structures, both at the particulate level and in their supramolecular structures.
2.A.2: The gaseous state can be effectively modeled with a mathematical equation relating various macroscopic properties. A gas has neither a definite volume nor a definite shape; because the effects

Unit 9: Acid and Base Solutions

1.5 weeks

Students Will Understand

Big Idea 2: Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them.
2.A.1: The different properties of solids and liquids can be explained by differences in their structures, both at the particulate level and in their supramolecular structures.
2.A.2: The gaseous state can be effectively modeled with a mathematical equation relating various macroscopic properties. A gas has neither a definite volume nor a definite shape; because the effects

Unit 1: Chemical Reactions and Solution Stoichiometry

3 weeks

Students Will Understand

Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons.
3.A.1: A chemical change may be represented by a molecular, ionic, or net ionic equation.
3.A.2: Quantitative information can be derived from stoichiometric calculations that utilize the mole ratios from the balanced chemical equations. The role of stoichiometry in real-world applications

Grade 11+Full Year

Time Frame: 3 weeks

3 weeks

Students Will Understand

Students will explain how the availability of resources influences species interactions
Students will describe the global distribution and principal environmental aspects of terrestrial biomes.
Students will describe the global distribution and principal environmental aspects of aquatic biomes.

Time Frame: 2 weeks

2 weeks

Students Will Understand

Students will explain levels of biodiversity and their importance to ecosystems.
Students will describe ecosystem services.
Students will describe the results of human disruptions to ecosystem services.

Time Frame: 3 weeks

3 weeks

Students Will Understand

Students will identify the differences between generalist and specialist species.
Students will identify differences between K- and r-selected species.
Students will explain survivorship curves.

Time Frame: 3 weeks

3 weeks

Students Will Understand

Describe the geological changes and events that occur at convergent, divergent and transform plate boundaries.
Describe the characteristics and formation of soil.
Describe similarities and differences between properties of different soil types.

Time Frame: 4 weeks

4 weeks

Students Will Understand

Explain the concept of the tragedy of the commons.
Describe the effect of clear cutting on forests.
Describe changes in agricultural practices.

Time Frame: 4 weeks

4 weeks

Students Will Understand

Identify differences between non renewable and renewable energy sources.
Describe trends in energy consumption.
Identify types of fuses and their uses.

Time Frame: 2 weeks

2 weeks

Students Will Understand

Identify the sources and effects of air pollutants.
Explain the causes and effects of photochemical smog and methods to reduce it.
Describe thermal inversion and its relationship with pollution.

Time Frame: 4.5 weeks

4.5 weeks

Students Will Understand

Identify differences between point and non point sources of pollution.
Describe the impacts of human activities on aquatic ecosystems.
Describe endocrine disruptors.

Time Frame: 3 weeks

3 weeks

Students Will Understand

Explain the importance of stratospheric ozone to life on earth
Describe chemicals used to substitute for chlorofluorocarbons (CFCs).
Identify the greenhouse gases.

Grade 11+Full Year

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 11+Full Year

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 11+Full Year

UNIT ONE: Intro to Anatomy & Chemical Basis of Life

2 weeks

Students Will Understand

Students will understand the way an object is shaped or structured determines many of its properties and functions.
Students will understand tracking energy and matter into, out of, and within systems helps one understand their system’s behavior.
Students will understand the organization of the human body with regard to systems that enable it to maintain homeostasis despite changes in its internal and external environments.

Assessment Evidence

Class participation: Attendance, Engagement, Originality, Hospitality.
Case Study Stations: Students take what they have learned and apply it to real life situations.

UNIT TEN: Urinary System

2 weeks

Students Will Understand

Students will understand all the major organs of the urinary system and what their functions are.
Students will understand the function of the kidneys in relation to homeostatic control of bodily fluids, blood pressure, and erythrocyte production.
Students will understand the anatomy of the nephron and the functional processes of filtration, secretion, and reabsorption, which are essential to maintaining homeostasis.

Assessment Evidence

Class participation: Attendance, Engagement, Originality, Hospitality.
Case Study Stations: Students take what they have learned and apply it to real life situations.

UNIT ELEVEN: Reproductive System & Cat Dissection

3.5 weeks

Students Will Understand

Students will understand the process of meiosis and how it mixes up parental genes.
Students will understand the major and accessory organs of the female and male reproductive systems and their functions.
Students will understand the role of hormones in the reproductive system.

Assessment Evidence

Class participation: Attendance, Engagement, Originality, Hospitality.
Case Study Stations: Students take what they have learned and apply it to real life situations.

UNIT TWO: Cells & Cellular Metabolism

2 weeks

Students Will Understand

Students will understand the stages of somatic cell division (mitosis), how it contributes to maintaining homeostasis, and why cellular differentiation is vital to development.
Students will understand the structure and function of subcellular components, and their interactions, provide essential cellular processes.
Students will understand the importance of the unique plasma membrane design which utilizes passive and active transport to move materials through the body and into/out of cells.

Assessment Evidence

Class participation: Attendance, Engagement, Originality, Hospitality.
Case Study Stations: Students take what they have learned and apply it to real life situations.

UNIT THREE: Tissues & Integumentary System

3 weeks

Students Will Understand

Students will understand the relationships among various tissue types as well as the molecular and cellular composition of these tissues.
Students will understand the histological structural and functional characteristics of the four basic tissue types.
Students will understand the structural characteristics and functional importance of the integumentary system to maintaining homeostasis of the body.

Assessment Evidence

Class participation: Attendance, Engagement, Originality, Hospitality.
Case Study Stations: Students take what they have learned and apply it to real life situations.

