ap calculus bc - the columbus school · álgebra y pre-cálculo ... test 4: mean value theorem and...

Quarter 1Course Content/Unit

Title Weeks of

Instruction Power Standards Secondary Standards Essential Questions use ctr + enter to move down in the cell

Major Assessments/P

rojects

DOK levels in assessment

Cal

culu

s 12

Unit 1: Repaso de álgebra y pre-cálculo

1-3 EU 1.1 Student understands that the concept of a limit can be used to understand the behavior of functions.

¿Sabe factorizar?

¿Sabe de productos notables?

Unit 2: 4-6 EU 1.1 Student understands that the concept of a limit can be used to understand the behavior of functions.

¿Sabe resolver desigualdades?

Unit 3: 7-8 EU 1.1 Student understands that the concept of a limit can be used to understand the behavior of functions.

¿Sabe encontrar los interceptos de las gráficas?

AP

Cal

culu

s A

B

Unit 1: Limits 1.5 EU 1.1 Student understands that the concept of a limit can be used to understand the behavior of functions.

What is a limit? How can I solve a limit using a table of values, a graph or a formula?

Test 2: Limits DOK 2-Skill/Concept

Unit 2: Continuity and differentiability

0.5 EU 1.2 Student understands that continuity is a key property of functions that is defined using limits.

EU 1.1 Student understands that the concept of a limit can be used to understand the behavior of functions.

What are the requirements for a function to be continuous?What are the requirements and implications of the Intermediate Value Theorem?What is a derivative?What are the requirements for a function to be differentiable at a point?What are the requirements and implications of the Mean Value Theorem and for Rolle’s Theorem?

Test 3: Continuity and differentiability

DOK 2-Skill/Concept

1 EU 2.1 Student understands that the derivative of a function is defined as the limit of a difference quotient and can be determined using a variety of strategies.

1 EU 2.4 Student understands that the Mean Value Theorem connects the behavior of a differentiable function over an interval to the behavior of the derivative of that function at a particular point in the interval.

EU 2.3 Student understands that the derivative has multiple interpretations and applications including those that involve instantaneous rates of change.

Test 4: Mean value theorem and higher order derivatives

DOK 3- Strategic Thinking

Unit 3: Basic derivative rules


How can I find derivatives of polynomials and trigonometric functions (including multiplications, divisions and composite functions)?

Test 5: Derivative rules

DOK 1-Recall

Test 6: Chain rule DOK 2-Skill/Concept

Unit 4: Derivatives of exponential, logarithmic and inverse functions


How can I find derivatives of exponential, logarithmic and inverse functions?

Test 7: Exponential and logarithmic derivatives

DOK 2-Skill/Concept

Test 8: Derivatives of inverse functions

DOK 1-Recall

Bimestral exam DOK 2-Skill/Concept

AP

Cal

culu

s B

C

Unit 1: L'Hopital's rule

1.5 EK 1.1C3: Limits of the indeterminate forms 0/0 and ∞/∞ may be evaluated using L’Hospital’s Rule.

How can I solve limits that initially result in 0/0 or ∞/∞? Test 1: L'Hopital's rule

DOK 2-Skill/Concept

Unit 2: Arc length 1.5 EK 3.4D3: The length of a planar curve defined by a function or by a parametrically defined curve can be calculated using a definite integral.

How can I calculate the perimeter of an odd shape? Test 2: Arc length DOK 2-Skill/Concept

Unit 3: Parametric equations

2 EK 2.3C4 and EK 3.4C2: Derivatives can be used to determine velocity, speed, and acceleration for a particle moving along curves given by parametric or vector-valued functions. The definite integral can be used to determine displacement, distance, and position of a particle moving along a curve given by parametric or vector-valued functions.

How can I apply everything I learned in AP Calculus AB about motion if I am given equations in parametric form (where x and y are each functions of time)?

Test 3: Parametric equations (multiple choice)


Test 4: Parametric equations (free response)


Unit 4: Polar equations

3 EK 3.4D1: Areas bounded by polar curves can be calculated with definite integrals.

What is a polar curve?Why are polar curves useful in real life?How do I graph polar curves?How can I find the area and slope of a polar curve?

Test 5: Polar equations


Phys

ics

12

Unit 1: 1 D KINEMATICS

12.PHYSICS.1 4-PS3-1/Speed: Use evidence to construct an explanation relating the speed of an object to the energy of that object.

How can physics be used to describe the motion of an object?How can we use graphs to determine motion characteristics of an object?

Quiz 1 DOK 1-Recall

Position Lab DOK 2-Skill/Concept

Ramp Portfolio DOK 3- Strategic Thinking

Unit 2: FORCES 12.PHYSICS.8 MS-PS2-4/Gravity: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

What are the forces acting on everyday objects?How can we calculate the net forces acting on an object?What is the relationship between mass, force, and acceleration?

Quiz 2 DOK 1-Recall

12.PHYSICS.7 HS-PS2-1/Newton's 2nd Law: Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

Forces Lab DOK 2-Skill/Concept

Launcher Portfolio DOK 3- Strategic Thinking


Title Weeks of


Major Assessments/P

rojects


Engl

ish

12R

eadi

ng, W

ritin

g an

d Sp

eaki

ng a

nd L

iste

ning

(Uni

ts a

re

taug

ht th

emat

ical

ly, e

mbe

ddin

g al

l cat

egor

ies)

Unit 1: Short Stories Boot Camp

3 Weeks 12.RL.01 Cite strong textual evidence to support analysis of text

12.W.01 Write arguments to support claims in an analysis of substantive topics

Why do writers write? How do fiction and nonfiction approach truth, both differently and similarly?

Short Story Analysis

DOK 2-Skill/Concept

12.RL.02 Determine themes or central ideas and analyze their development

12.RL.05 Analyze an author’s choices and a text's structure, meaning, and aesthetic

Unit 2: Night/ Personal Narrative Writing /Social Action Research Skills Step (Both Night and Social Action are happening concurrently)

7 weeks 12.RL.02 Determine themes or central ideas and analyze their development

12.RL.01 Cite strong textual evidence to support analysis of text

How does different word choice create and change meaning?

Formative: Short analysis (2 paragraphs max) of short stories and Night

DOK 2-Skill/Concept

12.RL.04 Determine figurative and connotative meanings of words and phrases


How do writer's effectively enhance meaning? Personal Statements (This I Believe Essays or College Essays)

DOK 2-Skill/ConceptDOK 3-Strategic Thinking

12.W.03 Write narratives using effective technique, well-chosen details, and events

12.W.10 Write routinely for a range of tasks, purposes, and audiences

Group research paper for Social Action (ISP format)


12.W.07 Conduct research projects to answer a question or solve a problem

What defines the elements of research? (CCSS W12.7) What is the criteria for a reliable sources? (CCSS W12.8) How can I use APA citation format to avoid plagiarism? (CCSS W12.8)

12.W.08 Gather information from multiple sources, follow a standard format for citation

AP

Engl

ish

12

Unit 1: Short Story Boot Camp

3 12.RL.01 Cite strong textual evidence to support analysis of text

12.SL.01 Initiate and participate effectively in a range of collaborative discussions

What are the wide variety of elements that contribute to a work's meaning? How to writer's control the meaning of a work?

Short Story Analysis Essay

DOK 2-Skill/Concept


MC Exam DOK 2-Skill/Concept


Unit 2: The Stranger By Albert Camus



How does the context of the work impact meaning? Art and Literature: Stranger Closing Project


12.W.09 Draw evidence from literary or informational texts

12.SL.02 Integrate multiple sources of information presented in diverse formats

How does POV contribute to the meaning of the work?


12.RL.06 Analyze a viewpoint where what is stated differs from what is really meant

Unit 3: Poetry and Mythology (As studied in Short Stories)

3 12.RI.02 Determine central ideas of a text and analyze their development

12.RL.07 Analyze multiple interpretations of a story, drama, or poem

What are the foundational elements of poetry and how do they impact meaning? / What are the basic poetry structures and how to they impact meaning? How does the context of the work impact meaning?

Poetry MC AP Exam

DOK 2-Skill/Concept

12.RL.03 Analyze the author’s choices regarding how to develop a story or drama

Mini Mythology Project


12.RI.07 Integrate and evaluate multiple sources of information presented in different media12.RL.09 Demonstrate knowledge of 18th-, 19th- and 20th-century works of American lit

Wor

ld H

isto

ry II

I, 12

Prologue: World Order and Disorder in the 21st Century

Unit 1: The Thirty Years' War, The Peace of Westphalia, and the European Balance of Power System

2 12.WH.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy

12.WH.CS.5 (Society and Identity) Students will understand social systems and structures and how these influence individual

1. What are the various ways in which different civilizations throughout history have defined and created a concept of "world order" for themselves?

2. According to Henry Kissinger, why was the Peace of Westphalia in 1648 such an important event for the creation of our modern political institutions and the establishment of the state system?

End of unit quiz DOK 1-Recall


Title Weeks of


Major Assessments/P

rojects


Wor

ld H

isto

ry II

I, 12


Unit 1: The Thirty Years' War, The Peace of Westphalia, and the European Balance of Power System

2

12.WH.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship

12.WH.CS.1 (Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships

1. What are the various ways in which different civilizations throughout history have defined and created a concept of "world order" for themselves?

2. According to Henry Kissinger, why was the Peace of Westphalia in 1648 such an important event for the creation of our modern political institutions and the establishment of the state system?

12.WH.SK.3 Communicating conclusions and taking informed actions

12.WH.SK.1 Developing questions and planning inquiries


Unit 2: Islamism and the Middle East: A World in Disorder


12.WH.CS.4 (Culture) Students will understand cultural and intellectual developments and interactions among societies 1. What are the unique sets of issues and problems that

the Middle East faces today, in terms of its attempts to establish a lasting social peace and sense of regional order?



12.WH.CS.1 (Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships




Unit 3: Toward an Asian Order: Confrontation or Partnership?

2 12.WH.CS.4 (Culture) Students will understand cultural and intellectual developments and interactions among societies


1. What will be the primary issues in the ongoing and future struggle for world dominance between the United States and China?

2. What are the differences between the historical conceptions of "world order" in Asian history, versus those in Western history?


12.WH.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy



Unit 4: The United States and Its Concept of Order

2 12.WH.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship


1. What types of challenges does the United States face today, in its quest to build a liberal and capitalist system of world order?



12.WH.SK.2 Evaluating sources and gathering evidence End of quarter Socratic class discussion: What are the types of competing types of world order around the globe today, and what are the collective challenges we face collectively moving forward?


Econ

omic

s 12

Unit 1: How Markets Work

1-2 12.ECON.CS.7 (Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factors

12.ECON.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy

1. How does the economy coordinate interdependent economic actors?

Weekly Quizzes DOK 1-Recall

Unit 2: Markets & Welfare


12.ECON.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship

2. Why is the equilibrium of supply and demand desirable for society as a whole?

Student projects DOK 2-Skill/Concept


12.ECON.SK.1 Developing questions and planning inquiries

Class discussion DOK 3- Strategic Thinking

Unit 3: The Economics of the Public Sector



How do governments sometimes help address the inefficiencies of the market and market failure?

Weekly Quizzes DOK 1-Recall

12.ECON.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship

12.ECON.SK.3 Communicating conclusions and taking informed actions

Unit 4: Firm Behavior & The Organization of Industry



How can firms with market power sometimes cause market outcomes to be inefficient?



Summative multiple-choice exams


Span

ish

12

Unit 1: Literatura Universal: Antigua y Clásica Grecolatina.

3 semanas 12.ES2 Los estudiantes analizan crítica y creativamente diferentes manifestaciones literarias del contexto universal.

12.ES4 Los estudiantes argumentan, en forma oral, acerca de temas y problemáticas de diversa índole.

¿Cuáles son los orígenes históricos y socioculturales de las civilizaciones antiguas? ¿Qué características tienen las principales manifestaciones literarias de oriente en la antigüedad? ¿Cuáles son las características, temas y problemas existentes en la literatura griega a partir de la poesía, la prosa y el teatro?¿Cuáles son los rasgos fundamentales de la producción literaria latina?¿Qué importancia tienen la cultura griega y la latina en la formación de las manifestaciones artísticas y literarias de nuestra cultura occidental?¿Cómo se evidencia en las obras literarias las diferencias culturales, sociales, políticas, raciales y económicas de los pueblos que allí son representados?

Lectura y análisis de fragmentos de obras representativas de las literaturas orientales (egipcia, mesopotámica, china, hebrea e hindú).


12.ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados.

Plan lector: Análisis de isotopías en las obras: “La Eneida”, de Virgilio, o "La Ilíada”, de Homero, con el propósito de comprobar diferentes hipótesis durante la lectura de las obras en cuestión.

DOK 4-Extended Thinking


Title Weeks of


Major Assessments/P

rojects


Span

ish

12

Unit 1: Literatura Universal: Antigua y Clásica Grecolatina.

¿Cuáles son los orígenes históricos y socioculturales de las civilizaciones antiguas? ¿Qué características tienen las principales manifestaciones literarias de oriente en la antigüedad? ¿Cuáles son las características, temas y problemas existentes en la literatura griega a partir de la poesía, la prosa y el teatro?¿Cuáles son los rasgos fundamentales de la producción literaria latina?¿Qué importancia tienen la cultura griega y la latina en la formación de las manifestaciones artísticas y literarias de nuestra cultura occidental?¿Cómo se evidencia en las obras literarias las diferencias culturales, sociales, políticas, raciales y económicas de los pueblos que allí son representados?

Identificación y aplicación de los elementos y recursos fundamentales de la épica, la lírica y la tragedia griegas.

DOK 2-Skill/Concept

Proyecto plan lector de literatura comparada: Literatura Griega y Literatura Latina


Unit 2: Comprensión de textos: situación comunicativa

3 semanas 12.ES1 Los estudiantes comprenden, analizan e interpretan la situación comunicativa de los textos con actitud crítica y capacidad argumentativa.


Situación comunicativa: ¿Quién habla en el texto y cuál es su lector ideal? ¿Qué estructura tiene el texto? ¿Qué dice el texto? ¿Cuál es el propósito del texto? ¿Qué estrategias debo implementar para elaborar un buen análisis del texto?

Talleres de comprensión de lectura y lectura crítica, etapa 1: vocabulario y palabras clave

DOK 2-Skill/Concept

12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.

Talleres de comprensión de lectura y lectura crítica, etapa 2: rastreo de marcadores discusivos.


Talleres de comprensión de lectura y lectura crítica, etapa 3: la situación comunicativa.


Unit 3: Producción de textos argumentativos: El Comentario de texto

2 semanas 12.ES3 Los estudiantes producen textos argumentativos, con énfasis en: el artículo de opinión, el comentario, la reseña y el ensayo; o creativos, que evidencian su conocimiento de la lengua y el control sobre el uso que hacen de ella en contextos comunicativos orales y escritos.


¿Cuál es el propósito de los textos argumentativos? ¿Cuáles son las características estructurales de los textos argumentativos?¿Cómo se elabora un comentario de texto?

Composición de un comentario de texto. Incluye las etapas de escritura.


Unit 4: Ética de la Comunicación y lenguajes simbólicos: historia del arte I y secuencias narrativas.

2 semanas 12.ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados.

12.ES1 Los estudiantes comprenden, analizan e interpretan la situación comunicativa de los textos con actitud crítica y capacidad argumentativa.

¿Qué relación subyace entre una obra literaria y una pictórica de una misma época o escuela? ¿Cómo los códigos verbales y no verbales se articulan para darles sentido a las diferentes expresiones artísticas? ¿Identifico o creo secuencias narrativas en los textos gráficos? ¿Analizo críticamente la obra cinematográfica?

Ejecicio de apreciación pictórica de los periodos literarios estudiados durante el bimestre: Antigüedad y periodo grecolatino.

DOK 2-Skill/Concept


Creación de una secuencia gráfica a partir de la lectura del plan lector. http://dibujosquehablan.cl/


Cine-foro: A Little Princess (1995). La épica en nuestro tiempo.

DOK 2-Skill/Concept

AP

Span

ish

Lite

ratu

re a

nd C

ultu

re 1

2

Unit 1: Movimientos Literarios

1 semana 12.ES2 Los estudiantes analizan sociológica, crítica y creativamente diferentes manifestaciones literarias del contexto hispanoamericano y universal.

12.ES1 Los estudiantes comprenden, analizan e interpretan la situación comunicativa de los textos, con actitud crítica y capacidad argumentativa.

¿Entiendo que un procedimiento común y lógico de ordenar la producción literaria es por el momento histórico o el movimiento cultural en el que se produjo? ¿Identifico claramente estas tres épocas: la Edad Media (siglos X-XIV), el Renacimiento (siglos XVI y XVII) y la época moderna (siglos XIX-XXI)? ¿Comprendo cómo en el siglo XVIII se elaboran las ideas que darán lugar a la modernidad?

Taller de reconocimiento de los diferentes movimientos literarios

DOK 2-Skill/Concept

Examen: Épocas y movimientos literarios

DOK 2-Skill/Concept

Unidad 2: Los géneros literarios

12.ES2 Los estudiantes analizan sociológica, crítica y creativamente diferentes manifestaciones literarias del contexto hispanoamericano y universal.

12. ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados, y de manera especial, para relacionarlos con las diferentes obras hispanoamericanas leídas.

¿Identico y reconozco en los diferentes géneros literarios su estructura, elementos, recursos y formas de análisis? ¿Aplico métodos o estrategias de análisis en cada uno de los géneros literarios, con el fin de acercarme a la interpretación de la obra literaria?

