SCIENCE CURRICULUM MISSION STATEMENT NORTH PLATTE PUBLIC SCHOOLS Our mission is to develop students who will be able to identify with the field of science in their daily lives while using technology and scientific reasoning skills to solve problems. Students will foster self-concept and personal growth by using a comprehensive and relevant science curriculum that provides a variety of learning and assessment opportunities to address the needs of every student. Students will recognize and appreciate the contributions and achievements of divers cultures in the science world.
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SCIENCE CURRICULUM MISSION STATEMENT
NORTH PLATTE PUBLIC SCHOOLS
Our mission is to develop students who will be able to identify with the field of science in their
daily lives while using technology and scientific reasoning skills to solve problems. Students
will foster self-concept and personal growth by using a comprehensive and relevant science
curriculum that provides a variety of learning and assessment opportunities to address the needs
of every student. Students will recognize and appreciate the contributions and achievements of
divers cultures in the science world.
K-12 SCIENCE CURRICULUM AT A GLANCE
Elementary Science Curriculum
Kindergarten 1
st Grade 2
nd Grade 3
rd Grade 4
th Grade 5
th Grade
Weather & Seasons Solids & Liquids Energy (heat, light, Plant Growth & Animal Studies Body Systems
Comparing & Life Cycle of Butterfly & sound) Development Motion & Design Electric Circuits
Measuring Balancing & Weighing Rocks & Minerals Food Chemistry/ Land & Water
Organisms Solar System Nutrition Technology of Paper
Floating & Sinking
Middle Level Science Curriculum
6th
Grade – Life Science 7th
Grade – Earth Science 8th
Grade – Physical Science
Microworlds Organisms, Macro to Micro Catastrophic Events Earth in Space Properties of Matter Human Body
Electricity Light Energy, Machines, & Motion
High School Science Curriculum
9th
Grade – Physical Science 10th
Grade – Biology 11th
& 12th
Grade (Elective Science)
Nature of Science Cells Earth Science
Solids, Liquids, & Gases Chemistry Physics
Classification of Matter Photosynthesis Chemistry
Atomic Structure Genetics Field Biology
Periodic Table Evolution Physiology
Elements & Properties Classification Honors Biology
Acids, Bases, & Salts Microorganisms
Energy Human Body Systems
Motion & Energy Animal Kingdom
Wave, Sound, & Light Plant
Kindergarten Units
High Achievement Outcomes and Components
Purpose: The purpose of science at the Kindergarten level is to utilize the student’s natural
sense of wonder and their five senses to observe their environment. Students will
use hands-on investigations to explore their world and set the foundation for
scientific inquiry. They will be exposed to scientific language and begin to
develop a life-long interest in science.
Weather and Seasons HAO - K.1: Student will gather data on weather patterns using simple tools and observation
skills. They will graph the information, interpret the data, describe changes in the
data, and summarize weather characteristics over a long period of time. (NE State
Standards addressed in this unit are: 1.1.3, 1.1.4, and 1.5.3)
Components:
K.1.1 Use tools to measure wind speed and direction, temperature, and precipitation
K.1.2 Describe the different forms of water in weather
K.1.3 Classify clouds according to type
K.1.4 Conduct experiment to determine which fabrics are suitable for wearing in
wet weather
K.1.5 Gather, graph, and analyze weather data
Measurement HAO – K.2: Student will make observations of selected objects and make measurement
predictions before using both standard and non standard units of measurement to
compare objects. They will identify which (standard or non standard) method of
measurement is most appropriate (NE State Standards addressed in this unit are:
1.1.3, 1.2.1, and 1.8.1)
Components: K.2.1 Compare two or more objects using direct comparisons of measurement (i.e.,
shorter, longer, taller, heavier, and lighter)
K.2.2 Use both standard units of measurement (i.e., inches and centimeters,) and
nonstandard units of measurement (i.e., string and paper clips)
K.2.3 Use appropriate measurement systems for different purposes
K.2.4 Students will “become” scientists for a day by using scientific tools and the
scientific method (NOTE: Need to clarify and determine how to measure this
component)
NOTE: NE Math Standard 1.3.2 - by the end of first grade, students will recognize tools of
measurement and their appropriate use, such as clocks, calendar, ruler, balance scale, and
thermometer.