UNIT FOUR: Skeletal & Muscular Systems

3 weeks

Students Will Understand

Students will understand the structure, development, growth, and function of compact and spongy bones.
Students will understand the general macroscopic characteristics of a typical long bone, then be able to locate and identify individual bones and bone features.
Students will understand the structure of the major types of joints and how these structural components influence functional mobility and stability.

Assessment Evidence

Class participation: Attendance, Engagement, Originality, Hospitality.
Case Study Stations: Students take what they have learned and apply it to real life situations.

UNIT FIVE: Nervous System & Senses

3 weeks

Students Will Understand

Students will understand the structural components and functional subdivisions of the nervous system.
Students will understand the structures of the various types of neurons, their supporting neuroglial cells, and investigate their basic functions.
Students will understand the actions, origins, and pathways of nerve fibers in the parasympathetic and sympathetic divisions of the autonomic nervous system and their associated neurotransmitters.

Assessment Evidence

Class participation: Attendance, Engagement, Originality, Hospitality.
Case Study Stations: Students take what they have learned and apply it to real life situations.

UNIT SIX: Endocrine System

2 weeks

Students Will Understand

Students will understand the structure and function of the endocrine system and how hormone levels impact homeostasis throughout the body systems.
Students will understand the structural and functional differences between an endocrine gland and an exocrine gland.
Students will understand amino acid, peptide, and lipid based hormones and describe how they differ in bringing about changes in cellular activity.

Assessment Evidence

Class participation: Attendance, Engagement, Originality, Hospitality.
Case Study Stations: Students take what they have learned and apply it to real life situations.

UNIT SEVEN: Blood & Cardiovascular Systems

3 weeks

Students Will Understand

Students will understand the functions of blood which are fundamental to maintaining homeostasis; including hemostasis; nutrient, gas, and waste exchange; and inflammatory response.
Students will understand the composition and functions of whole blood, plasma, and the regulation and production of blood cells.
Students will understand the ABO blood types, antigens and antibodies, and their significance in blood transfusion.

Assessment Evidence

Class participation: Attendance, Engagement, Originality, Hospitality.
Case Study Stations: Students take what they have learned and apply it to real life situations.

UNIT EIGHT: Lymphatic System

2 weeks

Students Will Understand

Students will understand the primary structural components of the lymphatic system and their functions.
Students will understand how tissue fluid and lymph form.
Students will understand the functions of the lymphatic vessels and follow the parts of the major lymphatic pathways.

Assessment Evidence

Class participation: Attendance, Engagement, Originality, Hospitality.
Case Study Stations: Students take what they have learned and apply it to real life situations.

UNIT NINE: Digestion & Respiratory Systems

3 weeks

Students Will Understand

Students will understand the relationship between enzymes of the gastrointestinal tract and accessory organs and how they work together in processing, digesting, and absorbing the three major biomolec
Students will understand how accessory organs of the digestive system aid in the physiological functions of the body.
Students will understand the difference between metabolic and respiratory acidosis and alkalosis.

Assessment Evidence

Class participation: Attendance, Engagement, Originality, Hospitality.
Case Study Stations: Students take what they have learned and apply it to real life situations.

Grade 9+One Sem

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 10

World History

Full Year

10 units

Grade 10+

AP World History

Full Year

9 units

Grade 11

Dual Credit History of the United States

Full Year

8 units

Grade 11+

Dual Credit Introduction to American Government

One Sem

Grade 12

U.S. Government

One Sem

10 units

Grade 12

Economics

One Sem

1 unit

Grade 12

AP Macroeconomics

Fall

Grade 12

AP Microeconomics

Spring

Grade 10+

Introduction to Business

Fall

1 unit

Grade 11+

AP Psychology

Spring

Grade 11+

Dual Credit Psychology

Fall

Grade 11

AP Human Geography

Fall

Grade 9+

Topics in History: Indiana State History

Spring

6 units

Grade 10Full Year

UNIT TWO: Ancient Empires

3 weeks

Students Will Understand

Students will understand … how God relates to people and civilizations throughout history and today.
Students will understand … how empires develop and decline.
Students will understand … how the choices and contributions of past and present civilizations affect our world today.

Assessment Evidence

Who Won Battle of Kadesh?- Source Comparison
Forgotten Kush- Reading and writing summary
Assyrians in the Bible- Source Comparison

Covenant Christian High School

3 weeks

Essential Questions

Why does studying history matter to us today?
Why do the choices made by people in the past matter today? Why do the choices we make today matter for the future?
How has God interacted with people throughout history and what does this mean for us today?

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Classical Civilization - Rome
Big Idea(s)/Topic(s): Roman Republic and Empire; Christianity

Covenant Christian High School

3 weeks

Essential Questions

Why does studying history matter to us today?
Why do the choices made by people in the past matter today? Why do the choices we make today matter for the future?
How has God interacted with people throughout history and what does this mean for us today?

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Early Post-Classical Civilizations
Big Idea(s)/Topic(s): Byzantine Empire; Rise and Development of Islam; Mesoamerican Post-Classical Civilizations; Chinese Post-Classical Dynasties

Covenant Christian High School

4 weeks

Essential Questions

Why does studying history matter to us today?
Why do the choices made by people in the past matter today? Why do the choices we make today matter for the future?
How has God interacted with people throughout history and what does this mean for us today?

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Post-Classical Civilizations
Big Idea(s)/Topic(s): Europe in the Middle Ages; Feudalism; Mongols; Crusades; 14th Century

Covenant Christian High School

4 weeks

Essential Questions

Why does studying history matter to us today?
Why do the choices made by people in the past matter today? Why do the choices we make today matter for the future?
How has God interacted with people throughout history and what does this mean for us today?

