ESU #13 SECONDARY
SCIENCE CURRICULUM
STANDARD:
12.4.1 By the end of twelfth grade, students will develop an understanding of the cell.
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Course: Biology |
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a. Most cell functions are regulated by stored information and involve chemical reactions. |
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b. Cells have particular structures that underlie their function. |
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c. Complex multi-cellular organisms are formed as highly organized arrangements of differentiated cells. |
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STANDARD:
12.4.2 By the end of twelfth grade, students will develop an understanding of the molecular basis of heredity.
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Course: Biology |
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a. Transmission of genetic information to offspring occurs through the union of sex cells which contain one representative of each chromosome pair. |
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b. All organisms have DNA that code for genetic characteristics. |
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c. Only mutations in sex cells can create variation that changes an organism’s offspring. |
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d. Mutations involving body cells are not inherited by an organism’s offspring. |
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STANDARD:
12.4.3 By the end of twelfth grade, students will develop an understanding of the theory of biological evolution.
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Course: Biology |
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a. Biological classifications are based on similarities which reflect revolutionary relationships. |
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b. Niches filled with a diversity of organisms is a result of evolution and natural selection. |
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c. Millions of different species are related by descent from common ancestors which is supported by the fossil record. |
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STANDARD:
12.4.4 By the end of twelfth grade, students will develop an understanding of the interdependence of organisms.
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Course: Biology |
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a. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems will be irreversibly affected. |
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b. Atoms and molecules on the earth cycle among the living and non living components of the biosphere. |
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c. Energy flows through ecosystems in one direction. |
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d. Organisms both cooperate and compete in ecosystems. |
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STANDARD:
12.4.5 By the end of twelfth grade, students will develop an understanding of matter, energy, and organization in living systems.
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Course: Biology |
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a. Complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism. |
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b. Ecosystems have cyclic fluctuations based on limited availability of matter and energy and the ability of the ecosystem to recycle materials. |
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STANDARD:
12.4.6 By the end of twelfth grade, students will develop an understanding of the behavior of organisms.
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Course: Biology |
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a. Multi-cellular animals have nervous systems that generate behavior. |
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b. Behaviors have evolved through natural selections. |
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c. Behavioral biology has implications for humans as it provides links to psychology, sociology, and anthropology. |
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STANDARD:
12.5.1 By the end of twelfth grade, students will develop an understanding of energy in the earth system.
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Course: General Science |
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a. The three primary sources of heat energy are radioactive isotopes, gravitational energy, and the sun. |
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b. Heating of the earth’s surface and atmosphere by the sun drives convection within the atmosphere and ocean producing winds and ocean currents. |
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STANDARD:
12.5.2 By the end of twelfth grade, students will develop an understanding of geochemical cycles.
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Course: General Science |
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a. Movement of matter between states is often accompanied by a change in the physical and chemical properties of matter. |
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b. The rock cycle consist of the formation, weathering, sedimentation, and reformation of rock. |
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c. Each atom or element on earth moves among the three natural states driven by the earth’s internal and external energy sources among the earth, atmosphere and organisms as part of geochemical cycles. |
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STANDARD:
12.5.3 By the end of twelfth grade, students will develop an understanding of the origin of the earth system.
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Course: General Science |
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a. The sun, earth, and the rest of the solar system formed from nebular cloud of dust long ago. |
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b. the ongoing evolution of the earth is a result of interactions among solid earth, oceans, atmosphere, and organisms that take place in intervals from minutes to millions of years. |
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c. Known decay rates of radioactive isotopes in rocks can be used to measure the time since the rock was formed. |
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STANDARD:
12.5.4 By the end of twelfth grade, students will develop an understanding of the origin of the universe.
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Course: General Science |
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a. Nuclear reactions in stars produce energy and lead to the formation of heavy elements. |
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b. The big bang theory proposes that the universe has been expanding. |
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c. Stars differ from each other in size, temperature, and age, but appear to be made up of the same elements and behave according to the same principles. |
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STANDARD:
12.6.1 By the end of twelfth grade, students will develop an understanding of technological design
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Course: General Science |
Course: Biology |
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a. Use models, simulations and manipulation skills to implement solutions |
a. Use models, simulations and manipulation skills to implement solutions |
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b. Identify problems or needs to change and improve current technology as needed. |
b. Identify problems or needs to change and improve current technology as needed. |
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c. Use models, diagrams, and demonstrations to present their results. |
c. Use models, diagrams, and demonstrations to present their results. |
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STANDARD:
12.6.2 By the end of twelfth grade, students will develop an understanding about science and technology.
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Course: General Science |
Course: Biology |
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a. Creativity, imagination, and a good knowledge base are all needed to advance the work of science and technology |
a. Creativity, imagination, and a good knowledge base are all needed to advance the work of science and technology |
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b. Scientific knowledge is the first presented to the scientific community with resulting technological knowledge |
b. Scientific knowledge is the first presented to the scientific community with resulting technological knowledge |
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12.7.1 By the end of twelfth grade, students will develop an understanding of personal and community health.
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Course: Biology |
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a. An individual’s health and nutritional balance are modified by eating patterns, exercise, and substances. |
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b. Humans have a variety of mechanisms – sensory, motor, emotional, social, and technological - that can reduce and modify hazards. |
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c. The severity of disease symptoms is dependent on many factors. |
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STANDARD:
12.7.2 By the end of twelfth grade, students will develop an understanding of the effects of population change.
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Course: Biology |
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a. Populations may grow, decline or reach limits to growth. |
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b. Various factors influence birth rates and fertility rates. |
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STANDARD:
12.7.3 By the end of twelfth grade, students will develop an understanding of natural resources.
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Course: General Science |
Course: Biology |
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a. Human populations use resources in the environment in order to maintain and improve their existence. |
a. Human populations use resources in the environment in order to maintain and improve their existence. |
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b. The earth only has finite resources. |
b. The earth only has finite resources. |
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STANDARD:
12.7.4 By the end of twelfth grade, students will develop an understanding of environmental quality.
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Course: General Science |
Course: Biology |
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a. Natural ecosystems provide an array of basic processes that affect humans. |
a. Natural ecosystems provide an array of basic processes that affect humans. |
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b. Materials from human societies affect both physical and chemical cycles on earth. |
b. Materials from human societies affect both physical and chemical cycles on earth. |
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c. Many factors influence environmental quality. |
c. Many factors influence environmental quality. |
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STANDARD:
12.7.5 By the end of twelfth grade, students will develop an understanding of natural and human-induced hazards.
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Course: General Science |
Course: Biology |
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a. Human activities can enhance or reduce potential for hazards. |
a. Human activities can enhance or reduce potential for hazards. |
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b. There are slow and progressive hazards that result in problems for individuals and society. |
b. There are slow and progressive hazards that result in problems for individuals and society. |
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c. Humans need to assess potential dangers and risks of all hazards. |
c. Humans need to assess potential dangers and risks of all hazards. |
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STANDARD:
12.7.6 By the end of twelfth grade, students will develop an understanding of the role of science and technology in local, national, and global challenges.
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Course: General Sciences |
Course: Biology |
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a. Science and Technology indicate what could happen, not what should happen. |
a. Science and Technology indicate what could happen, not what should happen. |
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b. Understanding basic concept should precede active debate about scientific and technological challenges. |
b. Understanding basic concept should precede active debate about scientific and technological challenges. |
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c. Progress in science and technology can be affected by social issues and challenges. |
c. Progress in science and technology can be affected by social issues and challenges. |
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12.1.1 By the end of twelfth grade, students will develop an understanding of systems, order and organization.
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Course: General Sciences |
Course: Biology |
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Design solutions to problems identified within a system. |
The larger a well-chosen sample of a population is, the better it estimates population summary statistics. |
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12.1.2 By the end of twelfth grade, students will develop an understanding of evidence, models and explanation.
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Course: General Sciences |
Course: Biology |
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Understand that the way data are displayed affects
interpretation. |
Test the usefulness of a model by comparing its predictions to actual observations. |
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Understand that a correlation between two variables doesn’t mean that either one causes the other. (i.e. tree leaves) |
The larger a well-chosen sample of a population is, the better it estimates population summary statistics. |
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12.1.3 By the end of twelfth grade, students will develop an understanding of change, constancy, and measurement.