Taller de interpretación 1: Género poético



Title Weeks of


Major Assessments/P

rojects


AP

Span

ish

Lite

ratu

re a

nd C

ultu

re 1

2Unidad 2: Los géneros literarios

1 semana

¿Identico y reconozco en los diferentes géneros literarios su estructura, elementos, recursos y formas de análisis? ¿Aplico métodos o estrategias de análisis en cada uno de los géneros literarios, con el fin de acercarme a la interpretación de la obra literaria?

Taller de interpretación 2: Género narrativo


Taller de interpretación 3: Género dramático


Taller de interpretación 4: Género ensayístico


Unit 3: Tema 1: Las sociedades en contacto: Pluralismo racial y desigualdad económica. Parte I

5 semanas 12.ES2 Los estudiantes analizan sociológica, crítica y creativamente diferentes manifestaciones literarias del contexto hispanoamericano y universal.


Preguntas genéricas: ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un periodo determinado? ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? ¿Qué preguntas y dilemas preentes en obras literarias de diferentes autories y en diferentes épocas y culturas, son relevantes aún en la actualidad? ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? Las sociedades encontacto (la asimilación y la marginación; la diversidad; las divisiones socioeconómicas; el imperialismo; el nacionalismo y el regionalismo). ¿De qué manera las perspectivas de una cultura afectan la representación de eventos históricos, mediante la literatura o el arte? ¿Cómo los miembros de una minoría cultural se resisten (o asimilan) a las costumbres y las perspectivas de la mayoría dominante? ¿Cómo se representan en obras literarias de distintos periodos y diversas culturas las relaciones entre grupos socioculturales (clases sociales, grupos étnicos, etc.)?

Talleres de comprensión, de interpretación y de relaciones con la cultura (conexiones y comparaciones). Según textos de lectura AP para el tema 1


12.ES3 Los estudiantes producen textos argumentativos, con énfasis en: el artículo de opinión, el comentario, la reseña y el ensayo; o creativos, que evidencian su conocimiento de la lengua y el control sobre el uso que hacen de ella en contextos comunicativos orales y escritos.

Plan lector: Análisis de isotopías o líneas de sentido en las obras: “La Eneida”, de Virgilio, o "La Ilíada”, de Homero, con el propósito de comprobar diferentes hipótesis durante la lectura de las obras en cuestión.


12. ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados, y de manera especial, para relacionarlos con las diferentes obras hispanoamericanas leídas.12.ES7 Los estudiantes interpretan en forma crítica la información difundida por los medios de comunicación masiva y comprenden la intención comunicativa que subyace en los diferentes discursos que escuchan.

Unit 4: Producción de textos argumentativos: estructura del texto argumentativo



¿Cuál es el propósito de los textos argumentativos? ¿Cuáles son las características estructurales de los textos argumentativos?

Composición de textos argumentatios. Incluye las etapas de escritura. Tipo respuesta corta y tipo ensayo.


12.ES6 Los estudiantes comprenden y expresan la necesidad de respetar la diversidad cultural y social del mundo contemporáneo, en las situaciones comunicativas en las que interviene.12. ES5 Los estudiantes explican y utilizan con criterio los lenguajes no verbales para desarrollar procesos comunicativos intencionados, y de manera especial, para relacionarlos con las diferentes obras hispanoamericanas leídas.

Cie

ncia

s Po

lític

as

12

Origen del Estado y la sociedad

8 semanas SK 1. Desarrollo de preguntas y planificación de la investigación

SK 1. Desarrollo de preguntas y planificación de la investigación

¿Qué es ciencia política? ¿Qué es un Estado? ¿Cuál es la función principal de un Estado? ¿Es posible alguna forma de organización de la vida humana prescindiendo del Estado? ¿Qué significa Voluntad popular? ¿Qué hace a un Estado legítimo?

DOK 2-Skill/Concept

SK 2. Evaluación de las fuentes y recopilación de pruebas

CS 2. (Conexiones y Conflicto) Los estudiantes comprenderán las causas y los efectos de la interacción entre las sociedades, incluyendo el comercio, los sistemas de intercambio internacional, la guerra y la diplomacia.


CS 6. (Gobierno) Los estudiantes comprenderán por qué las sociedades crean y adoptan sistemas de gobierno y cómo abordan las necesidades humanas, los derechos, las responsabilidades y la ciudadanía.

Cine foro

Proyecto Constitución Política de Colombia

Examen parcial DOK 3- Strategic Thinking

Unit 4:


Title Weeks of


Major Assessments/P

rojects


12 F

iloso

fía

Unit 1:La pregunta por el conocimiento: Implica el problema del conocimiento en general, de la ciencia y de la influencia de ésta en la constitución del hombre y de la imagen que este se forma de la realidad.

10 semanas PH3 Comprende que los conceptos filosóficos están vinculados a un contexto histórico determinado

PH2 Establece relaciones entre conceptos filosóficos ¿¿Identifica los problemas del conocimiento y su influencia para el hombre y la sociedad? ¿Deduce las consecuencias e implicaciones de los problemas y planteamientos filosóficos frente al conocimiento, formulados a lo largo de la historia de la filosofía? ¿Reconoce la importancia del conocimiento en la construcción de la realidad?

Identificación y comprensión de los contenidos explícitos de un de un texto.Identificación de eventos, ideas y afirmaciones y demás elementos locales de un texto.Comprensión de los componentes explícitos de un texto: palabras, oraciones, formas gramaticales básicas.

DOK 2-Skill/Concept

PH1 Reconoce conceptos filosóficos y sabe dar cuenta de su contexto semántico

PH3 Comprende que los conceptos filosóficos están vinculados a un contexto histórico determinado

Reflexión y evaluación del contenido de los textos.Establecimiento de relaciones entre el texto y contenidos que no se encuentran en el.Reconocimiento de estrategias discursivas.Evaluación de la validez y la veracidad de contenidos de los textos.


Unit 2:

Unit 3:

Unit 4:


Title Weeks of


Major Assessments/P

rojects


12 F

iloso

fíaUnit 4:

PE_P

hysi

cal E

duca

tion

12

UNIDAD 1 PHYSICAL ACTIVITY AND NUTRITION

Identifica los diferentes sistemas energéticos usados en una actividad física (por ej., trifosfato de adenosina y fosfocreatina, glucólisis anaeróbica, aeróbica).39 (S3.H8.L2)

Presento un adecuado desarrollo de las capacidades condicionales necesarias para el depore.Demostró las diferentes posiciones básicas para el deporte.Realizo los gestos técnicos fundamentales para el deporte

-Physical skill test -Fitness knowledge test -Shape America Rubrics

NPES.12.S1.H1.L2 Level 2. Refines activity-specific movement skills in one or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games)

Unit 2: SOCIAL SUPPORT

NPES.12.S3.H6.L2 Level 2. Creates a plan, trains for and participates in a community event with a focus on physical activity (e.g., 5K, triathlon, tournament, dance performance, cycling event).



Unit 3: PERSONAL FITNESS PLANS

NPES.12.S3.H7.L2 Level 2. Designs and implements a strength & conditioning program that develops balance in opposing muscle groups (agonist/antagonist) and supports a healthy, active life- style.


NPES.12.S3.H11.L2 Level 2. Develops and maintains a fitness portfolio (e.g., assessment scores, goals for improvement, plan of activities for improvement, log of activities being done to reach goals, timeline for improvement).

Unit 4: RISKS AND SAFETY FACTORS

NPES.12.S3.H7.L1 Level 1. Demonstrate appropriate technique in resistance-training machines and free weights.



NPES.12.S3.H14.L2 Level 2. Applies stress-management strategies (e.g., mental imagery, relaxation techniques, deep breathing, aerobic exercise, meditation) to reduce stress.

Tech

nolo

gy 1

2

Unit 1:

Unit 2:

Unit 3:

Unit 4:

ELECTIVES

AP

Phys

ics

C

Unit 1: Mechanics 4-5 12.APPHYC.1 Mechanics: Apply principles and concepts of kinematics and dynamics to complex systems in two dimensions. Use vector components to analyze projectiles, Atwood's machines, elastic and inelastic collisions. Problems include applications of differential and integral calculus.

What is the difference between average speed, instantaneous speed, and change in speed? Where is it useful to use Galileo’s equations when making calculations in kinematics?Where is it useful to use formula five when making calculations in kinematics?What is momentum? Where does the idea of conservation of momentum come from?What is weight and how can it be used to calculate friction or be combined with Newton’s universal law of gravitation?What is centripetal acceleration and force and how can it be used in combination with Newton’s universal law of gravitation?

applications of kinematic equations, kinematics problems in one and two dimensions, graphical interpretation, practice problems, conservation of momentum, proofs in two dimensions, second law problems, two dimensional inclined plane, universal gravitation, torque, angular motion, proofs using angular motion, review exercise



Title Weeks of


Major Assessments/P

rojects


AP

Phys

ics

C

Unit 1: Mechanics

12.APPHYC.1 Mechanics: Apply principles and concepts of kinematics and dynamics to complex systems in two dimensions. Use vector components to analyze projectiles, Atwood's machines, elastic and inelastic collisions. Problems include applications of differential and integral calculus.

What is the difference between average speed, instantaneous speed, and change in speed? Where is it useful to use Galileo’s equations when making calculations in kinematics?Where is it useful to use formula five when making calculations in kinematics?What is momentum? Where does the idea of conservation of momentum come from?What is weight and how can it be used to calculate friction or be combined with Newton’s universal law of gravitation?What is centripetal acceleration and force and how can it be used in combination with Newton’s universal law of gravitation?

Unit 2: 4-5 12.APPHYC.2 Energy and SHM: Combine the concepts of conservation of mechanical energy and rotational movement to analyze systems undergoing simple harmonic motion. Use integral calculus to derive expressions for moments of inertia. Be able to apply the parallel axis theorem.

What are moment of inertia, angular speed, and acceleration?What is a free body diagram and how can it be used to analyze complex systems?How can trigonometry be applied to two dimensional systems in order to analyze forces?What is the difference between elastic and inelastic collisions?

Combine the concepts of conservation of mechanical energy and rotational movement to analyze systems undergoing simple harmonic motion. Use integral calculus to derive expressions for moments of inertia. Be able to apply the parallel axis theorem, review exercise


AP

Che

mis

try

Unit 1: Atoms and Matter

5 12.APCH.1 Atoms and Matter - 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 reactions.

What is matter? What is matter made of?

Spectrometry lab DOK 3- Strategic Thinking

Unit 2: Forces 5 12.APCH.2 Forces - 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.

What are forces?What forces hold particles together?

Intermolecular forces lab


AP

Envi

ronm

enta

l Sc

ienc

e

Unit 1: Earth Systems and Resources

5 12.APENVSC.1 Earth Systems and Resources - Earth science concepts, global atmosphere, water resources, and soil use and dynamics.

12.APENVSC.1 Earth Systems and Resources - Earth science concepts, global atmosphere, water resources, and soil use and dynamics.

What is the environment? Form your own hypothesis lab


Unit 2: Ecosystems

5 12.APENVSC.2 Living World - Ecosystem structure, energy flow, ecosystem diversity, natural ecosystem change, natural biogeochemical cycles.

12.APENVSC.2 Living World - Ecosystem structure, energy flow, ecosystem diversity, natural ecosystem change, natural biogeochemical cycles.

Where do humans fit into the environment? Biome in a bottle lab


AP

Phys

ics

I

Unit 1: SI System 4-5 11.APPHYSICSI.1 SI system: Be able to use scientific notation, metric prefixes, and perform mathematical calculations using the SI system of units. Develop an understanding of various forms of proportionality between variables and how it leads to mathematical equations.

What is the importance of the units of measurement In the metric (SI) system?Where would it be convenient to use metric prefixes to replace powers of ten?Which equations can be combined to calculate the speed of a planet?What are the essential elements of a graph?

vocabulary exercise, numbers in physics I, planet study, numbers in physics II, Kepler’s laws, frequency and period, formula quiz, Hooke’s law lab, simple pendulum lab, review exercise, and vocabulary puzzle,

DOK 2-Skill/Concept


Title Weeks of


Major Assessments/P

rojects


AP

Phys

ics

I

Unit 1: SI System

11.APPHYSICSI.1 SI system: Be able to use scientific notation, metric prefixes, and perform mathematical calculations using the SI system of units. Develop an understanding of various forms of proportionality between variables and how it leads to mathematical equations.

What is the importance of the units of measurement In the metric (SI) system?Where would it be convenient to use metric prefixes to replace powers of ten?Which equations can be combined to calculate the speed of a planet?What are the essential elements of a graph?

Unit 2: Kinematics 4-5 11.APPHYSICSI.2 Kinematics: Distinguish between distance, displacement, speed, instantaneous velocity, average velocity, and acceleration, and apply concepts in kinematics to solve problems related to linear motion.

In what situations would it be useful to know the average speed, the instantaneous speed, or the change in speed? Where is it useful to use Galileo’s equations when making calculations in kinematics?Where is it useful to use formula five when making calculations in kinematics?In what ways can the acceleration due to the force of gravity at the Earth’s surface be measured?What are some common ways in which the five basic kinematics equations are combined to solve problems?

vocabulary exercise, average speed problems, average speed with constant acceleration, acceleration problems, Galileo’s equation applications, formula five applications, centripetal acceleration, formal problem solving, review exercise, and vocabulary puzzle


Unit 3:

AP

Bio

logy

Unit 1: Ecology What models are useful in describing the growth of a population?How is population size regulated by abiotic and biotic factors?How is energy flow through an ecosystem related to trophic structure (trophic levels)?How do elements (for example: carbon, nitrogen, phosphorous, sulfur, oxygen) cycle throughHow do organisms affect the cycling of elements and water through the biosphere?How do biotic and abiotic factors affect community structure and ecosystem function?

12.APBIO.4 Systems - Biological systems interact, and these systems and their interactions possess complex properties

Unit Test DOK 3- Strategic Thinking

Current Article DOK 3- Strategic Thinking

AP Biology Lab DOK 3- Strategic Thinking

Schoology Assignments


masteringbiology

Unit 2: Cellular Biology

12.APBIO.2 Energy - Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis


Title Weeks of


Major Assessments/P

rojects


AP

Bio

logy

Unit 3: How do the unique chemical and physical properties of water make life possibleWhat is the role of carbon in the molecular diversity of life?How do structures of biologically important molecules (carbohydrates, lipids, proteins, nucleic acids) account for their function?What are the similarities and differences between prokaryotic and eukaryotic cells and how does their structure account for their function?How does the structural organization of membranes provide for transport and recognition?How do organelles function together in cellular processes?What factors limit cell size?

AP

Wor

ld H

isto

ry

Unit 1: Neolithic Revolution to the foundations of civilization

12.SSAPWH.SK.2 Evaluating sources and gathering evidence

12.SSAPWH.CS.3 (Geography) Students will understand the interactions and relationship between human societies and their physical environment

Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions. How is the Neolithic revolution considered a major change in World History?

Essays/Test/Projects


12.SSAPWH.SK.3 Communicating conclusions and taking informed actions

12.SSAPWH.CS.4 (Culture) Students will understand cultural and intellectual developments and interactions among societies

Unit 2: Classical civilizations of greece/rome, Han China, and Maruyu/Gupta of India



Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions..COmapre and COntrast the Roamn and Han Empires.

Essay/Test/Projects



12.SSAPWH.CS.6 (Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship

Unit 3: Islamic Caliphates and the Indian Ocean/SIlk ROad trade routes


12.SSAPWH.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy

Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions.. DBQ essays on the spread of culture via the silk roads and the indian ocean trade routes.

Essa/Test/Projects DOK 3- Strategic Thinking



Unit 4:

AP

Hum

an G

eogr

aphy

Unit 1: Geography: Its Nature & Perspectives

4 1. What is human geography? How do we think geographically?

2. How do geographers describe where things are?

3. In what way is each point on the earth unique?

4. In what way are different places on earth similar?


12.SSAPWH.SK.1 Developing questions and planning inquiries

12.SSAPWH.CS.8 (Science, Technology, and Society) Students will understand how societies have influenced and been influenced by scientific developments and technological developments


AP Exam-Simulated Unit Exam

DOK 2-Skill/Concept


Unit 2: Population & Migration

4 12.SSAPWH.CS.3 (Geography) Students will understand the interactions and relationship between human societies and their physical environment


1. Where is the world's population distributed?

2. Where has the world's population increased?

3. Why is population increasing at different rates in different regions around the world?

4. Why do people migrate?

5. What is the distribution pattern of migrants throughout the world today, and what obstacles do they typically face?


DOK 2-Skill/Concept

12.SSAPWH.CS.5 (Society and Identity) Students will understand social systems and structures and how these influence individual



4

Han

ds o

n En

gine

erin

g

Unit 1: Safety In the Lab.

2 ISTE2016.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

ISTE2016.6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

What are the safety rules that you should follow when using tools in the lab?

Safety Unit Assessment (Schoology Assessment)



Title Weeks of


Major Assessments/P

rojects


Han

ds o

n En

gine

erin

gUnit 1: Safety In the Lab.

2

ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

ISTE2016.3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

What are the safety rules that you should follow when using tools in the lab?

Unit 2: The Rube GoldbergMachine the EngineeringProcess

6 ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.


What are the steps used in the Design Process?What are the online tools that you can use to present a project?

RGM Video DOK 4-Extended Thinking

ISTE2016.4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

ISTE2016.4c Students develop, test and refine prototypes as part of a cyclical design process.

Rube Goldberg Machine


ISTE2016.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

ISTE2016.6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

RGM Presentation DOK 4-Extended Thinking

Bus

ines

s Te

chno

logy

Unit 1: Introduction to spreadsheets, cell basicsand basic formulas

ISTE2016.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

ISTE2016.1d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

ISTE2016.5 Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

ISTE2016.5a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.


ISTE2016.6d Students publish or present content that customizes the message and medium for their intended audiences.

Unit 2: Data analysis andExcel tabs and functions




ISTE2016.5b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.


ISTE2016.6b Students create original works or responsibly repurpose or remix digital resources into new creations.