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Big Idea(s)/Topic(s): Scientific Revolution and the Enlightenment; French Revolution; Napoleon; Industrial Revolution; Nationalism & Imperialism
Standard 4 - The Rise of Western Civilization and Global Interaction: 1300 to 1750 CE

Covenant Christian High School

3 weeks

Essential Questions

Why does studying history matter to us today?
Why do the choices made by people in the past matter today? Why do the choices we make today matter for the future?
How has God interacted with people throughout history and what does this mean for us today?

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Early Contemporary Period
Big Idea(s)/Topic(s): World War I; Interwar Period; World War II; The Holocaust

Covenant Christian High School

4 weeks

Essential Questions

Why does studying history matter to us today?
Why do the choices made by people in the past matter today? Why do the choices we make today matter for the future?
How has God interacted with people throughout history and what does this mean for us today?

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
1950 CE to the Present
Big Idea(s)/Topic(s): Cold War; Modernization in China; Decolonization and independence movements; Contemporary global issues

UNIT ONE: Ancient Civilizations

5 weeks

Students Will Understand

Students will understand … how God relates to people and civilizations throughout history and today.
Students will understand … how civilizations develop and decline.
Students will understand … how the choices and contributions of past and present civilizations affect our world today.

Assessment Evidence

Worst Mistake in Human History Response
Epic of Gilgamesh Comparison
Egyptian pyramids activity (SSR)

UNIT SIX: Early Modern Era

3 weeks

Students Will Understand

Students will understand … how God relates to people and civilizations throughout history and today.
Students will understand … how civilizations develop and decline.
Students will understand … how the choices and contributions of past and present civilizations affect our world today.

Assessment Evidence

The Prince, reading and summary
Major Thinkers research

UNIT Seven: Absolutism and Colonialism

5 weeks

Students Will Understand

Students will understand … how God relates to people and civilizations throughout history and today.
Students will understand … how civilizations develop and decline.
Students will understand … how the choices and contributions of past and present civilizations affect our world today.

Assessment Evidence

Native Americans before 1492 reading and response
Native American Population Decline- source comparison
Absolutism Comparison

Grade 10+Full Year

Covenant Christian High School

8-11 class periods

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Big Idea(s)/Topic(s) [OPTIONAL]:
Knowledge: Basic building blocks of information necessary for understanding and doing.

Covenant Christian High School

9-12 class periods

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Big Idea(s)/Topic(s) [OPTIONAL]:
Knowledge: Basic building blocks of information necessary for understanding and doing.

Covenant Christian High School

10-13 class periods

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Big Idea(s)/Topic(s) [OPTIONAL]:
Knowledge: Basic building blocks of information necessary for understanding and doing.

Covenant Christian High School

10-13 class periods

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Big Idea(s)/Topic(s) [OPTIONAL]:
Knowledge: Basic building blocks of information necessary for understanding and doing.

Covenant Christian High School

22-25 class periods

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Transoceanic Interconnections
Big Idea(s)/Topic(s) [OPTIONAL]:

Covenant Christian High School

20-23 class periods

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Big Idea(s)/Topic(s) [OPTIONAL]:
Knowledge: Basic building blocks of information necessary for understanding and doing.

Covenant Christian High School

12-15 class periods

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Consequences of Industrialization
Big Idea(s)/Topic(s) [OPTIONAL]:

Covenant Christian High School

14-17 class periods

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Cold War and Decolonization
Big Idea(s)/Topic(s) [OPTIONAL]:

Covenant Christian High School

8-11 class periods

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Big Idea(s)/Topic(s) [OPTIONAL]:
Mastered-Read and comprehend history/social studies texts independently and proficiently

Grade 11Full Year

Covenant Christian High School

3-4 weeks

Essential Questions

What events pushed the colonies to independence?
How did the Revolution affect other groups (slaves, women, Native Americans)?
What prompted the Constitutional Convention?

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Big Idea(s)/Topic(s) [OPTIONAL]:
The end of salutary neglect, American independence, and the creation of the Constitution

Covenant Christian High School

Summer-week 2

Essential Questions

What motives drove Europeans to explore? What effect did this have on Native Americans?
Where did the different Europeans settle? Why? How were they different?
How and why did slavery come to North America?

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Big Idea(s)/Topic(s) [OPTIONAL]:
Pre-Colonization, Indigenous groups, and European colonization

Covenant Christian High School

4 weeks

Essential Questions

What was the “Revolution” of 1800? How did Republicans interpret the Constitution differently from the Federalists?
What resulted from the War of 1812?
What was the Market Revolution and what were its effects?

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Big Idea(s)/Topic(s) [OPTIONAL]:
“Revolution” of 1800; War of 1812; Growing Sectionalism, Territorial Expansion; Second Great Awakening

Covenant Christian High School

6 weeks

Essential Questions

What crop was slavery most tied to? Why? How did different regions of America participate in this?
What did it look like to be enslaved? How did slaves resist within captivity?
How did slavery affect politics? Why was abolitionism met with resistance?

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Big Idea(s)/Topic(s) [OPTIONAL]:
Manifest Destiny; Politics of Slavery; Civil War; Reconstruction

Covenant Christian High School

3 weeks

Essential Questions

How did industrialization cause social conflict?
What role did railroads play in this time period?
How did population shift and change?

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Big Idea(s)/Topic(s) [OPTIONAL]:
The Gilded Age; Growth of Cities and Industrialization; Closing the Frontier; Populism

Covenant Christian High School

Broken into two sub-units (both for timi

Essential Questions

What was imperialism? Did this idea stay consistent or run counter to traditional American foreign policy?
Who were the Progressives and what reforms did they focus on?
How did progressive presidents seek reform? What amendments were added to the Constitution?