1st Grade Units
High Achievement Outcomes and Components
Purpose: The purpose of science at first grade level is to continue students’ use of the five
senses to observe their environment. Students will use hands-on investigations to
expand their knowledge. They will be exposed to scientific language and begin to
develop a life-long interest in science.
Life Cycle of Butterflies HAO – 1.1: Students will document changes in the lifecycle of butterflies. They will compare
and contrast butterfly function and structures to their own.
(NE State Standards addressed in this unit are: 1.4.1 and 1.4.2)
Components: 1.1.1 Identify the caterpillar as one stage in the life cycle of a butterfly
1.1.2 Observe and record characteristics of a caterpillar
1.1.3 Identify parts of the caterpillar
1.1.4 Observe formation of the chrysalis
1.1.5 Observe the formation of the parts of a butterfly body
1.1.6 Observe and record characteristics of the butterfly
1.1.7 Compare butterfly structure and function to themselves
1.1.8 List characteristics of all insects
1.1.9 Apply knowledge of butterflies life cycle to other organisms
1.1.10 Summarize 4 stages of a butterfly’s life cycle
Solids and Liquids HAO – 1.2: Students will summarize what they have learned about the similarities and
differences between solids and liquids.
(NE State Standards addressed in this unit are: 1.1.1, 1.2.1, and 1.3.1)
Components: 1.2.1 Identify characteristics properties of solids
1.2.2 Sort solids on the basis of their observable properties
1.2.3 Identify characteristics properties of liquids
1.2.4 Compare the properties of two liquids
Resources (refer to Health for this unit)
HAO – 1.2: Students will develop an understanding of resources
Components: 1.3.1 Describe how reducing, reusing, and recycling help our environment
1.3.2 Develop an understanding that pollution is found in nature
1.3.3 Identify types of pollution
2nd Grade Units
High Achievement Outcomes and Components
Purpose: The purpose of science in the second grade is to increase the level of
scientific literacy. Students will utilize hands-on scientific experimentation tto
continue to expand their understanding of the world in which they live. They will
continue to develop their scientific vocabulary and increase their awareness and
understanding of the scientific method. Students will explore careers in science
and contributions made by a diverse population.
Energy Unit HAO – 2.1: Students will demonstrate how the different forms of energy (light, heat, and
sound) transfer. (NE State Standards addressed in this unit are: 5.1.2, 5.1.3,
5.1.4, 5.2.1, 5.3.1, 5.3.2, 5.3.3, 5.6.2, 5.6.3)
Components:
2.1.1 Explore how sound waves travel
2.1.2 Investigate the characteristics of pitch and amplitude
2.1.3 Design a musical instrument to demonstrate production of sound
2.1.4 Identify light sources
2.1.5 Demonstrate the use of simple equipment and tools such as prisms, magnifying
glass, flashlights, and mirrors to extend the senses
2.1.6 Identify properties of light as it travels through various objects
2.1.7 Identify heat sources
2.1.8 Demonstrate how heat transfers
2.1.9 Temperature is a measure of heat energy
2.1.10 Compare and contrast natural versus manmade sources of heat and light
Organisms
HAO – 2.2: Students summarize similarities and differences between different types of
organisms. (NE State Standards addressed in this unit are: 5.1.1, 5.1.3, 5.1.4,
5.2.1, 5.4.1, 5.4.2, and 5.4.3)
Components:
2.2.1 List similarities and differences between plants and animals
2.2.2 Compare and contrast types of seeds
2.2.3 Observe seed growth and summarize the life cycle of the plant
2.2.4 Build a model habitats to observe plant and animal interactions
2.2.5 Identify the needs of plants and animals in selected habitats
2.2.6 Compare and contrast animals within a selected habitat
2.2.7 Describe habitat changes over time
2.2.8 Relate animal and plant interactions to human interactions
Balancing & Weighing
HAO – 2.4: Students will use an equal arm balance to compare and weigh the contents of
sealed canisters and place them in serial order. (NE State Standards: 5.1.1, 5.1.2,
5.1.3, 5.2.1, 5.3.1, and 5.6.2)
Components:
2.4.1. Build beam balance that demonstrate the relationship between mass and location
of fulcrum, and length of arms of the beam
2.4.2. Build an equal arm balance and compare to beam balance
2.4.3. Compare mass of objects using an equal arm balance
2.4.4. Define weighing
2.4.5. Graph weights of objects
2.4.6. Describe the relationship between mass, weight, and volume
3rd Grade Units
High Achievement Outcomes and Components
Purpose: The purpose of science in the third grade is to achieve a broader level of scientific
literacy. Students will utilize hands-on scientific experimentation to continue and
extend their understanding of their world. Students will understand contributions
made by men and women in the area of science. Students will begin to develop
an understanding of the importance of conservation.