Cre

ativ

e D

esig

n

Unit 1: Principles & Elements of Design

3 Weeks ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.


What is design?How does design affect my life?Can I apply the Design Process to other fields?What purpose does design serve?Why is design important in the real world?

Projects (Basic skills)Projects (Advanced skills)

DOK 2-Skill/Concept


ISTE2016.4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

Summative Projects applying all the previous skills to solve a design problem.




Unit 2: Type & Image




Projects (Basic skills)Projects (Advanced skills)

DOK 2-Skill/Concept



Summative Projects applying all the previous skills to solve a design problem.




Unit 3:


Title Weeks of


Major Assessments/P

rojects


AP

Com

pute

r Sc

ienc

e

Unit 1: 1Background2First Java Programs3Syntax, Errors, and Debugging4Introduction to Control Statements

8 ISTE2016.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

ISTE2016.1c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

How do you write a Java Program?How do you debug and run java Programs?What are some IDE you can use for programming?How can you add conditions to your programs?

Temperature Conversion program


ISTE2016.7 Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

ISTE2016.7b Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

Weekly Practice AP examquestions



ISTE2016.5c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

Weekly Program Itsections.


pain

ting

ele

ctiv

e 1

0-11

-12

grad

e

Unit 1: COLOR THEORY, primary and secondary colors

2 weeks VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.

VA.HS.CR.2.bDemonstrate awareness of ethical implications of making and distributing creative work.

what do you know about the color theorydo you know the color wheel?what do you know about the cool and warm colors?how can be used the cool and warm colors in a paint?what kind of paint can we made using cold and warm colors?

make a sketch, with diferents colors apply color theorycreated your painting using all the color at the color wheelcreated yur own landscape, using colr warm and cold color.

DOK 2-Skill/Concept

VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.

research about color theory


VA.HS.CR.1.a Individually or collaboratively formulate new creative problems based on student’s existing artwork.

sketch with a draw or painting when the student apply concepts about ecolor wheel

DOK 2-Skill/Concept

final product : made a paint apply all the concepts based on color theory, cold, warm, value, texture.


clasworksketches, drawings,paintings in differents techniques

DOK 2-Skill/Concept

UNIT 2: COLOR WHEEL


VA.HS.CO.1.a Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through artmaking.

what do you know about the color theorydo you know the color wheel?what do you know about the cool and warm colors?how can be used the cool and warm colors in a paint?what kind of paint can we made using cold and warm colors?

sketch with a draw or painting when the student apply concepts about ecolor wheel

DOK 1-Recall


final product : made a paint apply all the concepts based on color theory, cold, warm, value, texture.




DOK 2-Skill/Concept

UNIT 3: COLOR AND TEXTURE

2 week VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.


What can we used to created textures?what kinde of tools do you need to make differents textures?

classwork: made differents experimetation with color, mixed, and textures.

DOK 1-Recall


sketch with a draw or painting when the student apply concepts about color and texture

DOK 2-Skill/Concept


final product : made a paint apply color and texture in creativity way


UNIT 4: POINTILLISM

2weeks VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.


what do you know about art history : pointillism?do you know something about Seurat or other painter who use points to made art works?what do you think that need to made an art works based on points?what kind of tools do you used to create an art work whit dots?




sketch with color, and technique form pointillism

DOK 2-Skill/Concept


Title Weeks of


Major Assessments/P

rojects


pain

ting

ele

ctiv

e 1

0-11

-12

grad

e

2weeks


what do you know about art history : pointillism?do you know something about Seurat or other painter who use points to made art works?what do you think that need to made an art works based on points?what kind of tools do you used to create an art work whit dots?

classwork , work in differents techniques for made the final product



process apply, many materials from expresss ideas in differents techniques


Dra

win

gel

ectiv

e 1

0-11

-12

grad

e

Unit 1:Objects in my room

2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.

what is an still life? Objects in my room Final



Objects in my room Sketch


Classroom: The making of the final and sketch in class

DOK 2-Skill/Concept

Unit 2:Objects in the kitchen


what is value and what differents values can i achieve with a variety of materials?

Objects in the kitchen Final



Objects in the kitchen Sketch


Classwork: the making of the sketch and the final in the clasroom

DOK 2-Skill/Concept

Unit 3:Clothes i own


how can i use geometrical shapes to draw objects? Clothes i own Final DOK 4-Extended Thinking


Clothes i own Final DOK 3- Strategic Thinking

Classwork: The making of the final and the sketch in the classroom

DOK 2-Skill/Concept

Unit 4:School suplies


VA.HS.P.1.a Analyze, select, and critique personal artwork for a collection or portfolio presentation.


Scul

ptur

eel

ectiv

e 1

0-11

-12

grad

e

Unit 1:Polyhedrons 2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.


How do artists experiment with new materials in order to create their artwork?

Classwork : the making of the final and the sketch in the classroom

DOK 2-Skill/Concept

How might artists change their minds about their artwork as they continue working on it?

Sketch polihedrons

DOK 2-Skill/Concept

What is a shape? Final polyhedrons DOK 3- Strategic Thinking

How can we trensform a shape intoa form?

Unit 2:Ana Serrano cities

2

VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.



DOK 2-Skill/Concept

Final Cities DOK 4-Extended Thinking

Sketch Cities DOK 3- Strategic Thinking

Unit 3:Zim and Zou objects




DOK 2-Skill/Concept

Sketch Objects DOK 3- Strategic Thinking

Final Objects DOK 4-Extended Thinking

Unit 4: endangered animals trophy heads




DOK 2-Skill/Concept


Sketch animals DOK 3- Strategic Thinking

Final Animals DOK 4-Extended Thinking

Cho

ir

Unit 1:

Rhythm: Duration

8 FAMU.IV.1.1 Sings a varied repertoire of vocal literature with expression and technical accuracy at a moderate level of difficulty (e.g., attention to phrasing and interpretation, various meters and rhythms in a variety of keys)

FAMU.IV.1.2 Sings music written in four parts, with and without accompaniment

What is musical rhythmWhat are elements to read the music mitmo?What is the importance of rhythm in music?

CLASS WORKiNSTRUMENTAL ASSEMBLEREPERTOIRE 1

DOK 1-Recall


Title Weeks of


Major Assessments/P

rojects


Course

Cal

culu

s 12

AP

Cal

culu

s A

BA

P C

alcu

lus

BC

Phys

ics

12Quarter 2

Content/Unit Title

Weeks of Instruction Power Standards Secondary Standards Essential Questions

use ctr + enter to move down in the cellMajor

Assessments/Projects


Unit 1: EU 1.1 Student understands that the concept of a limit can be used to understand the behavior of functions.

¿Qué es un límite?

¿Cómo resolver un límite usando tabla de valores, una gráfica o una fórmula?¿Sabe resolver límites de forma indeterminada 0/0

¿Sabe racionalizar?

¿Sabe resolver límites de forma indeterminada

Unit 2:

Unit 3:

Unit 1: Implicit differentiation and related rates


How could you find the derivative of a variable that has not been explicitly solved in an equation? How does one thing changing affect other things?

1.5 EU 2.3 Student understands that the derivative has multiple interpretations and applications including those that involve instantaneous rates of change.

Test 9: Implicit differentiation and related rates


Unit 2: First derivative test

1 EU 2.2 Student understands that a function’s derivative, which is itself a function, can be used to understand the behavior of the function.

What relationships are there between a function and its first derivative?

Test 10: First derivative test


Unit 3: Second derivative test

1.5 EU 2.2 Student understands that a function’s derivative, which is itself a function, can be used to understand the behavior of the function.

What relationships are there between a function, its first derivative and its second derivative?

Test 11: Second derivative test


Unit 4: Optimization and motion

2 EU 2.3 Student understands that the derivative has multiple interpretations and applications including those that involve instantaneous rates of change.

How can calculus help me to find the optimal solution to a real-life application problem that requires me to maximize my profit, minimize my cost, etc.?How can I use calculus to draw conclusions about the position, velocity, speed and acceleration of an object?

Test 12: Optimization and motion


Semestral exam DOK 3- Strategic Thinking

Unit 1: More integration methods

2 EK 3.3B5: Techniques for finding antiderivatives include algebraic manipulation such as long division, integration by parts, and non-repeating linear partial fractions.

How can I find the integral of a function that is a division of polynomials whose denominator can be factored (when all other methods I know fail)?How can I find the integral of two unrelated functions that are multiplying (when all other methods I know fail)?

Test 6: Integration by partial fractions

DOK 2-Skill/Concept

Test 7: Integration by parts

DOK 2-Skill/Concept

Unit 2: Improper integrals

1.5 EK 3.2D2: Improper integrals can be determined using limits or definite integrals.

How do I solve a definite integral with infinity in the limits of integration or with a vertical asymptote within the limits of integration?

Test 8: Improper integrals

DOK 2-Skill/Concept

Unit 3: Euler's method

1 EK 2.3F2: For differential equations, Euler’s method provides a procedure for approximating a solution or a point on a solution curve.

How can I approximate a value of y given a point and the functions derivative?

Test 9: Euler's method

DOK 2-Skill/Concept

Unit 4: Logistic growth

1.5 EK 3.5B2: The model for logistic growth that arises from the statement “The rate of change of a quantity is jointly proportional to the size of the quantity and the difference between the quantity and the carrying capacity” is dy/dt = ky(a – y).

Why is a logistic growth a better model for populations than exponential growth?How can I determine the maximum population that the environment can sustain given a logistic differential equation?How can I determine the size of the population when it is growing the fastest given the logistic differential equation?

Test 10: Logistic growth

DOK 2-Skill/Concept

Unit 1: FORCES 12.PHYSICS.6 MS-PS2-1/Newton's 3rd Law: Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects.

How do pairs of forces interact with one another? Slow motion video analysis


Forces quiz 2 DOK 2-Skill/Concept

Unit 2: MOMENTUM & COLLISIONS

12.PHYSICS.13 MS-PS2-3/Electric and Magnetic Fields 2: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

What happens to the energy and momentum during a collision?

Collisions lab DOK 3- Strategic Thinking

Momentum Quiz DOK 2-Skill/Concept

Course

Quarter 2Content/Unit

Title Weeks of


Major Assessments/P

rojects


Engl

ish

12R

eadi

ng, W

ritin

g an

d Sp

eaki

ng a

nd L

iste

ning

(Uni

ts a

re

taug

ht th

emat

ical

ly, e

mbe

ddin

g al

l cat

egor

ies)

A

P En

glis

h 12

Wor

ld H

isto

ry II

I, 12

Unit 1: Justice and Equity Book Clubs and Persuasive Writing (Happening concurrently with Unit 2)

7 weeks 12.RL.02 Determine themes or central ideas and analyze their development

12.RL.01 Cite strong textual evidence to support analysis of text

How do writers use a variety of elements to create a compelling story?

Formative: Short analysis of book clubs novels with literary terms such as POV, structure, etc.

DOK 1-RecallDOK 2-Skill/Concept


Who defines what is justice and equity? Persuasive Speech: From perspective of book club character or personal viewpoint (both options use same rubric)

DOK 2-Skill/Concept


How do writers use the methods of persuasive ? Socratic Seminars DOK 2-Skill/ConceptDOK 3-Strategic Thinking


Unit 2: Social Action Step 2: Solutions and Systems Thinking (Happening concurrently with Unit 1)

9 weeks 12.RI.01 Cite strong textual evidence to support analysis of text

12.W.08 Gather information from multiple sources, follow a standard format for citation

How do I use a variety of informational sources to compile and defend ideas? (CCSS RI 12.1)

Social Action Proposal Phase (Step 2)


12.RI.04 Determine figurative, connotative, and technical meanings of words and phrases

How does one define the nuance and complex meanings of a term and analyze how it can change depending on context? (CCSS RI. 12.4)

Unit 1:The Great Gatsby (Read over October Break)


12.RL.04 Determine figurative and connotative meanings of words and phrases

How do strong writer's develop analysis of literature in writing?

AP Open Essay (2 times)




12.W.04 Produce writing appropriate to task, purpose, and audience

Unit 2: The Handmaid's Tale



How do readers identify the nuanced choices an author make in order develop a specific meaning in a passage?

AP Question 2 Essays



How does a writer comment on the nuanced choices an author makes in order to develop a specific meaning in a passage?

AP MC Test for short passages




Unit 3:

The Cold War: Its Origins, Evolution & Legacy

Unit 1: The Cold War: Its Origins & The Truman Doctrine



1.1 What was the Truman Doctrine, and what effect did it have on the post-war development of Europe and the wider world? 1.2 Why did the U.S. and the USSR so quickly become mortal enemies after the end of WWII?

2.1 What were the competing security concerns of the major national actors in the year 1946, and how were they resolved at the time?

3.1 What are the most controversial statements and reflections that Robert McNamara makes in the documentary Fog of War? Why are they controversial, and do you believe they affect the historical legacy of the Cold War? 3.2 What kind of world do you believe we should attempt to create moving forward? Are there any positive legacies from the Cold War that we should draw upon for the 21st century, or should we be creating an entirely new system with new values moving forward?

Understanding the Postwar WorldBy examining political cartoons, newspaper articles, and speeches from 1945-1946, students trace the events that contributed to a change in U.S.-Soviet relations and recognize areas of conflict between the two nations.

DOK 2-Skill/Concept

Course


Title Weeks of


Major Assessments/P

rojects


Wor

ld H

isto

ry II

I, 12

Econ

omic

s 12

Span

ish

12

The Cold War: Its Origins, Evolution & Legacy

Unit 1: The Cold War: Its Origins & The Truman Doctrine



1.1 What was the Truman Doctrine, and what effect did it have on the post-war development of Europe and the wider world? 1.2 Why did the U.S. and the USSR so quickly become mortal enemies after the end of WWII?

2.1 What were the competing security concerns of the major national actors in the year 1946, and how were they resolved at the time?

3.1 What are the most controversial statements and reflections that Robert McNamara makes in the documentary Fog of War? Why are they controversial, and do you believe they affect the historical legacy of the Cold War? 3.2 What kind of world do you believe we should attempt to create moving forward? Are there any positive legacies from the Cold War that we should draw upon for the 21st century, or should we be creating an entirely new system with new values moving forward?

Class Consensus Activity: students develop a classroom consensus regarding post-WWII US foreign policy and discuss the goals and underlying values of the Truman Doctrine.


Unit 2: The post-war security concerns of the "Big Four" in the year 1946





Unit 3: The "Fog of War" documentary & analysis




12.WH.SK.2 Evaluating sources and gathering evidence

Unit 4:

Unit 5: The Data of Macroeconomics



How is the overall quantity of production and price levels used to monitor developments in the economy as a whole?

Unit 6: The Real Economy in the Long Run



What forces, over the long run, help determine key real variables such as GDP, saving, investment, and interest rates?



Unit 7: Money and Prices in the Long Run


12.ECON.SK.2 Evaluating sources and gathering evidence

In which ways is the monetary system crucial in determining the long-run behavior of the price level, the inflation rate, and other nominal variables?

DBQ: The Economics of Imperialism, 1870-1910




Unit 8: Short-Run Economic Fluctuations


12.ECON.CS.7 (Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factors

How does the model of aggregate demand and supply explain short-run economic fluctuations, the short-run effects of monetary and fiscal policy, and the short-run linkage between real and nominal variables?



Unit 1: Literatura Universal: Medieval, Renacentista y Barroca



¿Cuáles son las características de las literaturas medievales?¿Qué importancia tienen las literaturas medievales en la tradición occidental?¿Qué importancia tiene la cultura del Renacimiento en la formación de las manifestaciones artísticas y literarias de nuestra cultura occidental?¿Cómo se evidencia en las obras literarias del Barroco español las diferencias culturales, sociales, políticas, raciales y económicas de los pueblos que allí son representados?¿Qué estrategias debo implementar para elaborar un buen análisis del texto literario?

Lectura y análisis de fragmentos de obras representativas de las literaturas medievales, renacentistas y barrocas.



Plan lector: Análisis de isotopías en la obra: “El Ingenioso Hidalgo don Quijote de la Mancha" de Miguel de Cervantes Saavedra, con el propósito de comprobar diferentes hipótesis durante la lectura de la obra en cuestión.


Course


Title Weeks of


Major Assessments/P

rojects


Span

ish

12A

P Sp

anis

h Li

tera

ture

and

Cul

ture

12

Unit 1: Literatura Universal: Medieval, Renacentista y Barroca

¿Cuáles son las características de las literaturas medievales?¿Qué importancia tienen las literaturas medievales en la tradición occidental?¿Qué importancia tiene la cultura del Renacimiento en la formación de las manifestaciones artísticas y literarias de nuestra cultura occidental?¿Cómo se evidencia en las obras literarias del Barroco español las diferencias culturales, sociales, políticas, raciales y económicas de los pueblos que allí son representados?¿Qué estrategias debo implementar para elaborar un buen análisis del texto literario?

Identificación y aplicación de los elementos y recursos fundamentales de la literatura medieval, renacentista y barroca.

DOK 2-Skill/Concept

Proyecto plan lector: los personajes del Quijote en la actualidad.


Unit 2: Comprensión de textos: el análisis discursivo



¿Reconozco la voz del autor en la situación comunicativa de los textos que leo? ¿identifico los discursos ideológicos y filosóficos que subyacen en los textos? ¿Indago en el universo enciclopédico de los autores cuando leo?

Talleres de comprensión de lectura y lectura crítica, etapa 4: registro, cromatizadores, enciclopedia.

DOK 2-Skill/Concept


Talleres de comprensión de lectura y lectura crítica, etapa 5: estructura lógica del discurso.


Unit 3: Producción de textos argumentativos: El artículo de opinión



¿Identifico la estructura de los textos argumentativos?¿Identifico la estructura y la intención comunicativa de los artículos de opinión? ¿Cómo se elabora un artículo de opinión?