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Big Idea(s)/Topic(s) [OPTIONAL]:
Imperialism; Progressives; WWI; the Roaring ‘20s; the Great Depression; WWII

Covenant Christian High School

6 weeks

Essential Questions

What was George F. Kennan’s policy of containment? How did the play out in various parts of the world?
How did domestic life change in the 1950s? How did it stay the same?
How did the Civil Rights movement push forward?

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Big Idea(s)/Topic(s) [OPTIONAL]:
The Cold War; Suburbia; Civil Rights; Vietnam; The Great Society; Détente; Watergate

Covenant Christian High School

3 weeks

Essential Questions

Why was it called the “Reagan Revolution”? What did it entail?
How and why did the Cold War end?
How did the divide between Republicans and Democrats deepen between 1993 and now?

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
Big Idea(s)/Topic(s) [OPTIONAL]:
The Reagan Revolution; End of the Cold War; the ‘90s boom; the War on Terror; resurgent populism

Grade 11+One Sem

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 12One Sem

UbD unit plan (≈ 2-6 weeks): Begin with desired results, align with assessment a

3 Weeks

Essential Questions

Why are governments necessary?
Why was the Constitution created?
What is federalism and how does it act as a check on government power?

Students Will Understand

UbD unit plan (≈ 2-6 weeks): Begin with desired results, align with assessment and teaching plan.
Democracy and the Constitution
Big Idea(s)/Topic(s) [OPTIONAL]: This unit introduces the study of the US Constitution and Bill of Rights. The lessons present the principle ideas that shaped the Founders’ views about the purpose of

UbD unit plan (≈ 2-6 weeks): Begin with desired results, align with assessment a

5 Weeks

Essential Questions

How does each branch of government interact with and check the other branches?
What does Congress do and how should Congress represent the American people?
What are the powers of the presidency and what are the other components of the executive branch?

Students Will Understand

UbD unit plan (≈ 2-6 weeks): Begin with desired results, align with assessment and teaching plan.
Interactions Among Branches of Government
Big Idea(s)/Topic(s) [OPTIONAL]: This unit introduces the study of the US Constitution and Bill of Rights. The lessons present the principle ideas that shaped the Founders’ views about the purpose of

UbD unit plan (≈ 2-6 weeks): Begin with desired results, align with assessment a

5 Weeks

Essential Questions

What are the differences between civil rights and civil liberties?
What are the components of religious freedom and how has the Court interpreted them?
What are the components of freedom of speech and how has the Court interpreted them?

Students Will Understand

UbD unit plan (≈ 2-6 weeks): Begin with desired results, align with assessment and teaching plan.
Civil Liberties and Civil Rights
Big Idea(s)/Topic(s) [OPTIONAL]: This unit introduces the study of the US Constitution and Bill of Rights. The lessons present the principle ideas that shaped the Founders’ views about the purpose of

UbD unit plan (≈ 2-6 weeks): Begin with desired results, align with assessment a

5 Weeks

Essential Questions

What is public opinion and how is it discovered?
How does mass media play a role in government policy and how is it both necessary and dangerous for democratic societies?
What roles do political parties play and how committed to ideology are they?

Students Will Understand

UbD unit plan (≈ 2-6 weeks): Begin with desired results, align with assessment and teaching plan.
Political Ideologies and Beliefs
Big Idea(s)/Topic(s) [OPTIONAL]: This unit introduces the study of the US Constitution and Bill of Rights. The lessons present the principle ideas that shaped the Founders’ views about the purpose of

UbD unit plan (≈ 2-6 weeks): Begin with desired results, align with assessment a

3 Weeks

Essential Questions

Why are governments necessary?
What is government philosophy and why should we care?
How should the collective good be balanced with individual rights?

Students Will Understand

UbD unit plan (≈ 2-6 weeks): Begin with desired results, align with assessment and teaching plan.
Foundations of American Government
Big Idea(s)/Topic(s) [OPTIONAL]: This unit introduces the study of the US Constitution and Bill of Rights. The lessons present the principle ideas that shaped the Founders’ views about the purpose of

UbD unit plan (≈ 2-6 weeks): Begin with desired results, align with assessment a

3 Weeks

Essential Questions

Can a nation stay united with weak national ties?
Who should represent the people?
How powerful should the executive branch be?

Students Will Understand

UbD unit plan (≈ 2-6 weeks): Begin with desired results, align with assessment and teaching plan.
The Creation of the American Constitution
Big Idea(s)/Topic(s) [OPTIONAL]: This unit examines why the Articles of Confederation failed the United States and required a constitutional convention to replace them. At the convention, students wil

UbD unit plan (≈ 2-6 weeks): Begin with desired results, align with assessment a

3 Weeks

Essential Questions

How easy should constitutional change be?
What are unofficial constitutional changes?
What are the purposes of political parties?

Students Will Understand

UbD unit plan (≈ 2-6 weeks): Begin with desired results, align with assessment and teaching plan.
Constitutional Change to Further the Declaration of Independence
Big Idea(s)/Topic(s) [OPTIONAL]: This unit examines why and how constitutional change has occurred in the United States, both through official and unofficial means. Judicial review and political parti

UbD unit plan (≈ 2-6 weeks): Begin with desired results, align with assessment a

3 Weeks

Essential Questions

How does Congress operate and is it broken?
How much power should the president possess and is it too much?
Does the Supreme Court have too much power and is it undemocratic?

Students Will Understand

UbD unit plan (≈ 2-6 weeks): Begin with desired results, align with assessment and teaching plan.
The Institutions of Government
Big Idea(s)/Topic(s) [OPTIONAL]: This unit examines how the three branches of the national government embody constitutional principles and how they operate. It also focuses on the system of federalism

UbD unit plan (≈ 2-6 weeks): Begin with desired results, align with assessment a

3 Weeks

Essential Questions

What are our rights, and do they require the government to act or to refrain from acting?
What does religious freedom actually mean?
What should be protected speech and what should not be protected?

