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Vocabulary, Skills, and Assessment Practices K-4, 5-8, 9-12

Science Curriculum Overview
Grades 9-12

*Understand: “understand” does not mandate “belief.” While students may be required to understand some concepts that researchers use to conduct research and solve practical problems, they may accept or reject the scientific concepts presented. This applies particularly where students’ and/or parents’ beliefs may be at odds with current scientific theories or concepts. (KS Science Standards, February 14, 2001, p. 76)

Standard 1: Science as Inquiry (Investigation). All 9th, 10th, 11th, and 12th grade, USD #417, students enrolled in a high school science course will complete at least one (1) “full investigation” each quarter for a minimum of four (4) “full investigations” during the school year.

Benchmark 1: The students will demonstrate the fundamental abilities necessary to do scientific inquiry.

¯ 1. Develop a rich understanding and curiosity of the natural (material) world through experience.
¯ 2. Develop questions and identify concepts that guide scientific investigations.
¯ 3. Design and conduct scientific investigations.
¯ 4. Use technology and mathematics to improve investigations and communications.
¯ 5. Formulate and revise scientific explanations and models using logic and evidence.
¯ 6. Recognize and analyze alternative explanations and models.
¯ 7. Communicate and defend a scientific argument.

Standard 2A: Chemistry. Twelfth grade students in USD #417 will develop an understanding of the structure of atoms, chemical reactions, and the interactions of energy and matter.
Instructional Goal: Each Benchmark and Indicator will be addressed one or more times throughout the Chemistry course.

Benchmark 1: The students will understand the structure of the atom.

¯ 1. Atoms are the fundamental organizational unit of matter.
¯ 2. Atoms have smaller components that have measurable mass and charge.
¯ 3. The nucleus of an atom is composed of protons and neutrons, which determine the mass of the atom.
¯ 4. The dense nucleus of an atom is in the center of an electron cloud, and the electron cloud determines the size of the atom.
¯ 5. Isotopes are atoms with the same number of protons but different numbers of neutrons.
¯ 6. Radioactive isotopes spontaneously decompose and are a source of radioactivity.

Benchmark 2: The students will understand the states and properties of matter.

¯ 1. Elements are substances that contain only one kind of atom.
¯ 2. Elements are arranged according to increasing atomic number on the periodic table.
¯ 3. The periodic table organized elements according to similar physical and chemical properties by groups, periods, and categories.
¯ 4. There are discrete energy levels for electrons in an atom.
¯ 5. Valence electrons determine the chemistry of the atom.
¯ 6. Chemical bonds result when electrons are transferred or shared between atoms.
¯ 7. Compounds result from chemical bonds between ions or atoms.
¯ 8. The nature of interactions among ions or between molecular compounds determines their physical properties.
¯ 9. Kinetic models are used to explain the physical properties of gases.
¯ 10. Carbon atoms can bond to each other in chains, rings, and branching networks to form a variety of molecular structures including relatively large molecules essential to life.

Benchmark 3: The students will gain a basic concept of chemical reactions.

¯ 1. Understand that two or more of the following may often identify chemical reactions: physical property change, effervescence, mass change, precipitation, light emission, and heat exchange.
¯ 2. Explore chemical reactions that absorb energy from or release energy to the surroundings.
¯ 3. Distinguish different types of chemical reactions such as synthesis, decomposition, combustion, displacement, acid/base, and oxidation/reduction.
¯ 4. Demonstrate the Law of Conservation of Mass through stoichiometric relationships.
¯ 5. Appreciate the significance of chemical reactions in nature and those used everyday in society.
¯ 6. Recognize entropy as a driving force behind chemical reactions.
¯ 7. Assess the interrelationships between the rate of chemical reactions and variables such as temperature, concentration, catalysts, and reaction type.

Standard 2B: Physics. Eleventh grade students in USD #417 will develop an understanding of the relationship between motions and forces.
Instructional Goal: Each Benchmark and Indicator will be addressed one or more times throughout the Physics course.

Benchmark 1: The students will understand the relationship between motions and forces.

¯ 1. The motion of an object can be described in terms of its displacement, velocity, and acceleration.
¯ 2. Objects change their motion only when a net force is applied.
¯ 3. Whenever a system applies force to an object, that object applies a related force to the system that is equal in magnitude and opposite in direction.
¯ 4. Gravitation is a relatively weak, attractive force that acts upon and between any two masses.
¯ 5. Electric force is the attraction or repulsion that exists between two charged particles. Its magnitude is vastly greater that that due to gravity.
¯ 6. Electricity and magnetism are two aspects of a single electromagnetic force.

Benchmark 2: The students will understand the conservation of mass and energy, and that the overall disorder of the universe increases with time.

¯ 1. The energy of the universe is constant.
¯ 2. Energy may be classified as kinetic, potential, or energy within a field.
¯ 3. Heat is the transfer of energy from objects at higher temperature to objects at lower temperature.
¯ 4. The universe tends to become less organized and more disordered with every chemical and physical change.

Benchmark 3: The students will understand the basic interactions of matter and energy.

¯ 1. Waves can transfer energy when they interact with matter.
¯ 2. Electromagnetic waves result when a charged object is accelerated.
¯ 3. Each kind of atom or molecule can gain or lose energy in unique, discrete amounts.
¯ 4. Electrons flow easily in conductors. Semiconducting materials have intermediate behavior. At low temperatures, some materials become superconductors and offer little or no resistance to the flow of electrons.