Composición de un artículo de opinión. Incluye las etapas de escritura.


Unit 4: Ética de la Comunicación y lenguajes simbólicos: historia del arte II y La portada de un periódico.



¿Cómo el arte refleja los diferentes contextos históricos? ¿Cómo los códigos verbales y no verbales se articulan para darles sentido a diferentes expresiones artísticas? ¿De qué manera los diferentes códigos se articulan para generar sentido en los medios de comunicación impresos? ¿Analizo críticamente la obra cinematográfica?

Ejecicio de apreciación pictórica de los periodos literarios estudiados durante el bimestre: Época Medieval, Renacimiento y Barroco.

DOK 2-Skill/Concept


Creación de la portada de un periódico, partir de la lectura del plan lector.


Cine-foro: What Dreams May Come (1998). La Divina Comedia en nuestro tiempo.

DOK 2-Skill/Concept

Unit 1: Tema 1: Las sociedades en contacto: Pluralismo racial y desigualdad económica. Parte II



Preguntas genéricas: ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un periodo determinado? ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? ¿Qué preguntas y dilemas preentes en obras literarias de diferentes autories y en diferentes épocas y culturas, son relevantes aún en la actualidad? ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? Las sociedades encontacto (la asimilación y la marginación; la diversidad; las divisiones socioeconómicas; el imperialismo; el nacionalismo y el regionalismo). ¿De qué manera las perspectivas de una cultura afectan la representación de eventos históricos, mediante la literatura o el arte? ¿Cómo los miembros de una minoría cultural se resisten (o asimilan) a las costumbres y las perspectivas de la mayoría dominante? ¿Cómo se representan en obras literarias de distintos periodos y diversas culturas las relaciones entre grupos socioculturales (clases sociales, grupos étnicos, etc.)?







Unit 2: Tema 2: La construcción del género: machismo y feminismo



Preguntas genéricas: ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un periodo determinado? ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? ¿Qué preguntas y dilemas preentes en obras literarias de diferentes autories y en diferentes épocas y culturas, son relevantes aún en la actualidad? ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? La construcción del género (el machismo; las relaciones sociales; el sistema patriarcal; la sexualidad; la tradición y la ruptura). ¿Cómo revela la literatura los cambios en la percepción de los géneros masculino y femenino? ¿De qué manera han servido los factores socioculturales como instrumentos de cambios (o no) en la representación de los géneros? ¿Cómo ha cambiado la representación de lo femenino (voces femeninas, personajes femeninos) a lo largo de la historia de la literatura y del arte?



Course


Title Weeks of


Major Assessments/P

rojects


AP

Span

ish

Lite

ratu

re a

nd C

ultu

re 1

2C

ienc

ias

Polít

icas

12

Unit 2: Tema 2: La construcción del género: machismo y feminismo


Preguntas genéricas: ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un periodo determinado? ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? ¿Qué preguntas y dilemas preentes en obras literarias de diferentes autories y en diferentes épocas y culturas, son relevantes aún en la actualidad? ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? La construcción del género (el machismo; las relaciones sociales; el sistema patriarcal; la sexualidad; la tradición y la ruptura). ¿Cómo revela la literatura los cambios en la percepción de los géneros masculino y femenino? ¿De qué manera han servido los factores socioculturales como instrumentos de cambios (o no) en la representación de los géneros? ¿Cómo ha cambiado la representación de lo femenino (voces femeninas, personajes femeninos) a lo largo de la historia de la literatura y del arte?




Unit 3: Producción de textos argumentativos: desarrollo de un argumento lógico



¿Cuál es el propósito de los textos argumentativos? ¿Cuáles son las características estructurales de los textos argumentativos? ¿Cómo se desarrolla un argumento lógico?

Composición de textos argumentatios. Incluye las etapas de escritura.


12.ES6 Los estudiantes comprenden y expresan la necesidad de respetar la diversidad cultural y social del mundo contemporáneo, en las situaciones comunicativas en las que interviene.


Estructura del Estado

8 semanas SK 2. Evaluación de las fuentes y recopilación de pruebas

CS 5. (Sociedad e Identidad) Los estudiantes comprenderán los sistemas y estructuras sociales y cómo influyen en el individuo.

¿Cómo se estructura el estado en Colombia? ¿Cuál es la importancia de las ramas del poder en un Estado? ¿En qué medida el Estado protege al ciudadano

Lectura, análisis y comentarios de textos.

DOK 2-Skill/Concept

CS 2. (Conexiones y Conflicto) Los estudiantes comprenderán las causas y los efectos de la interacción entre las sociedades, incluyendo el comercio, los sistemas de intercambio internacional, la guerra y la diplomacia.


Ejercicios de comprensión lectora con noticias, artículos, cuentos, libros, libros de texto, imágenes.


Ejercicios de producción textual.

Debates y mesas redondas

Cine foro

Trabajo de consulta individual y grupal

Unit 4:

Course


Title Weeks of


Major Assessments/P

rojects


12 F

iloso

fía

Unit 1: El problema del hombre

PH2 Establece relaciones entre conceptos filosóficos de diferentes escuelas de pensamiento o autores creando conexiones lógicas entre ellosPH2 Establishes relationships between philosophical concepts from different schools of thought or authors creating logical connexions between them

PH3 Aplica conceptos filosóficos a la vida realPH3 Applies philosophical concepts to real life situations

¿Qué es el hombre?¿Es el hombre un ser social por naturaleza?¿Es el hombre postmoderno individualista o comunitario?


10 semanas PH1 Comprende ideas filosóficas y reconstruye sus argumentos principalesPH1 Comprehends philosophical concepts and reconstructs its main arguments

PH2 Establece relaciones entre conceptos filosóficos de diferentes escuelas de pensamiento o autores creando conexiones lógicas entre ellosPH2 Establishes relationships between philosophical concepts from different schools of thought or authors creating logical connexions between them

ANÁLISIS INTERPRETATIVO ¿QUÉ ES LA FILOSOFÍA?


Actividad

1. Lee estos tres textos.

Unit 2:

2. Subraya las ideas más importantes que en ellos aparecen.

3. Subraya los conceptos más importantes.

4. Distingue cuál es la idea básica que contienen y sobre la que inciden Aristóteles, Ortega y Gasset, y Bertrand Rusell.

Unit 3:

5. Y observa qué es lo que tienen en común estos tres textos.· Deducir el sentido de las palabras.· Establecer jerarquía entre las ideas.

Unit 4: · Jerarquizar los textos en términos de idea central, ideas fundamentales.

Course


Title Weeks of


Major Assessments/P

rojects


12 F

iloso

fíaPE

_Phy

sica

l Edu

catio

n 12

Tech

nolo

gy 1

2A

P Ph

ysic

s C

Unit 4:

· Globalizar la información, hallar tesis, las proposiciones y la resolución de un texto argumentativo.· La importancia del conocimiento previo.



















Unit 1:

Unit 2:

Unit 3:

Unit 4:

ELECTIVES

Unit 1: Gravitational Field Theory

4-5 12.APPHYC.3 Gravitational Field Theory: Use inverse square law to derive Kepler's third law and calculate properties of satellites. Determine the mass of binary stars systems given orbital period and radius. Use the concept of gravitational potential to calculate escape velocity.


How can the definition of work be applied to derive equations for specific mechanical systems.How is energy transformed between potential, elastic, kinetic, and rotational forms?What are common examples of systems that conserve total mechanical energy?What is the relationship between the total energy, kinetic energy, and potential energy of a satellite?How is the escape velocity of a projectile or the Schwarzschild radius of a black hole calculated?

vocabulary exercise, applications of the work-energy theorem, elastic energy, moments of inertia and rotational energy, applications of conservation of energy in mechanical systems, graphical interpretation, practice problems, conservation of momentum, power, energy transitions in simple harmonic oscillators, review exercise, vocabulary exercise


Course


Title Weeks of


Major Assessments/P

rojects


AP

Phys

ics

CA

P C

hem

istr

yA

P En

viro

nmen

tal

Scie

nce

AP

Phys

ics

I

Unit 1: Gravitational Field Theory

How can the definition of work be applied to derive equations for specific mechanical systems.How is energy transformed between potential, elastic, kinetic, and rotational forms?What are common examples of systems that conserve total mechanical energy?What is the relationship between the total energy, kinetic energy, and potential energy of a satellite?How is the escape velocity of a projectile or the Schwarzschild radius of a black hole calculated?

Unit 2: 4-5 12.APPHYC.4 Electric Field Theory: Apply Coulombs law to find the electric field vector at any point near an array of point charges. Use integral calculus to find the electric field caused by a uniform charge distribution. Use Gauss's Law and the concept of electric flux to calculate the magnitude electric field on a Gaussian surface enclosing a distributed charge.


How can integral calculus be applied to calculate changes in gravitational potentials in non.uniform fields.How can integral calculus be applied to calculate moments of inertia of non.uniform distributed masses?When can differential calculus be applied to calculate forces from potentials?How can the parallel axis theorem be used to calculate the moment of inertia of complex systems?

What is the difference between electric potential energy and electric potential? What is the difference between electric force and electric field? How can the electric potential energy of an array of charges be calculated?How can the magnitude and direction of the electric field at any point in an array of charges be calculated?What is a capacitor and how do its physical properties determine its ability to hold charge?What is a dielectric and how does it affect the permittivity of the electric field? How did Millikan’s experiment establish the quantization of electric charge and the mass of the electron? How can a positive test charge be used to calculate electric potentials? How can vector algebra be applied to two dimensional systems in order to analyze force fields?


Unit 1: Reactions 5 12.APCH.3 Reactions - Changes in matter involve the rearrangement and / or of atoms and / or the transfer of electrons.

What is a chemical reaction? Types of reactions lab

DOK 2-Skill/Concept

Unit 2: Rate of Reactions

5 12.APCH.4 Rate of Reactions - Rates of chemical reactions are determined by details of the molecular collisions.

How does kinetics affect a chemical reaction? Kinetics of bleach lab


Unit 1: Population 5 12.APENVSC.3 Population - Population biology concepts, human population dynamics, population size, impacts of population growth.

12.APENVSC.3 Population - Population biology concepts, human population dynamics, population size, impacts of population growth.

How does changing population size affect the environment?

Feast or Famine lab


Unit 2: Land and Water Use

5 12.APENVSC.4 Land and Water Use - Feeding a growing population, controlling pests, forestry, rangelands, urban land development, transportation infrastructure, public and federal lands, land conservation options, sustainable land-use strategies, mining, fishing, global economics.

12.APENVSC.4 Land and Water Use - Feeding a growing population, controlling pests, forestry, rangelands, urban land development, transportation infrastructure, public and federal lands, land conservation options, sustainable land-use strategies, mining, fishing, global economics.

How does overuse affect the environment? Tragedy of the Commons lab


Cookie mining lab DOK 3- Strategic Thinking

Unit 1: Vectors 3-4 11.APPHYSICSI.3 Vectors: Use the fact that the acceleration due to the force of gravity near Earth's surface is constant along with the independence of horizontal and vertical velocity components, to analyze the motion of projectiles in two dimensions. Perform experiments to compare actual measurements with theoretical predictions. Develop an understanding of experimental uncertainty.

11.APPHYSICSI.2 Kinematics: Distinguish between distance, displacement, speed, instantaneous velocity, average velocity, and acceleration, and apply concepts in kinematics to solve problems related to linear motion.

What does Newton’s law of inertia mean?What are the force forces in nature?What is an unbalanced force?What is the difference between mass and weight?

vocabulary exercise, second law problems, weight and friction, Atwood’s machines, centripetal force, conservation of momentum, universal gravitation


Course


Title Weeks of


Major Assessments/P

rojects


AP

Phys

ics

IA

P B

iolo

gy

Unit 1: Vectors What does Newton’s law of inertia mean?What are the force forces in nature?What is an unbalanced force?What is the difference between mass and weight?

Unit 2: Dynamics 3-4 11.APPHYSICSI.4 Dynamics: Analyze data to support the claim that Newtonӳ second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. Plan an investigation to provide evidence that the change in an objectӳ motion depends on the sum of the forces on the object and the mass of the object.

11.APPHYSICSI.3 Vectors: Use the fact that the acceleration due to the force of gravity near Earth's surface is constant along with the independence of horizontal and vertical velocity components, to analyze the motion of projectiles in two dimensions. Perform experiments to compare actual measurements with theoretical predictions. Develop an understanding of experimental uncertainty.

What is centripetal force and how is it different from centrifugal force?What is meant by a central, isotropic force and how is it expressed mathematically?How can the law of conservation of momentum be used to predict the outcome of a collision?What is a ballistic pendulum and how can conservation of momentum be applied to it?How can basic formulas be combined to yield case-specific formulas?How can formulas be rewritten as ratios to eliminate constants and irrelevant variables?How can the five basic kinematics equations be incorporated with Newton’s laws to solve dynamics problems.

universal gravitation, problems with formal solutions, Kepler and Newton, ratio problems, review exercise, and vocabulary puzzle


Unit 3: Work and Energy

3-4 11.APPHYSICSI.6 Work and Energy: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).

11.APPHYSICSI.5 Gravitation: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Use mathematical representations of Newtonӳ Law of Gravitation and Coulombӳ Law to describe and predict the gravitational and electrostatic forces between objects.

If the earth is held in orbit by the force of the sun’s gravity, how much work is done by the sun on the earth?What forms of energy are we surrounded by in our everyday lives?What are the energy relationships between a satellite and the central mass being orbited?What is escape velocity and how can it be calculated?What is entropy and how can it be expressed in terms of the efficiency of mechanical systems?

vocabulary exercise, work and energy, conservation of mechanical energy, elastic energy, general gravitational potential energy, power, efficiency, review exercise, vocabulary exercise.


Unit 1: Cellular Energy

12.APBIO.2 Energy - Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis

How do the laws of thermodynamics relate to the biochemical processes that provide energy to living systems? How do enzymes regulate the rate of chemical reactions? How does the specificity of an enzyme depend on its structure? How is the activity of an enzyme regulated? How does the cell cycle assure genetic continuity? How does mitosis allow for the even distribution of genetic information to new cells? What are the mechanisms of cytokinesis? How is the cell cycle regulated? How can aberrations in the cell cycle lead to tumor formation? How are organic molecules broken down by catabolic pathways? What is the role of oxygen in energy-yielding pathways? How do cells generate ATP in the absence of oxygen? How does photosynthesis convert light energy into chemical energy? How are the chemical products of the light-trapping reactions coupled to the synthesis of carbohydrates? What kinds of photosynthetic adaptations have evolved in response to different environmental conditions? What interactions exist between photosynthesis and cellular respiration?

What features of meiosis are important in sexual reproduction?

Why is meiosis important in heredity? Unit Test DOK 3- Strategic Thinking

How is meiosis related to gametogenesis? Current Article DOK 3- Strategic Thinking

What are the similarities and differences between gametogenesis in animals and


gametogenesis in plants?How is genetic information organized in the eukaryotic chromosome? How does this organization contribute to both continuity of and variability in the genetic information? How did Mendel’s work lay the foundation of modern genetics? What are the principal patterns of inheritance? How do the structures of nucleic acids relate to their functions of information storage and protein synthesis? What are the similarities and differences between prokaryotic and eukaryotic genomes? Gene regulation What are some mechanisms by which gene expression is regulated in prokaryotes and eukaryotes? 3. Mutation In what ways can genetic information be altered? What are some effects of these alterations? 4. Viral structure and replication What is the structure of viruses? What are the major steps in viral reproduction? How do viruses transfer genetic material between cells? 5. Nucleic acid technology and applications What are some current recombinant technologies? What are some practical applications of nucleic acid technology? What legal and ethical problems may arise from these applications?



Unit 2: Genetics 12.APBIO.3 Information - Living systems store, retrieve, transmit and respond to information essential to life processes

masteringbiology

Course


Title Weeks of


Major Assessments/P

rojects


AP

Bio

logy

AP

Wor

ld H

isto

ryA

P H

uman

Geo

grap

hyH

ands

on

Engi

neer

ing

Unit 3:

Unit 1: The Tang and SOng Dynasites of the golden age of china



Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions.Compare and Contrast the cultural golden age of Tang/SOng CHina to that of the Islamic Caliphates.

Tests/Essays/Projects




Unit 2: The power of the nomadic mongols





Compare and contrast the nomadic empire building strategies of the mongols with the Middle East, China, or RUssia.

Essays DOK 3- Strategic Thinking

12.SSAPWH.CS.1 (Time, Continuity, and Change) Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships

The Russian and Byzantine Empires

Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions...see curriculum amp for specifics



Analyze changes and continuities overtime in Russian EMpire bulding from 900-1759 CE.



Unit 4:

Unit 1: Cultural Patterns & Processes

1. Where do folk and pop cultures originate and diffuse?

2. Why does globalization of popular culture cause problems?

3. What are the distribution patterns and individual differences between various religions?

4. Why do territorial conflicts arise between various religious groups?

1. How have ethnicities been transformed into nationalities?

2. How do boundaries between states cause problems?

3. In what manner do states cooperate with each other?


DOK 2-Skill/Concept

4 12.SSAPWH.CS.4 (Culture) Students will understand cultural and intellectual developments and interactions among societies






DOK 2-Skill/Concept


Unit 2: The Political Organization of Space





Unit 3:

Unit 1: Smorgas Boards, and Hardware Programming using ARDUINO



What is a smorgas Board?Where can I find information about the MAKER community around the world?How do I create a program for an ARDUINO board?How do I test my prototypes?

Arduino Project Practice:1,2,3,4,5,6,7,8,9,10

DOK 2-Skill/Concept

Course


Title Weeks of


Major Assessments/P

rojects


Han

ds o

n En

gine

erin

gB

usin

ess

Tech

nolo

gyC

reat

ive

Des

ign

Unit 1: Smorgas Boards, and Hardware Programming using ARDUINO

4



What is a smorgas Board?Where can I find information about the MAKER community around the world?How do I create a program for an ARDUINO board?How do I test my prototypes?