Students Will Understand

UbD unit plan (≈ 2-6 weeks): Begin with desired results, align with assessment and teaching plan.
Big Idea(s)/Topic(s) [OPTIONAL]: This unit examines how the Bill of Rights protects the fundamental freedoms of American citizens, including religion, expression, and privacy. The unit begins with the
Knowledge: Basic building blocks of information and language necessary for understanding and doing. This is the first of the five stages of learning within 6th law of teaching from Gregory (see pp. 10

UbD unit plan (≈ 2-6 weeks): Begin with desired results, align with assessment a

3 Weeks

Essential Questions

What does it mean to be a citizen? What rights and responsibilities exist for citizens?
What are civil rights and what is the government’s role in securing them?
What should America’s role in the world be?

Students Will Understand

UbD unit plan (≈ 2-6 weeks): Begin with desired results, align with assessment and teaching plan.
Constitutional Change to Further the Declaration of Independence
Big Idea(s)/Topic(s) [OPTIONAL]: This unit examines the relationship between contemporary citizenship and the ideals of classical republicanism. It will explore how the American ideal of citizenship h

Grade 12One Sem

UNIT ONE: Basic Economics

8 Days

Students Will Understand

Students will understand the basic economic principle of scarcity, opportunity cost, and trade-off.
Students will understand comparative advantage and the economic benefits of specialization.
Students will understand how to create a PPF and explain the concepts of opportunity costs and efficiency.

Assessment Evidence

Class participation: Each class begins with a 3-minute write pertaining to a prior class or the upcoming class. Each 3-minute write is followed by class discussion.
Canvas quiz on Adam Smith’s Wealth of Nations
Canvas Discussion: Students will debate the complexities of how best to react to the ethical dilemma of sweatshops

Grade 12Fall

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 12Spring

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 10+Fall

Covenant Christian High School

3 Weeks

Students Will Understand

A UbD is a unit plan (≈ 2-6 weeks) designed backwards. The teacher begins with desired results, which then guides assessment evidence and teaching plan. Concepts, definitions, terms, and template adap
An Introduction to Business + Business Ethics
Big Idea(s)/Topic(s) [OPTIONAL]:

Grade 11+Spring

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 11+Fall

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 11Fall

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 9+Spring

UNIT ONE: Beginning of the Hoosier State

3 Weeks

Students Will Understand

Students will understand … how the terrain and climate has affected Indiana.
Students will understand … the diversity of Native American tribes throughout the Indiana Territory.
Students will understand … the difference in the 1816 and 1851 constitution.

UNIT TWO: Indiana in the Civil War

3 Weeks

Students Will Understand

Students will understand … the long lasting effects of slavery and the attitudes of Hoosiers towards slavery.
Students will understand … difference in Republican and Democrat leadership during the Civil War.
Students will understand….the negative impact of Reconstruction and its role in prolonging the Civil Rights Movement.

UNIT THREE: Immigration and Industry in Indiana

3 Weeks

Students Will Understand

Students will understand … the necessity of unions during the industrial revolution.
Students will understand … Indiana’s economy from agriculture to Japanese cars.
Students will understand … the setback and role of the Ku Klux Klan in regards to Civil Rights and Women’s Rights.

UNIT FOUR: Prosperity, Depression, and World War II

3 Weeks

Students Will Understand

Students will understand … new cultural movements of the 1920s and analyze how these movements reflected and changed Indiana society.
Students will understand … technological developments during the 1920s and explain their impact on rural and urban Indiana
Students will understand … the causes and effects of American isolationism during the 1930s and the effect this policy had on America’s war preparation.

UNIT FIVE: “Crossroads of America”

3 Weeks

Students Will Understand

Students will understand … key economic and social developments and changes in post-WWII life in Indiana.
Students will understand … various actions which characterized the early struggle for civil rights and racial equality in Indiana.
Students will understand … significance of social, economic, and political issues during the period 1980 to the present and the ways in which these issues affected individuals and organizations.

UNIT SIX: “What is a Hoosier?”

3 Weeks

Students Will Understand

Students will understand … what it means to be a ‘Hoosier’ around various parts of the state.
Students will understand … how Indiana traditions and customs have changed over time (1816-2016).
Students will understand …the culture of each region of the state.

Grade 9+

Introduction to 2D Art

Fall

8 units

Grade 9+

Exploratory Art

Fall

Grade 9+

Drawing

Spring

Grade 9+

Introduction to Photography

Spring

Grade 10+

Photography II

Full Year

5 units

Grade 10+

Filmmaking

Spring

Grade 10+

Advanced 2D Art: Drawing & Painting

Full Year

4 units

Grade 11+

AP 2D Art & Design

Full Year

1 unit

Grade 9+

Concert Choir

Full Year

4 units

Grade 10+

Treble Ensemble

Full Year

4 units

Grade 10+

Basso

Full Year

Grade 10+

Chamber Chorus

Full Year

4 units

Grade 9+

Concert Band

Full Year

4 units

Grade 9+

String Orchestra

Full Year

4 units

Grade 9+Fall

\\\\\\\\\\\\\\\\\\\

11 days (9 Instructional/studio days, 2

Students Will Understand

Students will understand several ideas relating to principles.
Students will experience different design projects.
Students will understand the value of critique.

Assessment Evidence

Class participation: Classwork, Homework and Studio Management
Tests on the basic terminology
Critiques: halfway through as well as final assessments during a project

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15 days (11 Instructional days, 4 assess

Students Will Understand

Students will experience different approaches to drawing (Mimetic, Formal and Expressive).
Students will experience different media.
Students will understand the value of critique.