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Course: General Sciences |
Course: Biology |
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Use powers of ten to represent large and small numbers. |
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Describe rate of change by comparing one measured quantity to another measured quantity. (i.e. speeds) |
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12.1.4 By the end of twelfth grade, students will develop an understanding of form and function.
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Course: General Sciences |
Course: Biology |
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Explain function by referring to form and explain form by referring to function (i.e. aerodynamics) |
Explain function by referring to form and explain form by referring to function. (i.e. beaks; mitochondria) |
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12.1.5 By the end of twelfth grade, students will develop an understanding of change over a period of time.
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Course: General Sciences |
Course: Biology |
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Explain how a system at equilibrium is affected by change. (i.e. gas laws) |
Identify the series of changes that occur in objects, organisms, and natural and human designed systems. (i.e. evolution) |
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12.2.1 By the end of twelfth grade, students will develop the abilities needed to do scientific inquiry.
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Course: General Sciences |
Course: Biology |
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Revise models based on discussion and arguments. |
Design and conduct scientific investigations. |
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Formulate physical, conceptual, and mathematical models. |
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12.3.1 By the end of twelfth grade, students will develop an understanding of the structure of the atom.
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Course: General Sciences |
Course: Biology |
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Investigate and describe the structure of atoms, focusing on properties of subatomic particles. |
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12.3.2 By the end of twelfth grade, students will develop an understanding of the structure and properties of matter.
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Course: General Sciences |
Course: Biology |
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Investigate and understand that atoms interact with one another by transferring or sharing electrons. |
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Investigate and explain the periodic table of elements in terms of repeating patterns of physical and chemical properties. |
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Investigate and describe how the structure of an atom
determines the chemical properties of an element. |
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Investigate and explain how the interactions among the molecules of a compound determine its physical and chemical properties. |
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Investigate and use changes in energy to explain the differences in the states of matter. |
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Investigate and describe the bonding of carbon atoms in chains and rings to produce compounds essential to life. |
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12.3.3 By the end of twelfth grade, students will develop an understanding of chemical reactions.
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Course: General Sciences |
Course: Biology |
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Objects change their motion when a net force is applied. |
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Gravitation is a universal force that each mass exerts on any other mass. |
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Electrical force is a universal force that exists between any two charged objects. |
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12.3.4 By the end of twelfth grade, students will develop an understanding of motions and forces.
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Course: General Sciences |
Course: Biology |
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Objects change their motion when a net force is applied. |
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Gravitation is a universal force that each mass exerts on any other mass. |
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.Electrical force is a universal force that exists between any two charged objects. |
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12.3.5 By the end of twelfth grade, students will develop an understanding of the conservation of energy and increase in disorder.
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Course: General Sciences |
Course: Biology |
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Total energy in the universe is constant. |
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Systems tend to become less organized and more disorderly over time. |
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Investigate and describe heat transfer in terms of conduction, convection and radiation. |
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12.3.6By the end of twelfth grade, students will develop an understanding of the interactions of energy and matter.
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Course: General Sciences |
Course: Biology |
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All waves contain and can transfer energy. |
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Energy of waves can be changed into other forms of energy, just as other forms of energy can be transformed into wave energy. |
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Explain the electromagnetic spectrum (i.e. Which wave is the most damaging to the body?) |
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Heat consists of random motion of particles. |
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All energy can be considered to be either kinetic or potential. |
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12.8.1 By the end of twelfth grade, students will develop an understanding of science as a human endeavor.
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Course: General Sciences |
Course: Biology |
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Scientists have ethical traditions. |
Examine the societal, cultural, and personal beliefs that influence scientists. |
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Science functions as a part of society. |
Recognize science as one way of answering questions and explaining the natural world. |
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Individuals and teams contribute to the scientific enterprise. |
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12.8.2 By the end of twelfth grade, students will develop an understanding of the nature of scientific knowledge.
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Course: General Sciences |
Course: Biology |
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All scientific knowledge is, in principle, subject to change as new evidence becomes available. |
Demonstrate the use of empirical standards, logical arguments, and skepticism in science. |
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12.8.3 By the end of twelfth grade, students will develop an understanding of the history of science.
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Course: General Sciences |
Course: Biology |
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Usually, changes in science are small modifications in extant knowledge. |
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Scientific knowledge is tentative. |
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