DIY Project Document

3- Strategic Thinking


ISTE2016.5d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

DIY Project (Hardware andSoftware)


Unit 2: Fast Prototyping3D Design andn 3D printing.



How do I create a 3D model using RhinocerosNurbs Software?How do I use backwads Engineering to createnew designs and models?How can I design for prototyping and 3D printing?

3D Design for engineeringtutorials: 1,2,3,4,5,6,7,89,10.

DOK 2-Skill/Concept



DIY Project 3D Design


Unit 1:

Unit 2:

Unit 3: Digital Imaging For Design




Graphic and photo editing projects (Basic and advanced skills)

DOK 2-Skill/Concept



1 final graphic project




Unit 4: Applied Graphic Design




3 summative graphic projects (Concepts from previous units applied)






Unit 3:

Course


Title Weeks of


Major Assessments/P

rojects


AP

Com

pute

r Sc

ienc

epa

intin

g e

lect

ive

10-

11-1

2 gr

ade

Unit 2:5Using Classes and Objects in Media ComputingEnd-of-Unit/Enrichment Activitiesb6Introduction to Defining Classes7Control Statements Continued8Improving the User Interface9Introduction to HTML and Applets


ISTE2016.1b Students build networks and customize their learning environments in ways that support the learning process.

How does Object Oriented programmingwork?What is the structure of a class?What is the method signature?How can you create nested conditions in your programs?

Vowels R Us project




AP Practice exam questions




Weekly programmingprojects


Unit 1:Estampa japones UKIYO-E



what do you know about the UKIYO-E or japoness stamp?what do you need to made an ukiyo-e or japoness stamp?what kinde of japoness stam do you know?

created an ukiyo-e stamp


classwork: sketch for differentes ukiyo-e or japoness stamp

DOK 2-Skill/Concept

miniature paint for japoness stamp

DOK 2-Skill/Concept

Unit 2: JAPONESS LANDSCAPE

2 Weeks VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.


what do you know about the japonesse landscape?what differencies are betewen a traditional landscape in japonesse landscape?how do you made a japonesse landscape?what kind of technique do you think that are gonna be success to made a japonesse landscape?

classwork: sketch about differents stiles of japonesse landscape

DOK 2-Skill/Concept


sketch: made a final scketch to present the final product



final product: made a painting used all the elements see in class about japoness landscape.


UNIT 3: JAPONESS CULTURE , ANIMALS, ARCHITECTURE

2 Weeks VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.


what do you know about the japoness culture?how do you know about the japoness culture?

classwork: experimentation with many techniques, and images, about buildings, animals, and japonness culture.

DOK 2-Skill/Concept


skecht: use differents techniques and images to choose the best for the final product


VA.HS.R.3.a Determine the relevance of criteria used by others to evaluate a work of art or collection of works.

final product: create a final painting, when do you apply all the concept see in class, animals, architecture and japonness culture


UNIT 4: JAPONESSE STAMP

2 Weeks VA.HS.CR.1.b Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.


what do you know about japoness stamp?how do you do made a japoness stamp?

classwork: experimentation with many techniques to made a japoness stamp

DOK 2-Skill/Concept

VA.HS.R.3.a Determine the relevance of criteria used by others to evaluate a work of art or collection of works.

skecht: use differents techniques and images to choose the best for the final product


Course


Title Weeks of


Major Assessments/P

rojects


pain

ting

ele

ctiv

e 1

0-11

-12

grad

eD

raw

ing

elec

tive

10-

11-1

2 gr

ade

Scul

ptur

eel

ectiv

e 1

0-11

-12

grad

eC

hoir

UNIT 4: JAPONESSE STAMP

2 Weeks


what do you know about japoness stamp?how do you do made a japoness stamp?

final product: create a fianl japonness stamp, when do you apply all the concept see in class



Unit 1: Invertebrate Animals



what is nature drawing? Invertebrate animals Sketch


Invertebrate animals Final


Classwork: The making of the sketch and final in the classroom

DOK 2-Skill/Concept

Unit 2: Flowers 2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.


how is texture important in nature drawing? Flowers Sketch 3- Strategic Thinking

Flowers Final DOK 4-Extended Thinking


DOK 2-Skill/Concept

Unit 3:Vertebrate animals

how is color important in nature drawing? Vertebrate animals Sketch




Vertebrate animals Final




Unit 4: Leafs 2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.


Flowers sketch 3- Strategic Thinking


Flowers Final DOK 4-Extended Thinking

Classwork: The making of the sketch and the final in the classroom

DOK 2-Skill/Concept

Unit 1:Carving Potato animals



What is reduction sculpture? Classwork : the making of the final and the sketch in the classroom

DOK 2-Skill/Concept

What materials can be used to create a reduction sculpture?

Final Animal potato


What is negative space? Sketch Anima Potato


What is Possitive space?

Unit 2:Carving Carrot Faces




DOK 2-Skill/Concept

Sketch Carrot Face


Final Carrot face DOK 4-Extended Thinking

Unit 3:Carving Candle Night




DOK 2-Skill/Concept

Sketch Candle Night


Final Candle night DOK 4-Extended Thinking

Unit 4: Carving Soap cities




DOK 2-Skill/Concept


Sketch soap cities 3- Strategic Thinking

Final Soap Cities DOK 4-Extended Thinking

Unit 1:

Melody: Height

8 FAMU.IV.5.2 Reads music that contains moderate technical demands, expanded ranges, and varied interpretive requirements

FAMU.IV.5.1 Reads an instrumental or vocal score of up to four staves

WHAT ARE THE MUSIC NOTES? WHAT IS A MELODY? WHAT IS THE ROLE OF MUSICAL NOTES IN A MELODY?


DOK 2-Skill/Concept

Course


Title Weeks of


Major Assessments/P

rojects


Course

Cal

culu

s 12

AP

Cal

culu

s A

BA

P C

alcu

lus

BC

Phys

ics

12Quarter 3

Content/Unit Title



Assessments/Projects DOK levels in assessment

EU 1.2 Student understands that continuity is a key property of functions that is defined using limits.

Unit 2:

EU 2.1 Student understands that the derivative of a function is defined as the limit of a difference quotient and can be determined using a variety of strategies.Unit 1: Antiderivatives and fundamental theorem of calculus

1.5 EU 3.1 Student understands that anti-differentiation is the inverse process of differentiation.

How can I find the original function if given the derivative?How can I find the original function if the chain rule was applied to the derivative?

Test 13: Antiderivatives DOK 2-Skill/Concept

1 EU 3.2 Student understands that the definite integral of a function over an interval is the limit of a Riemann sum over that interval and can be calculated using a variety of strategies.

Test 14: Sums and fundamental theorem of calculus

DOK 2-Skill/Concept

Unit 2: Relationship between the integral, area and accumulated change.

1 EU 3.4 Student understands that the definite integral of a function over an interval is a mathematical tool with many interpretations and applications involving accumulation.

How can I find the approximate area under a curve? What circumstances make a particular method an over-approximation or an under-approximation? Which methods are more exact? How can I find the exact area under a curve? How can I use the properties of integrals to simplify integrals? How can I find the average value of a function? How can I use an integral as a function? How can I calculate the impact of different rates of change over time? What is the second fundamental theorem of calculus? How do I apply it?

Test 15: Properties of integrals, average value of a function and accumulated change


1 EU 3.3 Student understands that the Fundamental Theorem of Calculus, which has two distinct formulations, connects differentiation and integration.

Test 16: Second fundamental theorem of calculus



Test 17: Accumulated change applications


Unit 3: Differential equations

2 EU 3.5 Student understands that anti-differentiation is an underlying concept involved in solving separable differentiable equations. Solving separable differentiable equations involves determining a function or relation given its rate of change.

How can I integrate a derivative that is given in implicit form? What is a slope field? How can a slope field help me to visualize the solutions to a differential equation?

Test 18: Differential equations DOK 3- Strategic Thinking

Unit 4: Areas and volumes


How can I find the area between curves? How can I find the volume of a solid that is created by revolving it around a line or by having cross-sections of a determined shape?

Test 19: Areas and volumes DOK 3- Strategic Thinking

Bimestral exam DOK 3- Strategic Thinking

Unit 1: Understand sequences and series

2 EK 4.1B1: If a is a real number and r is a real number such that |r| < 1, then the geometric series Σarn = a/(1 – r)

EK 4.1A6: In addition to examining the limit of the sequence of partial sums of the series, methods for determining whether a series of numbers converges or diverges are the nth term test, the comparison test, the limit comparison test, the integral test, the ratio test and the alternating series test.

What is the difference between a sequence and a series?What is a geometric series? How can I determine which geometric series converge?How can I determine what those geometric series converge to?

Test 11: Understanding sequences and series

DOK 2-Skill/Concept

Unit 2: Convergence and divergence of series

2 EK 4.1A6: In addition to examining the limit of the sequence of partial sums of the series, methods for determining whether a series of numbers converges or diverges are the nth term test, the comparison test, the limit comparison test, the integral test, the ratio test and the alternating series test.

How can I determine if a series converges or diverges? Test 12: Convergence tests (not including ratio)


Unit 3: Ratio test and interval of convergence

1.5 EK 4.1A6: In addition to examining the limit of the sequence of partial sums of the series, methods for determining whether a series of numbers converges or diverges are the nth term test, the comparison test, the limit comparison test, the integral test, the ratio test and the alternating series test.

For a given power series, how can I determine all possible values of x that will make the series converge?

Test 13: Ratio test and interval of convergence


Unit 4: Taylor and Maclaurin series

1 EU 4.2: A function can be represented by an associated power series over the interval of convergence for the power series.

How can I use a Taylor polynomial to approximate the value that a series converges to?How can I determine the maximum value of the error in my approximation?

Test 14: Taylor and Maclaurin polynomials and series

3 EK 4.2A4 and EK4.2A5: The Lagrange error bound and the alternating series error bound can be used in some cases to bound the error of a Taylor polynomial approximation to a function.

EU 4.2: A function can be represented by an associated power series over the interval of convergence for the power series.

Test 15: Taylor series and error estimate

Test 16: Free response practice on series

Unit 1: WORK, POWER & ENERGY

2 12.PHYSICS.3 MS-PS3-2/Potential Energy: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.

What forms of energy drive physical and living interactions?How much power does it take to climb a set of stairs? How does work and power affect machines?

Power Lab DOK 2-Skill/Concept

2 12.PHYSICS.2 MS-PS3-5/Kinetic Energy: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

Energy ppt DOK 1-Recall

Unit 2: ELECTRICITY

2 12.PHYSICS.14 HS-PS2-5/Current Electricity: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.

What are the various ways we that we measure electricity?How can we apply electricity concepts do day to day living?

PBL Electricity DOK 4-Extended Thinking

2 12.PHYSICS.4 HS-PS3-5/Electric and Magnetic Fields: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

Electricity Lab DOK 2-Skill/Concept

Electricity quiz DOK 2-Skill/Concept

Course


Title Weeks of


Major Assessments/Projects


Engl

ish

12R

eadi

ng, W

ritin

g an

d Sp

eaki

ng a

nd L

iste

ning

(Uni

ts a

re

taug

ht th

emat

ical

ly, e

mbe

ddin

g al

l cat

egor

ies)

A

P En

glis

h 12

Wor

ld H

isto

ry II

I, 12

Unit 1: Independent Reading Unit /Drama Unit (Happening Concurrently with Unit 2)

11 Weeks 12.RL.02 Determine themes or central ideas and analyze their development


How does literature teach thematic lessons that are still applicable today? How does a writer achieve meaning? How does the structure of a play enhance meaning?

Buzzfeed Article Project DOK 2-Skill/ConceptDOK 3-Strategic Thinking

12.RI.01 Cite strong textual evidence to support analysis of text

12.RL.10 Read and comprehend literature independently and proficiently

Drama Assessment TBD


12.RL.05 Analyze an author’s choices and a text's structure, meaning, and aesthetic12.RI.07 Integrate and evaluate multiple sources of information presented in different media

Unit 2: Social Action Execution Phase (Step 3) (Happening concurrently with Unit 1)

11 Weeks 12.W.10 Write routinely for a range of tasks, purposes, and audiences

How does true social action differ from charity? Social Action Execution Phase DOK 3-Strategic ThinkingDOK 4-Extended Thinking

How can I use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information? (CCSS W12.6)

Unit 1: Wuthering Heights (Read of Christmas Break) /Poetry Revisited



How can a successful reader and writer plot, prepare and construct a successful analytical essay in a timed setting? How does a writer use the elements of poetry to create meaning?

Passage AP Analysis Essay DOK 2-Skill/ConceptDOK 3-Strategic Thinking



AP Question 2 Essay DOK 2-Skill/ConceptDOK 3-Strategic Thinking


12.W.05 Develop writing by planning, revising, editing, rewriting, or a new approach

AP Poetry Essay DOK 2-Skill/ConceptDOK 3-Strategic Thinking

12.RL.04 Determine figurative and connotative meanings of words and phrases12.RL.09 Demonstrate knowledge of 18th-, 19th- and 20th-century works of American lit

Unit 2: PBL Defining Canon of Social Issues Literature /Hamlet

5 What elements of Shakespeare creating meaning in such a way that his literature remains relevant today?

Hamlet MC AP Open Essay DOK 2-Skill/ConceptDOK 3-Strategic Thinking

12.RL.07 Analyze multiple interpretations of a story, drama, or poem

12.W.06 Use technology to produce, publish, and update writing products

What determines whether a work is of literary merit? How does literature imitate art?

Hamlet AP MC questions DOK 2-Skill/ConceptDOK 3-Strategic Thinking

12.RL.09 Demonstrate knowledge of 18th-, 19th- and 20th-century works of American lit

Social Issues Canon Project DOK 3-Strategic ThinkingDOK 4-Extended Thinking

12.RL.10 Read and comprehend literature independently and proficiently12.W.07 Conduct research projects to answer a question or solve a problem

Unit 3:

The Cold War & Its Influence on U.S.-Latin American Relations in the 20th Century (Basis for content is Empire's Workshop by Greg Grandin, as well as the “Choices” Spanish-American War) Unit 1: Toward a New Imperialism



1.1 What were the original values, goals, and objectives that the United States held in regard to Latin America in the late 19th and early 20th century? 1.2 How did American values and objectives begin to change in the years after WWII? Why was 1947 such a particularly important year in this regard?

Group presentations: summarize assigned chapter from “Empire’s Workshop” (DOK 2-3) End of quarter summative assessment: major MC exam over entire book (DOK 2-3)

DOK 2-Skill/Concept

Course


Title Weeks of




Wor

ld H

isto

ry II

I, 12

Econ

omic

s 12

Span

ish

12

The Cold War & Its Influence on U.S.-Latin American Relations in the 20th Century (Basis for content is Empire's Workshop by Greg Grandin, as well as the “Choices” Spanish-American War) Unit 1: Toward a New Imperialism



1.1 What were the original values, goals, and objectives that the United States held in regard to Latin America in the late 19th and early 20th century? 1.2 How did American values and objectives begin to change in the years after WWII? Why was 1947 such a particularly important year in this regard?

Unit 2: The Failure of the New Imperialism



2.1 How did American foreign policy with regards to Latin America--and specifically to Central America--evolve throughout the 20th century? 2.2 Who were the “Chicago boys” and in what ways did they influence Chilean politics throughout the 1970s and 1980s? 2.3 Who was Raul Prebisch, and what types of challenges did the “Southern Cone” countries present for the liberal, capitalist US agenda from the 1960s onward? 2.4 What types of policy shifts were introduced by Ronald Reagan’s administration vis-a-vis Latin America during the 1980s, and what sorts of domestic groups were wielding influence via Reagan throughout this decade?

Group presentations: summarize assigned chapter from “Empire’s Workshop” (DOK 2-3) End of quarter summative assessment: major MC exam over entire book (DOK 2-3)




Unit 3:

Unit 4:

Unit 1:

Unit 2:

Unit 3:

Unit 4:

Unit 1: Literatura Universal: Siglos XVIII, XIX y XX



¿Cuáles son las características de las literaturas europeas de los siglos XVIII, XIX y XX?¿Qué importancia tienen las literaturas europeas de los siglos XVIII, XIX y XX en la tradición occidental?¿Qué importancia tienen las literaturas universales de los siglos XVIII, XIX y XX en el pensamiento contemporáneo?¿Cómo se evidencia en las obras literarias las diferencias culturales, sociales, políticas, raciales y económicas de los pueblos que allí son representados?¿Caracterizo la literatura perteneciente a los movimientos: Neoclasicismo, Romanticismo, Realismo, Naturalismo, Parnasianismo y Simbolismo?

Lectura y análisis de fragmentos de obras representativas de los siglos XVIII, XIX y XX.



Plan lector: Análisis de isotopías o líneas de sentido en: La metamorfosis y otros relatos. Franz Kafka. Ed. Planeta* (todos los estudiantes). Elegir una obra entre las siguientes, y analizarla con el propósito de comprobar diferentes hipótesis durante la lectura: Crimen y castigo. Fedor Dostoievski. Ed. Panamericana.Las intermitencias de la muerte. José Saramago. Ed. Punto de Lectura.Un mundo feliz. Aldous Huxley.