Assessment Evidence

Class participation: Classwork, Homework and Studio Management
Tests on the basic terminology
Critiques: halfway through as well as final assessments during a project

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11 days (9 Instructional/studio days, 2

Students Will Understand

Students will understand several ideas relating to the principles of design.
Students will experience different design projects.
Students will understand the value of critique.

Assessment Evidence

Class participation: Classwork, Homework and Studio Management
Tests on the basic terminology
Critiques: halfway through as well as final assessments during a project

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15 days (14 Instructional days – 1 criti

Students Will Understand

Students will experience different approaches to drawing (Mimetic, Formal and Expressive).
Students will experience different media.
Students will understand the value of critique.

Assessment Evidence

Class participation: Classwork, Homework and Studio Management
Tests on the basic terminology
Critiques: halfway through as well as final assessments during a project

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21 days (18 Instructional/studio days, 3

Students Will Understand

Students will experience different approaches to painting (Mimetic, Formal and Expressive).
Students will experience different media.
Students will understand the value of critique.

Assessment Evidence

Class participation: Classwork, Homework and Studio Management
Tests on the basic terminology
Critiques: halfway through as well as final assessments during a project

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18 days (15 Instructional/studio days, 3

Students Will Understand

Students will experience 3 different approaches to printmaking.
Students will experience different media.
Students will understand the value of critique.

Assessment Evidence

Class participation: Classwork, Homework and Studio Management
Tests on the basic terminology
Critiques: halfway through as well as final assessments during a project

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21 days (18 Instructional/studio days, 3

Students Will Understand

Students will experience different approaches to painting (Mimetic, Formal and Expressive).
Students will experience different media.
Students will understand the value of critique.

Assessment Evidence

Class participation: Classwork, Homework and Studio Management
Tests on the basic terminology
Critiques: halfway through as well as final assessments during a project

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12 days (9 Instructional/studio days, 3

Students Will Understand

Students will experience 3 different approaches to printmaking.
Students will experience different media.
Students will understand the value of critique.

Assessment Evidence

Class participation: Classwork, Homework and Studio Management
Tests on the basic terminology
Critiques: halfway through as well as final assessments during a project

Grade 9+Fall

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 9+Spring

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 9+Spring

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 10+Full Year

UNIT ONE: THE CAMERA

30 days (11 Instructional days, 1 work d

Students Will Understand

Students will understand the purpose and function of the camera.
Students will understand and apply the elements of photography.
Students will understand basic photography terms.

Assessment Evidence

Depth of field project
Weekly Assembly photo submissions and evals

UNIT TWO: COMPOSITION

40 days (-- Instructional days, - work d

Students Will Understand

Students will understand basic photography terms
Students will understand how to edit their photographs.
Students will understand the rules of composition.

Assessment Evidence

Weekly Assembly photo submissions and evals
Elements scavenger hunt
Composition presentation

UNIT ONE: PHOTO EDITING

15 days (8 Instructional days, 2 work da

Students Will Understand

Students will understand how to use editing software within the elements of photography and rules of composition.
Students will understand terms for editing photographs.
Students will understand how to shoot photographs in RAW format on their cameras.

Assessment Evidence

Photo Editing Experiment
Photo Editing Project

UNIT TWO: COMMERCIAL PHOTOGRAPHY

25 days (10 Instructional days, 3 lab da

Students Will Understand

Students will explore and understand the different categories of commercial photography.
Students will understand and experiment with different types of lighting within commercial photography.
Students will prepare a portfolio in a chosen category of commercial photography.

Assessment Evidence

Commercial Photo Project

UNIT THREE: CAREER AWARENESS

Photography Career Interview: Interview

Students Will Understand

Students will understand the career options in the field of commercial photography.
Students will experience a shoot with a professional photographer.
Students will understand the process of preparing a gallery for exhibition of their photographs.

Assessment Evidence

Photography Career Interview
Photographer Shadow Project

Grade 10+Spring

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 10+Full Year

Time Frame: 15 days (11 Instructional days / work days, 3 assessment days)

15 days (11 Instructional days / work da

Students Will Understand

Students will understand how to observe specific details from subject matter.
Students will understand how to create interesting compositions from subject matter.
Students will understand how to work with a variety of media.

Assessment Evidence

Class participation: Critiques with peers

UNIT ONE: MIMETIC ART

20 days (19 Instructional days/ work day

Students Will Understand

Students will understand how to observe specific details from subject matter.
Students will understand how to create interesting compositions from subject matter.
Students will understand how to work with a variety of techniques and media.

UNIT Four: Expressive Art

15 days (14 Instructional days / work da

Students Will Understand

Students will understand how to explore with subject matter as they work with a stylistic approach.
Students will understand how to create interesting compositions using subject matter and design principles.
Students will understand how to work with a variety of media.

Assessment Evidence

Teachers evaluation of final work.

UNIT THREE: INDEPENDENT

15 days (14 Instructional days / work da

Students Will Understand

Students will understand how to create art independently.
Students will understand how to design their own project using the media of their choice.

Assessment Evidence

Class participation: Attendance, Engagement, Originality.
Graded discussion: Articulate and navigate materials to create their own art.

Grade 11+Full Year

UNIT ONE: Boot Camp

10 days (10 Instructional days/ work day

Students Will Understand

Students will create a work in 90 minutes.
Students will create art that may be used for their Sustained Investigation Portfolio.
Students will create a body of work to be displayed in an exhibition at the end of the year.

Assessment Evidence

Students will learn the process of creating a body of work that demonstrates a structured, directional approach to art making.
Students will be able to understand what it takes to put together a body of work.