Plant Growth & Development HAO – 3.1: Students will use their records, notes, and graphs to explain the life cycle of plants
and factors that effect their growth and development. (NE State Standards 5.1.1,
5.1.2, 5.1.3, 5.2.1, 5.4.1, and 5.4.2)
Components: 3.1.0. Identify parts of a seed
3.1.1. Create and maintain graphical records of changes in plant height over time
3.1.2. Observe and record changes in plant structure over time
3.1.3. Diagram the anatomy of a flower
3.1.4. Cross pollinate flowers
3.1.5. Create model of Brassica plant & bee
Rocks & Minerals HAO – 3.2: Students will identify minerals by name according to their properties. They will
sort sample rocks into the three classes and report on the uses of rocks and
minerals. (NE State Standards addressed in this unit are: 5.1.2, 5.2.1, 5.3.1,
5.3.3, 5.5.1, 5.5.3, and 5.8.1)
Components:
3.2.1 Identify characteristics of rocks
3.2.2 Describe characteristics of the three rock classification
3.2.3 Explain relationship between rocks and minerals
3.2.4 List properties of minerals
3.2.5 Use properties to identify minerals
3.2.6 Research and report on the properties and uses of a rock or mineral
3.2.7 Conduct experiments to determine which materials are magnetic
3.2.8 Explain magnetic poles and how they attract or repel each other
3.2.9 Compare and contrast natural versus man-made materials
Solar System HAO – 3.3: Identify the parts of the solar system and benefits of space exploration. (NE State
Standards 5.1.1, 5.5.2, 5.8.1 (famous people))
Components: 3.2.1 State that the sun is the center of the universe
3.2.2 Identify the planets of the solar system
3.2.3 Compare/Contrast rotation and revolution
3.2.4 List other object found in space
3.2.5 Develop an understanding of how space exploration is relevant to our
everyday lives.
4th Grade Units
High Achievement Outcomes and Components
Purpose: The purpose of science at fourth grade is to continue to develop scientific literacy
and develop a lifelong interest in science. Students will experience the scientific
process through hands-on science instruction. Students will become more
proficient in using standard measurement tools. They will continue to explore
and consider career opportunities in science and the contributions made to society
by scientists.