Course


Title Weeks of




Span

ish

12A

P Sp

anis

h Li

tera

ture

and

Cul

ture

12

Unit 1: Literatura Universal: Siglos XVIII, XIX y XX

¿Cuáles son las características de las literaturas europeas de los siglos XVIII, XIX y XX?¿Qué importancia tienen las literaturas europeas de los siglos XVIII, XIX y XX en la tradición occidental?¿Qué importancia tienen las literaturas universales de los siglos XVIII, XIX y XX en el pensamiento contemporáneo?¿Cómo se evidencia en las obras literarias las diferencias culturales, sociales, políticas, raciales y económicas de los pueblos que allí son representados?¿Caracterizo la literatura perteneciente a los movimientos: Neoclasicismo, Romanticismo, Realismo, Naturalismo, Parnasianismo y Simbolismo?

Identificación y aplicación de los elementos y recursos fundamentales de las literaturas de los siglos XVIII, XIX y XX.

DOK 2-Skill/Concept

Proyecto de escritura Plan lector: La Metamorfosis.


Unit 2: Comprensión de textos: Intertextualidad y pensamiento crítico.



¿Analizo y explico la intertextualidad como la relación que un texto (oral o escrito) mantiene con otros textos (orales o escritos), ya sean contemporáneos o históricos? ¿Identifico el contexto como el conjunto de textos con los que se vincula explícita o implícitamente un texto, y considero que influye tanto en la producción como en la comprensión del discurso?

Talleres de comprensión de lectura y lectura crítica, etapa 6: visiones del mundo.



Talleres de comprensión de lectura y lectura crítica, etapa 7: Pensamiento crítico e intertextual.


Unit 3: Producción de textos argumentativos: La Reseña



¿Cuál es una reseña y cuántos tipos existen? ¿Cuál es la intención comunicativa o el propósito de una reseña literaria? ¿Cómo es la estructura textual de una reseña? ¿Cómo se elabora una reseña literaria?

Composición de una reseña literaria. Incluye las etapas de escritura.


Unit 4: Ética de la Comunicación y lenguajes simbólicos: historia del arte III y creación de memes y caricaturas.



¿Cómo el arte refleja los diferentes contextos históricos? ¿Cómo los códigos verbales y no verbales se articulan para darles sentido a diferentes expresiones artísticas? ¿De qué manera los diferentes códigos se articulan para generar sentido en los medios de comunicación: memes y caricaturas? ¿Analizo críticamente la obra cinematográfica?

Ejecicio de apreciación pictórica de los periodos literarios estudiados durante el bimestre: siglos XVIII, XIX y XX.

DOK 2-Skill/Concept


Creación de memes y caricaturas, partir de la lectura del plan lector.


Cine-foro: Madame Bovary (2014). La novela realista francesa.

DOK 2-Skill/Concept

Unit 1: Tema 3: El tiempo y el espacio. Tema y técnica



Preguntas genéricas: ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un periodo determinado? ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? ¿Qué preguntas y dilemas preentes en obras literarias de diferentes autories y en diferentes épocas y culturas, son relevantes aún en la actualidad? ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? El tiempo y el espacio (el carpe diem y el memento mori; el individuo en su entorno; la naturaleza y el ambiente; la relación entre el tiempo y el espacio; el tiempo lineal y el tiempo circular; la trayectoria y la transformación). ¿Cómo presentan las literaturas de distintas culturas los conceptos del tiempo y el espacio? ¿De qué manera los autores se valen del tiempo y el espacio para construir una variedad de estados de ánimos o sentimientos (p. ej. la desorientación, la nostalgia, el remordimiento)? ¿Cómo se relacionan la representación del espacio y el manejo del tiempo en una obra literaria o en cualquier obra de arte?




Plan lector: Análisis de isotopías o líneas de sentido en: La metamorfosis y otros relatos. Franz Kafka. Ed. Planeta* (todos los estudiantes). Elegir una obra entre las siguientes, y analizarla con el propósito de comprobar diferentes hipótesis durante la lectura: Crimen y castigo. Fedor Dostoievski. Ed. Panamericana.Las intermitencias de la muerte. José Saramago. Ed. Punto de Lectura.Un mundo feliz. Aldous Huxley. De Bolsillo.



Unit 2: Tema 4: Las relaciones interpersonales y sociales.

12.ES2 Los estudiantes analizan sociológica, crítica y creativamente diferentes manifestaciones literarias del contexto hispanoamericano y universal.


Preguntas genéricas: ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un periodo determinado? ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? ¿Qué preguntas y dilemas preentes en obras literarias de diferentes autories y en diferentes épocas y culturas, son relevantes aún en la actualidad? ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? Las relaciones interpersonales y sociales (la amistad y la hostilidad; el amor y el desprecio; la comunicación o falta de comunicación; el individuo y la comunidad; las relaciones de poder; las relaciones familiares). ¿De qué manera se transforma el/la protagonista de una obra a consecuencia de sus relaciones con otros personajes? ¿De qué manera los individuos contribuyen o perjudican al bienestar de la familia o la comunidad? ¿Cómo influye el contexto sociocultural en el desarrollo de las relaciones interersonales? ¿De qué manera la literatura y el arte representan los conflictos en las relaciones interpersonales?



Course


Title Weeks of




AP

Span

ish

Lite

ratu

re a

nd C

ultu

re 1

2C

ienc

ias

Polít

icas

12

Unit 2: Tema 4: Las relaciones interpersonales y sociales.


Preguntas genéricas: ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un periodo determinado? ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? ¿Qué preguntas y dilemas preentes en obras literarias de diferentes autories y en diferentes épocas y culturas, son relevantes aún en la actualidad? ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? Las relaciones interpersonales y sociales (la amistad y la hostilidad; el amor y el desprecio; la comunicación o falta de comunicación; el individuo y la comunidad; las relaciones de poder; las relaciones familiares). ¿De qué manera se transforma el/la protagonista de una obra a consecuencia de sus relaciones con otros personajes? ¿De qué manera los individuos contribuyen o perjudican al bienestar de la familia o la comunidad? ¿Cómo influye el contexto sociocultural en el desarrollo de las relaciones interersonales? ¿De qué manera la literatura y el arte representan los conflictos en las relaciones interpersonales?

Plan lector: Análisis de isotopías o líneas de sentido en: La metamorfosis y otros relatos. Franz Kafka. Ed. Planeta* (todos los estudiantes). Elegir una obra entre las siguientes, y analizarla con el propósito de comprobar diferentes hipótesis durante la lectura: Crimen y castigo. Fedor Dostoievski. Ed. Panamericana.Las intermitencias de la muerte. José Saramago. Ed. Punto de Lectura.Un mundo feliz. Aldous Huxley. De Bolsillo.



Unit 3: Producción de textos argumentativos: la tesis y la conclusión.



¿Cuál es el propósito de los textos argumentativos? ¿Cuáles son las características estructurales de los textos argumentativos? ¿Cómo se desarrolla un argumento lógico? ¿Cómo escribir correctamente la tesis y la conclusión?





Los deechos humanos en un estado social de Derecho

8 semanas CS 6. (Gobierno) Los estudiantes comprenderán por qué las sociedades crean y adoptan sistemas de gobierno y cómo abordan las necesidades humanas, los derechos, las responsabilidades y la ciudadanía.


¿Qué son los derechos humanos? Lectura, análisis y comentarios de textos.



DOK 2-Skill/Concept

¿En qué medida los Derechos Humanos son fundamentales?



¿Son los derechos humanos un problema solo en países no democráticos?

Cine foro


Unit 4:

Course


Title Weeks of




12 F

iloso

fía

Unit 1: La pregunta por el ser: Relación entre el ser, el mundo y el hombre.

PH3 Aplica conceptos filosóficos a la vida realPH3 Applies philosophical concepts to real life situations

PH4 Construye mundos posibles a partir de ideas filosóficasPH4 Creates possible worlds through philosophical ideas

¿Hay diferencia entre realidad y real? ¿Es la metafísica y su pregunta por la existencia un componente natural o un proceso de elaboración teórica?¿La existencia tiene un fundamento que es principio de toda realidad existente?¿Existen diferentes perspectivas metafísicas desde las que se pueden dar respuestas a las inquietudes del ser?


8 semanas 1.Identificación y comprensión de los contenidos explícitos de un de un texto.oIdentificación de eventos, ideas y afirmaciones y demás elementos locales de un texto.oComprensión de los componentes explícitos de un texto: palabras, oraciones, formas gramaticales básicas.2.Comprensión de la articulación de las partes globales de los textos.oComprensión de la manera como se relacionan los elementos de un texto.oComprensión de la organización semántica y de la estructura formal de un texto.3.Reflexión y evaluación del contenido de los textos.oEstablecimiento de relaciones entre el texto y contenidos que no se encuentran en el.oReconocimiento de estrategias discursivas.oEvaluación de la validez y la veracidad de contenidos de los textos.


Unit 2:

Unit 3:

Unit 4:

Course


Title Weeks of




12 F

iloso

fíaPE

_Phy

sica

l Edu

catio

n 12

Tech

nolo

gy 1

2A

P Ph

ysic

s C

Unit 4:




















Unit 1:

Unit 2:

Unit 3:

Unit 4:

ELECTIVES

Unit 1: Electromagnetism

4-5 12.APPHYC.5 Electric Potential and Capacitance: Be able to calculate the static electric potential near a given distribution of discrete point charges. use integral calculus to derive expressions for the electric potential due to uniform charge distributions on wires, cylinders, spheres, and parallel plates. Investigate the physical properties of capacitors and how electrical energy is stored.


What is the difference between electric potential energy and electric potential? What is the difference between electric force and electric field? How can the electric potential energy of an array of charges be calculated?How can the magnitude and direction of the electric field at any point in an array of charges be calculated?What is a capacitor and how do its physical properties determine its ability to hold charge?What is a dielectric and how does it affect the permittivity of the electric field? How did Millikan’s experiment establish the quantization of electric charge and the mass of the electron? How can a positive test charge be used to calculate electric potentials?

reading assignment, electric potential and field 1D, electric potential and field 2D, electric potential and field 2D (II), potentials and fields in charge arrays, Millikan experiment, capacitance, physical capacitors, review exercise


Course


Title Weeks of




AP

Phys

ics

CA

P C

hem

istr

yA

P En

viro

nmen

tal

Scie

nce

AP

Phys

ics

I

Unit 1: Electromagnetism

What is the difference between electric potential energy and electric potential? What is the difference between electric force and electric field? How can the electric potential energy of an array of charges be calculated?How can the magnitude and direction of the electric field at any point in an array of charges be calculated?What is a capacitor and how do its physical properties determine its ability to hold charge?What is a dielectric and how does it affect the permittivity of the electric field? How did Millikan’s experiment establish the quantization of electric charge and the mass of the electron? How can a positive test charge be used to calculate electric potentials?

Unit 2: 4-5 12.APPHYC.5 Electric Potential and Capacitance: Be able to calculate the static electric potential near a given distribution of discrete point charges. use integral calculus to derive expressions for the electric potential due to uniform charge distributions on wires, cylinders, spheres, and parallel plates. Investigate the physical properties of capacitors and how electrical energy is stored.


What is the difference between electric force and electric field? How can the electric potential energy of an array of charges be calculated?How can the magnitude and direction of the electric field at any point in an array of charges be calculated?What is a capacitor and how do its physical properties determine its ability to hold charge?What is a dielectric and how does it affect the permittivity of the electric field? How did Millikan’s experiment establish the quantization of electric charge and the mass of the electron? How can a positive test charge be used to calculate electric potentials? How can vector algebra be applied to two dimensional systems in order to analyze force fields?

reading assignment, electric potential and field 1D, electric potential and field 2D, electric potential and field 2D (II), potentials and fields in charge arrays, Millikan experiment, capacitance, physical capacitors, review exercise


Unit 1: Thermodynamics

5 12.APCH.5 Thermodynamics - The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter.

How does temperature affect particles? Graham's law lab DOK 2-Skill/Concept

Unit 2: Equilibrium 5 12.APCH.6 Equilibrium - 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.

How do changes in concentration and pressure affect a reaction?

Intermolecular Forces lab 2 DOK 3- Strategic Thinking

Unit 1: Energy Resources and Consumption

5 12.APENVSC.5 Energy Resources and Consumption - Energy concepts and consumption, fossil fuel resources and use, nuclear energy, hydroelectric power, energy conservation, renewable energy.

12.APENVSC.5 Energy Resources and Consumption - Energy concepts and consumption, fossil fuel resources and use, nuclear energy, hydroelectric power, energy conservation, renewable energy.

How does energy consumption affect the environment? Good to Go Grease lab DOK 3- Strategic Thinking

Unit 2: Pollution 5 12.APENVSC.6 Pollution - Air pollution,noise pollution water pollution, solid waste, hazards to human health, hazardous chemicals in the environment, economic impacts.

12.APENVSC.6 Pollution - Air pollution,noise pollution water pollution, solid waste, hazards to human health, hazardous chemicals in the environment, economic impacts.

How does pollution affect the environment? Oil Spill lab DOK 3- Strategic Thinking

Unit 1: Electrodynamics

4-5 11.APPHYSICSI.7 Electrodynamics: Develop the concept of how electric charges are quantized, produce electric forces, and how electric fields due to point charges are central and isotropic. Understand the relationships between electric potential, current and resistance and how these behave in series and parallel circuits. Use basic principles to calculate electric power and energy.

11.APPHYSICSI.10 Societal Impact: Investigate the impact of physics on society and how past and present experiments and theories have led to major changes.

What is electric potential and how is it calculated?What is electric current and how is it calculated?What is electrical resistance and how is it calculated?What is the difference between series and parallel circuits?How are magnets used in our day to day lives?How can an electric field be drawn around a point charge or electric dipole?

vocabulary exercise, electric potential, charge quantization and Coulomb’s law, Ohm’s law, resistance in series and parallel, Kirchoff’s laws, electric energy and transformers, review

DOK 2-Skill/Concept

Course


Title Weeks of




AP

Phys

ics

IA

P B

iolo

gy

Unit 1: Electrodynamics

What is electric potential and how is it calculated?What is electric current and how is it calculated?What is electrical resistance and how is it calculated?What is the difference between series and parallel circuits?How are magnets used in our day to day lives?How can an electric field be drawn around a point charge or electric dipole?

Unit 2: Rotational Dynamics

3-4 11.APPHYSICSI.8 Rotational Dynamics: Explore the kinematics and dynamics of rotational motion by exploiting the similarities to linear kinematics and dynamics. Apply these concepts to real mechanical systems.

11.APPHYSICSI.2 Kinematics: Distinguish between distance, displacement, speed, instantaneous velocity, average velocity, and acceleration, and apply concepts in kinematics to solve problems related to linear motion.

What factors determine the angular speed of a body?What is the center of mass and how is it used in calculations of torque?How can the cosine function be used to represent simple harmonic motion?

vocabulary exercise, radian measure, angular displacement, speed and acceleration, angular momentum, torque, static and dynamic systems, sinusoidal functions, review exercise, vocabulary exercise.


Unit 3: Waves and Sound

3-4 11.APPHYSICSI.9 Waves and Sound: Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. Investigate the effects of constructive and destructive interference, changes of sound intensity level with distance, and frequency shifts dues to relative motion between source and observer.

11.APPHYSICSI.10 Societal Impact: Investigate the impact of physics on society and how past and present experiments and theories have led to major changes.

What are the three classes mechanical of waves and what are electromagnetic waves?What rules govern the formation of standing waves on strings and in air columns?How does the superposition of standing waves produce the quality of sound of musical instruments?How does the relative speed of a source of sound affect the frequency of that sound?How does sound intensity vary with distance from an isotropic point source?Why did Bell laboratories invent a loudness scale for the human ear that was logarithmic?How does the speed of a wave depend on the properties of the medium?Why does the frequency of a sound seem to shift as the source passes by?How are standing waves formed in musical instruments?What is sound quality and how does that relate to the superposition of waves?How can logarithms be used to calculate sound intensities and sound power flux?

vocabulary exercise, universal wave equation, sound in different media, superposition of waves, standing waves on strings and in air columns, Doppler effect, decibel scale, the sine wave, review exercise, vocabulary exercise

DOK 2-Skill/Concept

Unit 1: Evolution 12.APBIO.1 Evolution - The process of evolution drives the diversity and unity of life

1. Early evolution of life What are the current biological models for the origins of biological macromolecules? What are the current models for the origins of prokaryotic and eukaryotic cells? 2. Evidence for evolution What types of evidence support an evolutionary view of life? 3. Mechanisms of evolution What is the role of natural selection in the process of evolution? How are heredity and natural selection involved in the process of evolution? What mechanisms account for speciation and macroevolution? What different patterns of evolution have been identified and what mechanisms are responsible for each of these patterns? III. ORGANISMS and POPULATIONS: the relationship of structure to function is a theme that is common to all organisms; the interactions of organisms with their environment is the major theme in ecology. A. Diversity of Organisms 1. Evolutionary patterns What are the major body plans of plants and animals? 2. Survey of the diversity of life What are representative organisms from the monera, fungi and protista? What are representative members of the major animal phyla and plant divisions? 3. Phylogenetic classification What are the distinguishing characteristics of each group (kingdoms and the major phyla and divisions of animals and plants)? 4. Evolutionary relationships What is some evidence that organisms are related to each other? How do scientists study evolutionary relationships among organisms? How is this information used in classification of organisms?




Schoology Assignments DOK 3- Strategic Thinking

Unit 2:

Course


Title Weeks of




AP

Bio

logy

AP

Wor

ld H

isto

ryA

P H

uman

Geo

grap

hyH

ands

on

Engi

neer

ing

Unit 3:

Unit 1:

Unit 2: The New World and the Islamic EMpires of Gunpowder



Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions. How could the Colombian Exchange be viewed as a Turning Point in History?




Unit 3: Yuan/Ming/Qing China and Eurpoean Slave systems

Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions.



Anayze continuities and changes in China from the time of the Han to the Ming Dynasties.