Grade 9+Full Year

UNIT ONE: Music Fundamentals & Notation

9 Weeks

Students Will Understand

Students will use their understanding of the Kodaly method to demonstrate basic competency in music reading (simple rhythms and diatonic melodies)
Students will perform music with an understanding of musical expression, technique, tone, and balance

Assessment Evidence

Class participation: Attendance, Engagement
Trio Hearings: Students will sing excerpts of a piece we are working on in groups of 3’s
Fall Concert/Assessment

UNIT TWO: Advanced Fundamentals and Harmony

9 Weeks

Students Will Understand

Students will use their understanding of the Kodaly method to demonstrate basic competency in music reading (simple rhythms and diatonic melodies)
Students will perform music with an understanding of musical expression, technique, tone, and balance
Students will use their understanding of scales and triads to improvise over chord progressions

Assessment Evidence

Class participation: Attendance, Engagement
Trio Hearings: Students will sing excerpts of a piece we are working on in groups of 3’s
Christmas Concert/Assessment

UNIT THREE: NARRATIVE

9 weeks

Students Will Understand

Students will show an intermediate level of understanding in music reading
Students will display their understanding of musical vocabulary and critical thinking when they analyze the music they sing
Students will perform music with an understanding of musical expression, technique, tone, and balance

Assessment Evidence

Class participation: Attendance, Engagement
Trio Hearings: Students will sing excerpts of a piece we are working on in groups of 3’s

UNIT FOUR: Advanced

40 days (34 Instructional days, 2 work d

Students Will Understand

Students will show an intermediate level of understanding in music reading
Students will display their understanding of musical vocabulary and critical thinking when they analyze the music they sing
Students will perform music with an understanding of musical expression, technique, tone, and balance

Assessment Evidence

Class participation: Attendance, Engagement
Trio Hearings: Students will sing excerpts of a piece we are working on in groups of 3’s
Arts Festival/Assessment

Grade 10+Full Year

UNIT ONE: Music Fundamentals & Notation

9 Weeks

Students Will Understand

Students will use their understanding of the Kodaly method to demonstrate basic competency in music reading (simple rhythms and diatonic melodies)
Students will perform music with an understanding of musical expression, technique, tone, and balance

Assessment Evidence

Class participation: Attendance, Engagement
Trio Hearings: Students will sing excerpts of a piece we are working on in groups of 3’s
Fall Concert/Assessment

UNIT TWO: Advanced Fundamentals and Harmony

9 Weeks

Students Will Understand

Students will use their understanding of the Kodaly method to demonstrate intermediate competency in music reading (complex rhythms and disjunct melodies)
Students will perform music with an understanding of musical expression, technique, tone, and balance
Students will use their understanding of scales and triads to improvise over chord progressions

Assessment Evidence

Class participation: Attendance, Engagement
Trio Hearings: Students will sing excerpts of a piece we are working on in groups of 3’s
Christmas Concert/Assessment

UNIT THREE: BASIC MUSIC ANALYSIS

9 weeks

Students Will Understand

Students will show an advance level of understanding in music reading
Students will display their understanding of musical vocabulary and critical thinking when they analyze the music they sing
Students will perform music with an understanding of musical expression, technique, tone, and balance

Assessment Evidence

Class participation: Attendance, Engagement
Trio Hearings: Students will sing excerpts of a piece we are working on in groups of 3’s

UNIT FOUR: Advanced Analysis & Composition

9 weeks

Students Will Understand

Students will show an advanced level of understanding in music reading
Students will display their understanding of musical vocabulary and critical thinking when they analyze the music they sing
Students will perform music with an understanding of musical expression, technique, tone, and balance

Assessment Evidence

Class participation: Attendance, Engagement
Trio Hearings: Students will sing excerpts of a piece we are working on in groups of 3’s
Arts Festival/Assessment

Grade 10+Full Year

Unit details for this course are being added. Contact the Academic Dean for more information.

Grade 10+Full Year

UNIT ONE: Music Fundamentals & Notation

9 Weeks

Students Will Understand

Students will use their understanding of the Kodaly method to demonstrate basic competency in music reading (simple rhythms and diatonic melodies)
Students will perform music with an understanding of musical expression, technique, tone, and balance

Assessment Evidence

Class participation: Attendance, Engagement
Trio Hearings: Students will sing excerpts of a piece we are working on in groups of 3’s
Fall Concert/Assessment

UNIT TWO: Advanced Fundamentals and Harmony

9 Weeks

Students Will Understand

Students will use their understanding of the Kodaly method to demonstrate intermediate competency in music reading (complex rhythms and disjunct melodies)
Students will perform music with an understanding of musical expression, technique, tone, and balance
Students will use their understanding of scales and triads to improvise over chord progressions

Assessment Evidence

Class participation: Attendance, Engagement
Trio Hearings: Students will sing excerpts of a piece we are working on in groups of 3’s
Christmas Concert/Assessment

UNIT THREE: BASIC MUSIC ANALYSIS

9 weeks

Students Will Understand

Students will show an advance level of understanding in music reading
Students will display their understanding of musical vocabulary and critical thinking when they analyze the music they sing
Students will perform music with an understanding of musical expression, technique, tone, and balance

Assessment Evidence

Class participation: Attendance, Engagement
Trio Hearings: Students will sing excerpts of a piece we are working on in groups of 3’s

UNIT FOUR: Advanced Analysis & Composition

9 weeks

Students Will Understand

Students will show an advanced level of understanding in music reading
Students will display their understanding of musical vocabulary and critical thinking when they analyze the music they sing
Students will perform music with an understanding of musical expression, technique, tone, and balance

Assessment Evidence

Class participation: Attendance, Engagement
Trio Hearings: Students will sing excerpts of a piece we are working on in groups of 3’s
Arts Festival/Assessment