Standard 3: Life Science (Biology). Ninth/Tenth grade students in USD #417 will develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms.
Instructional Goal: Each Benchmark and Indicator will be addressed one or more times throughout the Biology course.

Benchmark 1: The students demonstrate an understanding of the structure and function of the cell.

¯ 1. Cells are composed of a variety of specialized structures that carry out specific functions.
¯ 2. Most cell functions involve specific chemical reactions.
¯ 3. Cells function and replicate as a result of information stored in DNA and RNA molecules.
¯ 4. Some plane cells contain chloroplasts, which are the sites of photosynthesis.

Benchmark 2: The students will demonstrate an understanding of chromosomes, genes, and the molecular basis of heredity.

¯ 1. Heredity information is contained in genes, located in the chromosomes of each cell. Each gene carries a single unity of information. An inherited trait of an individual can be determined by one or by many genes, and a single gene can influence more than one trait.
¯ 2. Experiments have shown that all known living organisms contain DNA and RNA as their genetic material.
¯ 3. DNA (or RNA) provides the instructions that specify the characteristics of organisms.
¯ 4. Organisms usually have a characteristic number of chromosomes; one pair of these may determine the sex of individuals.

Benchmark 3: The students will understand major concepts of biological evolution.

¯ Biologists use evolution theory to explain the Earth’s present day biodiversity, which developed over approximately 3.8 billion years ago.
¯ Show the sources and explain the value of variation to evolution and ecosystems, as they exist today.

Benchmark 4: The students will understand the interdependence of organisms and their interaction with the physical environment.

¯ 1. Atoms and molecules on the Earth cycle among the living and nonliving components.
¯ 2. Energy flowing throughout the ecosystems.
¯ 3. Many types of organisms cooperate with each other and compete for existence in ecosystems.
¯ 4. Organisms have the capacity to produce populations of infinite size, but environments and resources are finite. This basic tension has profound effects on the interactions among organisms.
¯ 5. As humans, we live within and impact existing ecosystems.

Benchmark 5: The students should develop an understanding of matter, energy, and organization in living systems.

¯ 1. Living systems require a continuous input of energy to maintain their chemical and physical organization.
¯ 2. Illustrate through photosynthesis how the energy for life is derived through the sun.
¯ 3. Understand the relationship between the energy stored in chemical bonds of food, and how the energy is made available through cellular systems.
¯ 4. The distribution and abundance of organisms and populations in ecosystems are limited by the availability of matter and energy, and the ability of the ecosystem to recycle materials.

Benchmark 6: The students will understand the behavior of animals.

¯ 1. Most multicellular animals have nervous systems that underlie behavior.

Benchmark 7: The students will demonstrate an understanding of structure, function, and diversity of organisms.

¯ 1. Animals have behavioral responses to internal changes and to external stimuli.
¯ 2. Show the basic biology, diversity, ecology, and medical effects of fungi, and modern day usage.
¯ 3. Show how plants are used in a number of ways, as we show the biology, diversity, ecology and human relationships of plants.
¯ 4. Illustrate the basic biology, diversity, anatomy, ecology and medical effects of major animal groups.

Standard 4: Earth and Space Science. All students in grades 9-12, through integrated coursework in science content studies and/or Science in Technology, will apply process skills to explore and develop an understanding of the structure of the earth system, earth’s history, and earth in the solar system. Students will explore earth and space science through science content studies and studies integrated with science concepts such as: Physical Education, Health and Human Sexuality, Investigation in Technology, and Science in Technology.

Standard 5: Science and Technology. All students in grade 9-12 develop understandings about science and technology and abilities of technological design. Students will explore the uses of science and through science content studies and studies integrated with science concepts such as: Physical Education, Health and Human Sexuality, Investigation in Technology, and Science in Technology.

Standard 6: Science and Personal and Environmental Perspectives. All students in grades 9-12 will develop an understanding of personal and community health, population growth, natural resources, environmental quality, natural and human-induced hazards, and science and technology in local, national, and global settings. Students will develop and explore health and environmental issues through Science content studies and studies integrated with science concepts such as: Physical Education, Health and Human Sexuality, Investigation in Technology, and Science in Technology.

Benchmark 2: The students will demonstrate an understanding of structure, function, and diversity of organisms.

¯ 1. Identify the variety of specialized structures that carry out specific functions.
¯ 2. Observe and identify the specific chemical reactions of cells.
¯ 3. Understand the relationship between the energy stored in chemical bonds of food, and how the energy is made available through cellular systems.
¯ 4. The distribution and abundance of organisms and populations in ecosystems are limited by the availability of matter and energy, and the ability of the ecosystem to recycle materials.

Benchmark 6: The students will understand the behavior of animals.

¯ 1. Most multicellular animals have nervous systems that underlie behavior.

Standard 7: History and Nature of Science. All students in grades 9-12 will develop an understanding of science as a human endeavor, the nature of scientific knowledge, and historical perspectives. Students will model appropriate principles that will maintain the integrity of science discovery through inquiry, content studies, and integrated studies.

The Students will…
¯ Practice intellectual honesty.
¯ Demonstrate skepticism appropriately.
¯ Display open-mindedness to new ideas.
¯ Base decisions on evidence.
¯ Recognize that new knowledge leads to new questions and new discoveries.
¯ Replicate historic experiments to understand principles of science.
¯ Relate contributions of men and women to the fields of science.

Last Updated November 26, 2002