Essays/Tests/Projects DOK 3- Strategic Thinking



The Renaissance and Reformation

Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions...Compare European cultural progrees in the time of the renissance to that of : Tang SOng China or Islamic Caliphates




The Industrial Revolution



Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions...see curriculum amp for specifics



Document Based Question essays Comparison Contrast Essays, Change anc Conituity over time essays, Short ANswer Questions...see curriculum amp for specifics...How did the Industrial Revolution affect government and social classes?


Unit 5: Agricultural and Rural Land Use

4 1. Where did agriculture originate?

2. What are the issues facing the biotechnological revolution today?

3. What are the various models of agricultural land use?

4. What types of settlement patterns are associated with agriculture?



AP Exam-Simulated Unit Exam DOK 2-Skill/Concept

12.SSAPWH.CS.7 (Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factors



Unit 6: Economic Development



1. Why does economic development vary between countries?

2. Why are situation factors important?

3. What factor do resource depletion and pollution play in our industrial environment today?

AP Exam-Simulated Unit Exam DOK 2-Skill/Concept




Unit 1: Processing 5 ISTE2016.5 Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.


How can I use coding to solve real life problems?What is the programming language used in Processing?How can I develop a complex algorithm to solve a specific problem?How can I use digital resources to expand my knowledge on coding?

Summative Coding assessment 1


Course


Title Weeks of




Han

ds o

n En

gine

erin

gB

usin

ess

Tech

nolo

gyC

reat

ive

Des

ign

Unit 1: Processing 5



How can I use coding to solve real life problems?What is the programming language used in Processing?How can I develop a complex algorithm to solve a specific problem?How can I use digital resources to expand my knowledge on coding? Summative Coding Assessment

2DOK 4-Extended Thinking


ISTE2016.3c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

Unit 2: Innovation Project


ISTE2016.1a Articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes

How can I define a problem?How can I come up with ideas for a solution to a problem?What are design techniques used for fast prototyping?

Project DIY Document 3- Strategic Thinking


ISTE2016.3a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.



Unit 5: Advanced Excel - Business Finances

8 Weeks ISTE2016.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.


Why Excel is an ideal place to store a huge amountof data?Why analysis can lead you to make better decisions?

Excel Business Exercises DOK 2-Skill/Concept



Excel Business Exercises DOK 4-Extended Thinking


ISTE2016.6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

Unit 2:

Unit 5: Introduction To Product Design



What is product design?What is the process behind the design of a product?Why is the design process important?Can design help you solve a problem?





Unit 6: Product Design Projets & Prototypes



What is product design?What is the process behind the design of a product?Why is the design process important?Can design help you solve a problem?





Unit 3:

Course


Title Weeks of




AP

Com

pute

r Sc

ienc

epa

intin

g e

lect

ive

10-

11-1

2 gr

ade

Unit 3:10Introduction to Arrays10Introduction to Arrays continued11Classes Continued11Classes Continued continued12Arrays Continued12Arrays Continued continued



What is an array in programming?What type of class relationships exist in OOP?What are 2D arrays and how can you search elements in it?

Vowels R Us Reloaded Arrays










AP Labs 3- Strategic Thinking

UNIT 1: GRAFFITIBANKSYcultural context



what do you need for made a graffit?what do you know about the street art?who invented the graffiti?

created a graffiti based in all the concepts see in class



sketch: made differents sketchs based on graffiti techniques

VA.HS.P.3.a Make, explain, and justify connections between artists or artwork and social, cultural, and political history.

final product: create a piece of graffitit used differents techniques and styles, like banksy

Unit 2: TECHNIQUES FOR MADE A STENCILTECHNIQUES FOR CREATE A GRAFFITTI



do you know how to madea stencil template?how many techniques for create a graffitti knows?what do know about the stencil technique?what kind of tools do you need to madea stencil?

classwork: create differents images to made a stencil

DOK 2-Skill/Concept


skecht: about differents images, and templates for made a stencil



final product: create stencil graffiti used differents techniques and styles, like banksy



UNIT 3: GRAFFITI TECHNIQUES

2 WEEKS VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.


what kind of technique do you know to made a graffiti?what tools do you use to made a graffiti in paper, wall, or canvas?

classwork: experimentation with many techniques to made a piece of graffiti

DOK 2-Skill/Concept


skecht: made differents images, and stencils templates to create a graffiti piece



final product: create a graffiti using differents techniques and styles, like banksy


UNIT 4: GRAFFITI 2 WEEKS VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.


who is Banksy?what technique he use to made a graffiti?what style of graffiti made banksy and why?

classwork: create differents images to made a stencil and graffiti

DOK 2-Skill/Concept


skecht: about differents images, and templates for made a final graffiti


Course


Title Weeks of




pain

ting

ele

ctiv

e 1

0-11

-12

grad

eD

raw

ing

elec

tive

10-

11-1

2 gr

ade

Scul

ptur

eel

ectiv

e 1

0-11

-12

grad

eC

hoir

UNIT 4: GRAFFITI 2 WEEKS

VA.HS.CO.2.a Compare uses of art in a variety of societal, cultural, and historical contexts and make connections to uses of art in contemporary and local contexts.




Unit 1: Face 2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.


What is human body figure drawing? Face sketch DOK 2-Skill/Concept

• How do you use proportion, line and geometry to create your human figure body drawings?

Face final 3- Strategic Thinking

• How do you use the basic drawing techniques of Line, Shading, and Detail to work with the human face and figure?

Classwork: the making of the sketch and final in the classroom

DOK 2-Skill/Concept

Unit 2:Hands & feet


Hands & feet sketch DOK 2-Skill/Concept


Hands & feet Final 3- Strategic Thinking


DOK 2-Skill/Concept

Unit 3:Body 2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.

Body Sketch DOK 2-Skill/Concept


Body Final 3- Strategic Thinking

Classwork:The making of the sketch and the final in the classroom

DOK 2-Skill/Concept

Unit 4:Portrait 2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.

Portrait sketch


PortraitFinal



Unit 1:Apocalyptic pottery



What are the basic hand buildingtechniques? Classwork : the making of the final and the sketch in the classroom

DOK 2-Skill/Concept

Final Pottery DOK 4-Extended Thinking

How do artists use hand building techniques? Sketch Pottery 3- Strategic Thinking

How can you use hand building techniques in your artwork?

Unit 2:Low reliefe Tiles




DOK 2-Skill/Concept

Sketch Low Relief 3- Strategic Thinking

Final Low Relief DOK 4-Extended Thinking

Unit 3:High relief landscape




DOK 2-Skill/Concept

Sketch High Relief 3- Strategic Thinking

Final High Relief DOK 4-Extended Thinking

Unit 4:Cold porcelain animal




DOK 2-Skill/Concept

Sketch Cold porcelain 3- Strategic Thinking

Final Cold Porcelain DOK 4-Extended Thinking

Unit 5:Plasticine self portrait




DOK 2-Skill/Concept


Final Plasticine selfportrait 3- Strategic Thinking

Sketch Plasticine Self Portrait DOK 4-Extended Thinking

Unit 1:

Armonia: Height

FAMU.IV.3.2 Improvises rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys (e.g., folk songs, standard pop songs, hymn tunes)

FAMU.IV.3.1 Improvises stylistically appropriate harmonizing parts

What is a chord?How to form a major and a minor chord?What kinds of chords are there in harmony?



Course


Title Weeks of




Course

Cal

culu

s 12

AP

Cal

culu

s A

BA

P C

alcu

lus

BC

Phys

ics

12Quarter 4

Content/Unit Title



Assessments/Projects


Unit 1: EU 2.2 Student understands that a function’s derivative, which is itself a function, can be used to understand the behavior of the function.

Unit 2: EU 2.3 Student understands that the derivative has multiple interpretations and applications including those that involve instantaneous rates of change.

Unit 3:

Unit 1: AP Exam practice

4 EU 5.0 General practice for the AP Calculus Exam What strategies can I use to optimize my performance on the AP Calculus exam?

Multiple choice (no calculator)Multiple choice (with calculator)

DOK 2-Skill/Concept

Free response (no calculator)Free response (with calculator)


Test 20: Multiple choice practice

DOK 2-Skill/Concept

Unit 2:

Unit 3:

Unit 4:

Unit 1: AP Exam practice

4 EU 5.0 General practice for the AP Calculus Exam What strategies can I use to optimize my performance on the AP Calculus exam?

Multiple choice (no calculator)Multiple choice (with calculator)

DOK 2-Skill/Concept

Free response (no calculator)Free response (with calculator)


Unit 2:

Unit 3:

Unit 4:

Unit 1: FLUID MECHANICS

12.PHYSICS.10 4-PS4-1/Wave Characteristics: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

How do buoyant forces affect a floating and submerged object?How does fluid mechanics affect a white water rafter?How can Bernoulli's principle allow us to predict fluid motion? What happens when we apply different conditions to gasses?

Fluids Lab DOK 2-Skill/Concept

STEM Design DOK 3- Strategic Thinking

Fluids Quiz DOK 2-Skill/Concept

Unit 2: WAVES, SOUND, & LIGHT

12.PHYSICS.10 4-PS4-1/Wave Characteristics: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

How does electromagnetic radiation affect our daily lives?What is the relationship between wavelength and frequency?What are characteristics of light?

Light Quiz

12.PHYSICS.11 HS-PS4-1/Universal Wave Equation: Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

Sound and Waves Quiz

12.PHYSICS.12 MS-PS4-2/Behavior of Light: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

Course


Title Weeks of


Major Assessments/P

rojects


Engl

ish

12R

eadi

ng, W

ritin

g an

d Sp

eaki

ng a

nd L

iste

ning

(Uni

ts a

re

taug

ht th

emat

ical

ly, e

mbe

ddin

g al

l cat

egor

ies)

A

P En

glis

h 12

Wor

ld H

isto

ry II

I, 12

Unit 1: Satire 6 weeks 12.W.02 Write informative/explanatory texts to examine and convey complex ideas

TBD


12.RI.01 Cite strong textual evidence to support analysis of text

12.SL.01 Initiate and participate effectively in a range of collaborative discussions12.SL.02 Integrate multiple sources of information presented in diverse formats

Unit 1: Social Action Projects and Presentations /End of Year Reflections

6 weeks 12.SL.04 Present information, findings, and supporting evidence

12.L.01 Demonstrate command of English grammar and usage when writing or speaking

How do I present information, findings and supporting evidence to convey a clear message and perspective (CCSS SL12.4) How do I make strategic use of digital media in presentations to enhance understanding? (CCSS SL 12.5) How do I adapt my presentation skills to the changing members of a public audience while demonstrating a command of formal English (CCSS. SL 12.6, CCSS L12.1 and CCSS L12.3

Social Action Fair DOK 3-Strategic ThinkingDOK 4-Extended Thinking

12.SL.05 Make strategic use of digital media in presentations

12.L.03 Understand how language functions in different contexts

12.SL.06 Adapt speech to a variety of tasks, demonstrating command of English

Unit 1: AP EXAM TEST PREP!



What skills must I review and refine in order to be successful on the AP English Literature Exam

Mock AP EXAMS DOK 2-Skill/ConceptDOK 3-Strategic Thinking



AP Exam (Administered By College Board)



12.RL.04 Determine figurative and connotative meanings of words and phrases12.RL.05 Analyze an author’s choices and a text's structure, meaning, and aesthetic12.RL.07 Analyze multiple interpretations of a story, drama, or poem

Unit 2:

Unit 3:

Our 21st Century Epilogue: Ecology & The Anthropocene(Basis for content is This Changes Everything by Naomi Klein, The Sixth Extinction by Elizabeth Kolbert and Learning to Die in the Anthropocene by Roy Scranton) Option 1: Ecology, the Environment & Climate Change Option 2: The Sixth Extinction Option 3: The Anthropocene

4 1.1 What are the main features of concept/option A/B/C, and what are the major challenges that it presents for the human race today in the 21st century? 1.2 What are the author’s recommended strategies for tackling the challenges that are presented by your issue, and are you optimistic that we can successfully take them on today? 1.3 What types of local opportunities are available for you in terms of “carrying the flag forward” regarding your chosen issue, and if they are limited, what might be able to be created?

Individual/Joint research projects (DOK 2-4) “Science Fair” Presentation as 4th quarter capstone project--teach other students about your issue (DOK 2-3)


Course


Title Weeks of


Major Assessments/P

rojects


Wor

ld H

isto

ry II

I, 12

Econ

omic

s 12

Span

ish

12

Our 21st Century Epilogue: Ecology & The Anthropocene(Basis for content is This Changes Everything by Naomi Klein, The Sixth Extinction by Elizabeth Kolbert and Learning to Die in the Anthropocene by Roy Scranton) Option 1: Ecology, the Environment & Climate Change Option 2: The Sixth Extinction Option 3: The Anthropocene

12.WH.CS.3 (Geography) Students will understand the interactions and relationship between human societies and their physical environment


1.1 What are the main features of concept/option A/B/C, and what are the major challenges that it presents for the human race today in the 21st century? 1.2 What are the author’s recommended strategies for tackling the challenges that are presented by your issue, and are you optimistic that we can successfully take them on today? 1.3 What types of local opportunities are available for you in terms of “carrying the flag forward” regarding your chosen issue, and if they are limited, what might be able to be created?

12.WH.CS.8 (Science, Technology, and Society) Students will understand how societies have influenced and been influenced by scientific developments and technological developments


Unit 2:

Unit 3:

Unit 4:

Unit 1:

Unit 2:

Unit 3:

Unit 4:

Unit 1: Literatura Universal: Vanguardista y Contemporánea



¿Cuáles son las características de las literaturas de los siglos XX y XXI?¿Qué importancia tienen las literaturas modernas y posmodernas?¿Qué importancia tiene la literatura en el pensamiento contemporáneo?¿Cómo se evidencia en las obras literarias las diferencias culturales, sociales, políticas, raciales y económicas de los pueblos que allí son representados?¿Reconozco los principales autores contemporáneos y los ubico en su contexto social y cultural?

Lectura y análisis de fragmentos de obras representativas de la literatura moderna y contemporánea.



Plan lector: Elegir una obra entre las siguientes, y analizarla con el propósito de comprobar diferentes hipótesis durante la lectura: Rayuela, de Julio Cortázar Cien años de soledad, de Gabriel García Márquez El amor en los tiempos del cólera, de Gabriel García Márquez


Course


Title Weeks of


Major Assessments/P

rojects


Span

ish

12A

P Sp

anis

h Li

tera

ture

and

Cul

ture

12

Unit 1: Literatura Universal: Vanguardista y Contemporánea

¿Cuáles son las características de las literaturas de los siglos XX y XXI?¿Qué importancia tienen las literaturas modernas y posmodernas?¿Qué importancia tiene la literatura en el pensamiento contemporáneo?¿Cómo se evidencia en las obras literarias las diferencias culturales, sociales, políticas, raciales y económicas de los pueblos que allí son representados?¿Reconozco los principales autores contemporáneos y los ubico en su contexto social y cultural?

Identificación y aplicación de los elementos y recursos fundamentales de la literatura moderna y contemporánea

DOK 2-Skill/Concept

Taller de literatura comparada


Unit 2: Comprensión de textos: lectura crítica e intertextualidad



¿Analizo y explico la intertextualidad como la relación que un texto (oral o escrito) mantiene con otros textos (orales o escritos), ya sean contemporáneos o históricos? ¿Identifico el contexto como el conjunto de textos con los que se vincula explícita o implícitamente un texto, y considero que influye tanto en la producción como en la comprensión del discurso? ¿Asumo una posición crítica frente a los textos que leo y propongo nuevos horizontes de sentido?

Talleres de comprensión de lectura y lectura crítica, etapa 8: Lectura crítica.



Talleres de comprensión de lectura y lectura crítica, etapa 9: Lectura crítica.


Unit 3: Producción de textos argumentativos: El Ensayo



¿Qué es un ensayo y cuántos tipos existen? ¿Cuál es la intención comunicativa o el propósito de un ensayo? ¿Cómo es la estructura textual de un ensayo? ¿Cómo se elabora un ensayo?

Composición de un ensayo. Incluye las etapas de escritura.


Unit 4: Ética de la Comunicación y lenguajes simbólicos: historia del arte IV, preciación cinematográfica y creación de una entrevista imaginaria.



¿Cómo el arte refleja los diferentes contextos históricos? ¿Cómo los códigos verbales y no verbales se articulan para darles sentido a diferentes expresiones artísticas? ¿De qué manera los diferentes códigos se articulan para generar sentido en los medios de comunicación: memes y caricaturas? ¿Analizo críticamente la obra cinematográfica?

Ejecicio de apreciación pictórica de los periodos literarios estudiados durante el bimestre: siglos XX y XXI.

DOK 2-Skill/Concept


Creación de una entrevista imaginaria, partir de la lectura del plan lector.


Cine-foro: Ciudadano Kane (1941). Apreciación cinematrográfica

DOK 2-Skill/Concept

Unit 1: Tema 5: La dualidad de ser y el enigma de la existencia



Preguntas genéricas: ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un periodo determinado? ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? ¿Qué preguntas y dilemas preentes en obras literarias de diferentes autories y en diferentes épocas y culturas, son relevantes aún en la actualidad? ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? La dualidad del ser y el enigma de la existencia (la construcción de la realidad; la espiritualidad y la religión; la imagen pública y la imagen privada; la introspección; el ser y la creación literaria). ¿Qué preguntas plantea la literatura acerca de la realidad y la fantasía? ¿Cómo influye el contexto sociocultural o histórico en la expresión de la identidad? ¿Cuál es el significado de la vida (para un personaje, para un autor) y cómo se relaciona esto con las creencias o ideas en cuanto a la muerte? ¿De qué manera las artes expresan la dualidad del ser y el enigma de la existencia?