Grade 9+Full Year

UNIT ONE: Music Fundamentals & Notation

40 days ( 28 Instructional days, 9 work

Students Will Understand

Students will use their understanding of the Kodaly method to demonstrate basic competency in music reading (simple rhythms and diatonic melodies)
Students will perform music with an understanding of musical expression, technique, tone, and balance
Pitch & the Circle of 5ths: Students develop their understanding of the solfége and the number system and how it relates to the concept of the Circle of 5ths — We are all connected with one another, a

Assessment Evidence

Class participation: Attendance, Engagement
Playing Exam: Students will individually play excerpts of a piece we are working on
Fall Concert/Assessment

UNIT TWO: Advanced Fundamentals & Harmony

40 days ( 28 Instructional days, 9 work

Students Will Understand

Students will utilize their understanding of sight-reading to perform complex rhythms, disjunct melodies, and transposition on sight
Students display their understanding of how to build a chord by constructing their own chords as a band
Students will perform music with an understanding of musical expression, technique, tone, and balance

Assessment Evidence

Class participation: Attendance, Engagement
Playing Exam: Students will individually play excerpts of a piece we are working on
Christmas Concert/Assessment

UNIT THREE: Basic Music Analysis

40 days ( 28 Instructional days, 9 work

Students Will Understand

Students will utilize their understanding of sight-reading to perform syncopation, chromaticism, and transposition on sight
Students will analyze music utilizing their understanding of musical vocabulary
Students will perform music with an understanding of musical expression, technique, tone, and balance

Assessment Evidence

Class participation: Attendance, Engagement
Playing Exam: Students will individually play excerpts of a piece we are working on

UNIT FOUR: Advanced Analysis & Composition

40 days ( 28 Instructional days, 9 work

Students Will Understand

Students will utilize their understanding of basic music theory to compose their own band warm-up/exercise
Students will analyze music utilizing their understanding of musical vocabulary
Students will perform music with an understanding of musical expression, technique, tone, and balance

Assessment Evidence

Class participation: Attendance, Engagement
Playing Exam: Students will individually play excerpts of a piece we are working on

Grade 9+Full Year

UNIT Three: Advanced Fundamentals

9 days (7 Instructional days, 1 work day

Assessment Evidence

Playing Test: Students will demonstrate their concert preparation skills.
Playing Test: Students will be asked to sight-read a passage of music.
Playing Test: Students will demonstrate a warm-up using a specific musical style.

UNIT Four: Advanced Analysis

9 days (7 Instructional days, 1 work day

Assessment Evidence

Arts Festival: Students will perform level-appropriate repertoire demonstrating technique, tone, intonation, dynamics and their musicality.
Canvas Test: Students will analyze the concert music.
Playing Test: Students will demonstrate a warm-up using a specific musical style.

UNIT ONE: Music Fundamentals

9 days (7 Instructional days, 1 work day

Students Will Understand

Students will understand the structure of the orchestra and how their instrument fits into the whole.

Assessment Evidence

Fall Concert: Students will perform level-appropriate repertoire in a variety of styles and genres, emphasizing correct tone and technique, ensemble skills and expressivity.
Playing Test: Students will sight-read short rhythmic and melodic passages.
Playing Test: Students will discuss the characteristics of their own instruments and demonstrate dynamic markings and a variety of musical styles.

UNIT Two: Basic Music Analysis

9 days (7 Instructional days, 1 work day

Students Will Understand

Students will understand and demonstrate intermediate competency in music reading (syncopation, chromaticism, sight reading).
Students will understand how to analyze the music they play using appropriate vocabulary and critical thinking.
Students will understand how to develop criteria for musical evaluation and apply it to musical performance.

Assessment Evidence

Playing Test: Students will demonstrate their concert preparation skills.
Canvas Test: Students will describe how to interpret the concert music.
Canvas Test: Students will evaluate their musical performances, comparing them to established criteria.

Grade 9-12

Robotics Design & Innovation

Full Year

5 units

Grade 9-12Full Year

UNIT 1: Safety & Impact

2 weeks

Students Will Understand

Students will understand the importance of safety and exhibit safety practices.
Students will investigate ethics governing robot design.
Students will examine regulations and the impact of robotics.

Assessment Evidence

Essay test question to explain from a Christian perspective the ethics of robot design & function.
Students will research and present their findings about local, state, federal, and industrial regulations regarding the construction and activity of robots.

UNIT 2: Mechanical Systems and Electrical Layout

Aug - May

Students Will Understand

Understandings: Students will understand the impact that a change in one part of a system is likely to have on the system as a whole (RDI 3.4).

Assessment Evidence

Build functioning and competitive robot
Students will keep an engineering notebook that keeps track of the design process and periodically reflects on the impact of changes in the system and improvements made.
Students will write about the purpose, types and limitations of sensors.

UNIT 3: Programming & Control

Sept - May

Students Will Understand

DESIRED RESULTS (Understanding)
Core Standard 7 - Students will program a robot to complete a predetermined task.

Assessment Evidence

Write a programming flow chart
Program the robot with annotations

UNIT 4: Communications

Aug - May

Students Will Understand

DESIRED RESULTS (Understanding)
Core Standard 8 - Students will document the design process.
Core Standard 9 - Students will effectively communicate team objectives, design choices, & team progress to their peers & community.

Assessment Evidence

engineering notebook checks
Presentation to sponsors

UNIT 5: College & Career Readiness

2 weeks

Students Will Understand

Students will understand the Christian Worldview as it relates to robotics.
Students will investigate all aspects of the industries related to robotics
Students will explore collegiate programs of study

Assessment Evidence

Students will write and reflect on the robotics chritsian worldview document
Students will research and present their findings about college and career opportunities.

Questions About Academic Placement?