Spiraling: Because Once is Never Enough
“The EduChange program’s meticulously scaffolded design seamlessly integrates reading, math and lab skills. Before it was up to the teacher to try to be aware of all these needs and to try to integrate them more or less on the fly. EduChange takes the pressure off of my planning and I feel confident the students are being exposed to the proper skills in a meaningful manner.”
–Trish Beck, Science Teacher Leader and Integrated Science Teacher, Graded School, Sao Paulo, Brazil
To see how content learning deepens over time, click a subject area below and then click on any corresponding textbook chapter. You will see a pop-up showing how Integrated Science iteratively revisits concepts that most courses only address once.
Biology I and Integrated Science
The following alignment is based on Holt Biology, Florida Edition (2010) a standard text for high school Biology classrooms.
Unit 1 Principles of Cell Biology
Unit 2 Principles of Genetics
Unit 3 Exploring Evolution
Unit 4 Principles of Ecology
Unit 5 Exploring Diversity
Unit 9 Exploring Human Biology
Chemistry I and Integrated Science
The following alignment is based on Prentice Hall Chemistry, Florida Edition (2006) a standard text for high school Chemistry classrooms.
Conceptual Physics and Integrated Science
The following textbook alignment is based on Pearson Conceptual Physics, by Paul Hewitt (2009).
The 3-year program progression of Integrated Science offers rich connections to conceptual physics that the 2-year programs do not have as much time to conquer. It covers more than one full semester of a traditional Conceptual Physics course. By “conceptual physics” we mean the early high school/late middle school exploration of basic physics concepts that do not require Algebra II or Trigonometry. This Conceptual Physics text is often used as a Physical Science or “Physics First” text.
NOTE: There is significant overlap with the Chemistry Textbook Alignment. We note that in the table below and direct you to that alignment.
To give a clear picture of the types of physics activities students conduct, only those Hewitt chapters associated with Level I & Level II Lab Experiences are listed. This is not a one-to-one correlation. We have grouped the experiences by unit, and each experience incorporates the relevant concepts and principles of the unit chapters listed. Through design challenges, online interactives, calculations, and real-world case studies, we are pleased to round out our integrated STEM experience with these activities.
|Conceptual Physics Unit||Chapters Aligned to Integrated Science||Corresponding Level I Lab Experiences||Corresponding Level II Lab Experiences|
|Unit 1: Mechanics||Chapter 1: About Science||Genetic Unity & Diversity I: Glider Design Challenge (Flight)||Environmental Dynamics II: Satellite Pollution Case Study|
|Chapter 2: Mechanical Equilibrium||Food, Nutrition & Fitness I: The Jaw as Third-Class Lever||Food, Nutrition & Fitness II: Weight Lifting|
|Chapter 3: Newton’s First Law of Motion—Inertia||Health, Drugs & Disease I: Safe Vehicle Design Challenge (Collisions)||The Quest for Energy II: The Physics of the Bicycle Machine|
|Chapter 4: Linear Motion||Energy Concepts are Well-covered: please see Chemistry and Integrated Science alignment for specifics||Health, Drugs & Disease II: Prosthetic Design Challenge|
|Chapter 6: Newton’s Second Law of Motion—Force and Acceleration|
|Chapter 7: Newton’s Third Law of Motion—Action and Reaction|
|Chapter 8: Momentum|
|Chapter 9: Energy|
|Chapter 11: Rotational Equilibrium|
|Chapter 14: Satellite Motion|
|Unit 2: Properties of Matter||Chapter 17: The Atomic Nature of Matter||Well-covered: please see Chemistry and Integrated Science alignment for specifics||Well-covered: please see Chemistry and Integrated Science alignment for specifics|
|Chapter 18: Solids||The Quest for Energy I: Climate Change in Three Phases|
|Chapter 19: Liquids|
|Chapter 20: Gases|
|Unit 3: Heat||Chapter 21: Temperature, Heat, and Expansion||Well-covered: please see Chemistry and Integrated Science alignment for specifics||Well-covered: please see Chemistry and Integrated Science alignment for specifics|
|Chapter 22: Heat Transfer|
|Chapter 23: Change of Phase|
|Chapter 24: Thermodynamics|
|Unit 4: Sound and Light||Chapter 25: Vibrations and Waves||Genetic Unity & Diversity I: Lenses & Ray Diagrams with the Compound Light Microscope|
|Chapter 27: Light||Food, Nutrition & Fitness I: Wave Properties & Relationships; DIY Wave Machine, Peristaltic Waves, Endoscopy and Fiber Optics|
|Chapter 28: Color||The Quest for Energy I: Photosynthetic Pigments & Chromatography; Spectroscopy; Prisms, Photovoltaic Cells, Solar Cooker Design Challenge|
|Chapter 30: Lenses|
|Unit 5: Sound and Light||Chapter 34: Electric Current||Food, Nutrition & Fitness II: Circuit Building|
|Chapter 35: Electric Circuits||The Quest for Energy II: Building an Electrochemical Cell|
|Unit 6: Atomic and Nuclear Physics||Chapter 38: The Atom and the Quantum||Well-covered: please see Chemistry and Integrated Science alignment for specifics||The Quest for Energy II: Argumentation: The Case For/Against Continued Use of Nuclear Energy|
|Chapter 39: The Atomic Nucleus and Radioactivity||Environmental Dynamics I: Fukushima Case Study|
|Chapter 40: Nuclear Fission and Fusion|
Environmental Science and Integrated Science
The following alignment is based on Living in the Environment, 15th Edition (2007) a standard text for high school Environmental Science classrooms.
Take a deeper dive into the nuts and bolts of the program by watching screencasts on our Vimeo channel.
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