Unit 2: Tema 6: La imaginación y la creación literaria



Preguntas genéricas: ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un periodo determinado? ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? ¿Qué preguntas y dilemas preentes en obras literarias de diferentes autories y en diferentes épocas y culturas, son relevantes aún en la actualidad? ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? La imaginación y la creación literaria (la intertextualidad; la literatura autoconsciente; el proceso creativo; el texto y sus contextos). ¿Qué factores motivan a los escritores a crear sus obras literarias? ¿De qué manera la intertextualidad contribuye al significado de una obra literaria, y en general, de una obra de arte? ¿Cómo influye en la experiencia de los lectores la presencia de la literatura misma como tema de una obra literaria?



Course


Title Weeks of


Major Assessments/P

rojects


AP

Span

ish

Lite

ratu

re a

nd C

ultu

re 1

2C

ienc

ias

Polít

icas

12

Unit 2: Tema 6: La imaginación y la creación literaria


Preguntas genéricas: ¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un periodo determinado? ¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? ¿Qué preguntas y dilemas preentes en obras literarias de diferentes autories y en diferentes épocas y culturas, son relevantes aún en la actualidad? ¿Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? ¿Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? La imaginación y la creación literaria (la intertextualidad; la literatura autoconsciente; el proceso creativo; el texto y sus contextos). ¿Qué factores motivan a los escritores a crear sus obras literarias? ¿De qué manera la intertextualidad contribuye al significado de una obra literaria, y en general, de una obra de arte? ¿Cómo influye en la experiencia de los lectores la presencia de la literatura misma como tema de una obra literaria?




Unit 3: Producción de textos argumentativos: el ensayo.



¿Cuál es el propósito de los textos argumentativos? ¿Cuáles son las características estructurales de los textos argumentativos? ¿Cómo se desarrolla un argumento lógico? ¿Cómo escribir correctamente la tesis y la conclusión? ¿Qué es un ensayo y cuál es su propósito comunicativo?





La Constitución política y los mecanismos de participación

6 semanas CS 4. (Cultura) Los estudiantes comprenderán los desarrollos culturales e intelectuales y las interacciones entre las sociedades.

CS 6. (Gobierno) Los estudiantes comprenderán por qué las sociedades crean y adoptan sistemas de gobierno y cómo abordan las necesidades humanas, los derechos, las responsabilidades y la ciudadanía.

¿Cuáles son los mecanismos de participación ciudadana?¿Qué hace que un Estado sea participativo?¿Cuál es el papel de los mecanismos de participación en un Estado Social de Derecho?¿Qué pasa con la democracia participativa en Colombia?

Lectura, análisis y comentarios de textos.



DOK 2-Skill/Concept



Cine foro


Unit 4:

Course


Title Weeks of


Major Assessments/P

rojects


12 F

iloso

fía

La pregunta por el pensamiento oriental

6 semanas PH3 Aplica conceptos filosóficos a la vida realPH3 Applies philosophical concepts to real life situations

PH5 Fórmula argumentos sustentados en posturas racionalesPH5 Formulates arguments based on rational postures

1¿Qué se comprende hoy por multiculturalidad e interculturalidad? 2¿Hasta qué punto las explicaciones multicausales y predicen los efectos de los fenómenos sociales que tienen lugar en las distintas culturas?3¿Comprende los conceptos del hombre, naturaleza y cultura desde otras visiones e interpretaciones del mundo?4. ¿Reconoce las respuestas que se han dado desde diferentes formas de pensamiento y desde de diversos contextos históricos a la pregunta por conocimiento

Evaluar diversas explicaciones para las acciones o acontecimientos y determinar qué explicación mejor concuerda con la evidencia textual, reconociendo que el texto deja a cuestiones inciertas.


6 semanas PH4 Construye mundos posibles a partir de ideas filosóficasPH4 Creates possible worlds through philosophical ideas

PH5 Fórmula argumentos sustentados en posturas racionalesPH5 Formulates arguments based on rational postures

Identificación y comprensión de los contenidos explícitos de un de un texto.


Identificación de eventos, ideas y afirmaciones y demás elementos locales de un texto.


Comprensión de los componentes explícitos de un texto: palabras, oraciones, formas gramaticales básicas.Comprensión de la articulación de las partes globales de los textos.

Unit 2: o Comprensión de la manera como se relacionan los elementos de un texto.

o Comprensión de la organización semántica y de la estructura formal de un texto.

Reflexión y evaluación del contenido de los textos.

Unit 3: o Establecimiento de relaciones entre el texto y contenidos que no se encuentran en el.

o Reconocimiento de estrategias discursivas.o Evaluación de la validez y la veracidad de contenidos de los textos.

Unit 4:

Course


Title Weeks of


Major Assessments/P

rojects


12 F

iloso

fíaPE

_Phy

sica

l Edu

catio

n 12

Tech

nolo

gy 1

2A

P Ph

ysic

s C

Unit 4:



















Unit 1:

Unit 2:

Unit 3:

Unit 4:

ELECTIVES

Unit 1: Current Electricity

3-4 12.APPHYC.6 Current Electricity: Students will be able to use the method of equivalent resistance analyze simple direct current circuits or use Kirchoff's laws to calculate the potential rises and drops around a complex circuit including resistors and capacitors. Use integral calculus to derive formulas for the charging and discharging of capacitors.

12.APPHYC.2 Energy and SHM: Combine the concepts of conservation of mechanical energy and rotational movement to analyze systems undergoing simple harmonic motion. Use integral calculus to derive expressions for moments of inertia. Be able to apply the parallel axis theorem.

How can Kirchoff’s laws be used to analyze series and parallel circuits?How can the right hand rule be used to determine the direction of electric currents and magnetic fields?How can the force between two current carrying conductors be calculated?What is the shape and strength of the magnetic field around a solenoid?How is the number e related to the rate of discharge of a capacitor in an LCR circuit?What is Lenz’ law and how can it be used to predict the directions of induced current?What discoveries led to the idea that energy was quantized?

vocabulary exercise, electric currents and potential, Ohm’s law and electric power, resistance and capacitance, circuit analysis using Kirchhoff’s laws, discharge of capacitors in LCR circuits, electromagnetic fields, electromagnetic forces, electromagnetic induction, generators and transformers, review exercise


Course


Title Weeks of


Major Assessments/P

rojects


AP

Phys

ics

CA

P C

hem

istr

yA

P En

viro

nmen

tal

Scie

nce

AP

Phys

ics

I

Unit 1: Current Electricity

How can Kirchoff’s laws be used to analyze series and parallel circuits?How can the right hand rule be used to determine the direction of electric currents and magnetic fields?How can the force between two current carrying conductors be calculated?What is the shape and strength of the magnetic field around a solenoid?How is the number e related to the rate of discharge of a capacitor in an LCR circuit?What is Lenz’ law and how can it be used to predict the directions of induced current?What discoveries led to the idea that energy was quantized?

Unit 2: 3-4 12.APPHYC.7 Electromagnetic Induction: Students will use the Biot-Savart law to calculate the force between current carrying conductors or charged particles in magnetic fields. Use Ampere's law to find the strength of magnetic field near a current carrying conductor. Apply Faraday's law of induction to calculate the EMF induced in a conductor by a magnetic flux. Investigate solenoids and the EMF of inductors using differential calculus.


What is the shape and strength of the magnetic field around a solenoid?How is the number e related to the rate of discharge of a capacitor in an LCR circuit?What is Lenz’ law and how can it be used to predict the directions of induced current?

Quizzes: (exam preparation) Princeton Review 5 and Princeton Review 6

Unit Tests: Static electric fields, Circuits and Electromagnetism


Unit 1: Review 10 12.APCH.1 Atoms and Matter - 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 reactions.

What are atoms made of?How do atoms come together to form larger particles?How is energy changed during a chemical reaction?What affects the rate of a reaction?How can it be determined if a reaction will occur?How much of the reaction will occur?

AP Test Review Quizzes

DOK 2-Skill/Concept

12.APCH.2 Forces - 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.12.APCH.3 Reactions - Changes in matter involve the rearrangement and / or of atoms and / or the transfer of electrons.12.APCH.4 Rate of Reactions - Rates of chemical reactions are determined by details of the molecular collisions.12.APCH.5 Thermodynamics - The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter.12.APCH.6 Equilibrium - 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.

Unit 2:

Unit 1: Global Change

10 12.APENVSC.7 Global Change - Stratospheric ozone, global warming, loss of biodiversity.

12.APENVSC.7 Global Change - Stratospheric ozone, global warming, loss of biodiversity.

How is the environment changing? Parking Lot Biodiversity lab


Unit 2:


3-4 11.APPHYSICSI.6 Work and Energy: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).

11.APPHYSICSI.4 Dynamics: Analyze data to support the claim that Newtonӳ second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. Plan an investigation to provide evidence that the change in an objectӳ motion depends on the sum of the forces on the object and the mass of the object.

How can we combine concepts to solve complex problems?How can we use ratios to solve complex problems.How can we read for content and quickly arrive at strategies to solve complex problems?How are the various concepts in physics interconnected?

Practice tests and evaluations based on multiple choice and short answer questions in examination format.


Course


Title Weeks of


Major Assessments/P

rojects


AP

Phys

ics

IA

P B

iolo

gy


How can we combine concepts to solve complex problems?How can we use ratios to solve complex problems.How can we read for content and quickly arrive at strategies to solve complex problems?How are the various concepts in physics interconnected?

Unit 2: Societal Impact

4-5 11.APPHYSICSI.10 Societal Impact: Investigate the impact of physics on society and how past and present experiments and theories have led to major changes.

11.APPHYSICSI.1 SI system: Be able to use scientific notation, metric prefixes, and perform mathematical calculations using the SI system of units. Develop an understanding of various forms of proportionality between variables and how it leads to mathematical equations.

How are the basic principles of physics applied in modern technology?What are some interesting and practical applications of physics in society?How has our understanding of the physical world impacted health and prosperity?

research assignment and class presentation


Unit 3:

Unit 1: Homeostasis and Communication

12.APBIO.4 Systems - Biological systems interact, and these systems and their interactions possess complex properties

Structural, physiological and behavioral adaptations How does the organization of cells, tissues and organs determine structure and function in plant and animal systems? How are structure and function related in the various organ systems? How do the organ systems of animals interact? What adaptive features have contributed to the success of various plants and animals on land? 3. Response to the environment What are the responses of plants and animals to environmental cues and how do hormones mediate them?






Unit 2:

Course


Title Weeks of


Major Assessments/P

rojects


AP

Bio

logy

AP

Wor

ld H

isto

ryA

P H

uman

Geo

grap

hyH

ands

on

Engi

neer

ing

Unit 3:

Unit 1: Political Revolutions of the Atlantic - France, USA; Haiti






Comapre and contrast the Haitian Revolution to the French, American, or Latin American revolutions

Unit 2: IR #2 - Japan and Russia and communism




Compare Industrialism in Japan to that of China. Essays/Tests/Projects




Unit 3: Technology and global war





12.SSAPWH.CS.2 (Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy

DBQ on how the Industrial Revolution affected global war

Essays/Tests/Projects


Unit 4: The cold war and independence movements






Compare and contrast political systems of the USSR with that of colonial Africa

Essays/Tests/Projects


12.SSAPWH.CS.5 (Society and Identity) Students will understand social systems and structures and how these influence individual

APWH EXAM = MAY


Unit 1:

Unit 7: Urban Design



1. Why are consumer services distributed in a regular pattern?

2. Why do business services cluster in large settlements?

3. What various challenges do both inner cities and suburbs face?


DOK 2-Skill/Concept




Unit 8: AP Exam Prep



N/A



Unit 1: Social Project


ISTE2016.1a Articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes

What is a problem in my community?How can I design a solution for a problem in my community?How can I share my solution with the community?How can I validate my solution with different parties?

Project Presentation


Course


Title Weeks of


Major Assessments/P

rojects


Han

ds o

n En

gine

erin

gB

usin

ess

Tech

nolo

gyC

reat

ive

Des

ign

Unit 1: Social Project

8

ISTE2016.2 Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

ISTE2016.2b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

What is a problem in my community?How can I design a solution for a problem in my community?How can I share my solution with the community?How can I validate my solution with different parties?

Project Prototype DOK 4-Extended Thinking


ISTE2016.3b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

Project DIY document




Project Info Video DOK 4-Extended Thinking





Unit 2:

Unit 6: Final Projects and Collaborative Learning

8 Weeks ISTE2016.1 Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.


Why using Excel’s features can help you keep yourfiles protected and secure when collaborating withothers on worksheets? How can Excel help you manage a collaborativeproject?

Excel Business Exercises

DOK 2-Skill/Concept



Excel Business Exercises



ISTE2016.6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

Unit 2:

Unit 7: Intoduction to Architectural Design



What is architectural design?How does architecture reflect the culture and values of a people?How can you communicate through architecture?What makes a house a home?What ais the difference between functional and aesthetic features?

Research and basic skill projects

DOK 2-Skill/Concept



3D modeling project




Unit 8: Architectural Design Projects & Prototypes

3 weeks ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.


What is architectural design?How does architecture reflect the culture and values of a people?How can you communicate through architecture?What makes a house a home?What ais the difference between functional and aesthetic features?

Architectural solution to real problems(Research, 3D Modeling, digital imaging).






Unit 8: Summative Design Project

2 weeks ISTE2016.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.


1 Summative Project(Solving a design problem and applying skills from every unit)






Course


Title Weeks of


Major Assessments/P

rojects


AP

Com

pute

r Sc

ienc

epa

intin

g e

lect

ive

10-

11-1

2 gr

ade

Unit 4: Introduction to HTML and AppletsClasses ContinuedArrays ContinuedEnd-of-Unit/Enrichment ActivitiesbRecursion, Complexity, and Searching and SortingIntroduction to CollectionsReview for the AP Exam.



What is an ArrayList and how does it difer with an Array?How can you search and sort objects in your programs?What are the advantages and disadvantages of using recursion in your programs?

Vowels R Us Reloaded ArrayLists, searching andsorting










AP Labs 3- Strategic Thinking

UNIT 1: CANVAS ART PROJECT



what it is painting?how many techniquese from painting do you know, or like to know

classwork: experimentation with differents art techniques to create your own image

DOK 2-Skill/Concept


skecht: create differents sketches, or drawing or paintings, used many materials and techniques to the final product


final product: made a paint or drawing, based on your best sketch, and apply all the concepts seen in class, to create your own artwork.


UNIT 2: CANVAS ART PROJECT:PERSONAL SKECTH



what do you feel when you painting?what do you like painting or drawing?do you know what it is the sketch book,and why is used for the artist?do you know the frida kahlo diary?

classwork: try to differents techniques the best option to create your own image for your art project

DOK 2-Skill/Concept


skecht: made 4 sketches, using many options like collgae, or differents techniques for create your personal image for the fianl product


final product: create a painting apply all the concept seen in class, based in the best sketch that you do in class.


UNIT 3: CANVAS ART PROJECT: COLOR, IMAGE, BACKGROUND



what do you need for made a painting?What kind of paintings do you like?how many stykes for paintings and artists do you know or like most?

classwork: create 4 personal ideas in 4 differentes techniques.,

DOK 2-Skill/Concept


skecht: choose the best option for the sketches that you doing in class, to create the final product. made all the details as possible.


final product: based on the final sketch, that you choosen, create your own piece of art.


UNIT 4: FINAL CANVAS ART PROJECT



what do you need to create your own artwork?what kind of technique do you like more?

classwork: create differents images to made a stencil

DOK 2-Skill/Concept


skecht: about differents images, and templates for made a stencil


Course


Title Weeks of


Major Assessments/P

rojects


pain

ting

ele

ctiv

e 1

0-11

-12

grad

eD

raw

ing

elec

tive

10-

11-1

2 gr

ade

Scul

ptur

eel

ectiv

e 1

0-11

-12

grad

eC

hoir

2 weeks


what do you need to create your own artwork?what kind of technique do you like more?



VA.HS.R.1.b Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of specific audiences.

Unit 1:Architecture : One point of perspective

2 What is architecture? Architecture 1 point sketch



Architecture 1 point Final



what is perspective? Classwork: the making of the final and the sketch in the classroom

DOK 2-Skill/Concept

Unit 2:Architecture : two points of perspective


Architecture 2 points sketch



what is proportion? Architecture 2 points Final



DOK 2-Skill/Concept

Unit 3:Architecture: three points of perspective


Architecture 3 points sketch



Architecture 3 points Final




DOK 2-Skill/Concept

Unit 1:Wire drawing



What materials can i use to make wire sculpture Classwork : the making of the final and the sketch in the classroom

DOK 2-Skill/Concept

How can i apply the balance theory in a wire sculpture? Sketch wire drawing


Final wire drawing DOK 4-Extended Thinking

What is a kinetic sculpture?

What materials can be used to create a kinetic sculpture?

Unit 2:Acrobats 2 VA.HS.CR.2.a Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.



DOK 2-Skill/Concept

Sketch acrobats 3- Strategic Thinking

Final Acrobats DOK 4-Extended Thinking

Unit 3:Circus animals




DOK 2-Skill/Concept

Sketch circus animals


Final Circus Animals


Unit 4: Wire mobiles



Sketch wire mobiles



Final Wire mobiles DOK 4-Extended Thinking


DOK 2-Skill/Concept

Unit 1:

Musical Ensemble:Intention, Timbre

8 FAMU.IV.6.3 Understands compositional devices and techniques that are used to provide unity and variety and tension and release in a musical work (e.g., motives, imitation, retrograde, inversion)

FAMU.IV.6.1 Understands how the elements of music and expressive devices are used in music from diverse genres and cultures

WHAT IS EXTRUCTURE IN A MUSICAL WORK?WHAT ARE THE ELEMENTS OF A MUSICAL EXTRUCTURE?WHAT IS CALLED FORM IN A MUSICAL WORK?



Course


Title Weeks of


Major Assessments/P

rojects


ap calculus bc - the columbus school · álgebra y pre-cálculo ... test 4: mean value theorem and...

Documents