Food Chemistry HAO – 4.1: Students will use the testing procedures to identify the nutrients found in a
selected food. They will compare their results to the information contained on the
nutritional facts label for the selected food. (NE State Standards addressed in this
unit are: 5.1.3, 5.2.1, 5.3.1, 5.3.3, 5.5.1, 5.6.1, and 5.6.2)
Components:
4.1.1 List nutrients found in food
4.1.2 Conduct iodine, glucose, protein, and fat tests on various foods
4.1.3 Research the nutritional value of starch, glucose, fats, and proteins
4.1.4 Analyze a nutrition fact label
Animal Studies HAO – 4.2: Students will research habitat, structures, and characteristics of a selected animal
and prepare a presentation for the class. (NE State Standards addressed in this
unit are: 5.1.1, 5.1.3, 5.2.1, 5.3.1, 5.4.1, 5.4.2, and 5.4.2)
Components:
4.2.1. Create a habitat for a dwarf African frog
4.2.2. Observe and document frog structure and behavior
4.2.3. Create a habitat for a fiddler crab
4.2.4. Observe and document crab body structure and behavior
4.2.5. Create a habitat for a millipede
4.2.6. Observe and document millipede body structure and behavior
4.2.7. Compare and contrast the habitats of the three classroom animals
4.2.8. Design, perform, and analyze a controlled test to examine how the frog, crab,
and millipede adapt to a change in one element of their habitat
4.2.9. Observed, record, and discuss the needs of humans
4.2.10. Compare and contrast the structures and behaviors of the three classroom
animals and humans
Motion & Design HAO - 4.3: Students will develop a technological design to solve a design challenge and
present their solutions. (NE State Standards addressed in this unit are: 5.1.1,
5.1.2, 5.1.3, 5.2.1, 5.3.2, and 5.6.1)
Components:
4.3.1. Build a vehicle to meet design requirements
4.3.2. Create a technical drawing of their vehicle
4.3.3. Explore the relationship between force and motion
4.3.4. Test the effect of load on the motion of an object
4.3.5. Modify vehicle design to account for energy sources, friction, and resistance.
4.3.6. Determine cost of vehicle and modify design to reduce cost
Floaters & Sinkers HAO - 4.4: Students will predict whether objects will sink or float in water and test their
predictions. (NE State Standards addressed in this unit are: 5.1.2, 5.1.3, 5.1.4,
5.2.1, and 5.3.1)
Components:
4.4.1. List and explain factors that affect buoyancy of an object
4.4.2. Measure the upward force on buoyant objects
4.4.3. Describe the relationship water displacement and volume of an object
4.4.4. Compare and contrast buoyant force exerted by fresh and salt water
4.4.5. Build a hydrometer
4.4.6. Use a spring scale to weigh objects
4.4.7. Compare the weight of water with weight of other materials
5th Grade Units
High Achievement Outcomes and Components
Purpose: The purpose of science at fifth grade is to continue to develop scientific literacy.
Students will experience the scientific process through hands-on science
instruction to promote a lifelong interest in science. Students will continue to
improve their proficiency with scientific tools and standard units of measure,
building a foundation for more in depth studies of science. They will continue to
explore and consider career opportunities in science and the contributions made to
society by scientists.
Land & Water HAO – 5.1: Students will design landscapes in their stream models, predict how runoff will
affect these landscapes, and use these predictions to select a safe home site. (NE
State Standards addressed in this unit are: 5.1.1, 5.1.2, 5.1.3, 5.2.1, 5.5.1, 5.6.1,
5.7.3, and 5.7.4)
Components: 5.1.1 Build model stream tables to demonstrate:
1. the water cycle
2. soil erosion
3. formation of streams
5.1.2 Analyze the properties of four soil components
5.1.3 Analyze the ability of a soil to hold water
5.1.4 Identify factors that affect how water erodes and deposits sediment
5.1.5 Identify the components of a stream
5.1.6 Model the formation of a larger stream that has multiple sources
5.1.7 Compare the effects of fast and slow-moving water
5.1.8 Describe how the shape of the land affects the direction and flow of water
5.1.9 Explain the effects of slope on stream formation
5.1.10 Design and construct dams in stream tables and test effects
5.1.11 Predict and model how plants affect water flow and erosion
Electric Circuits HAO – 5.2: Students will design plan for and complete the wiring of a model house. (NE
State Standards addressed in this unit are: 5.1.2, 5.2.1, 5.3.3, 5.6.1, and 5.6.2)
Components: 5.2.1 Create a complete circuit to light a bulb
5.2.2 Investigate conductors and insulators
5.2.3 Identify the direction of current flow using diodes.
5.2.4 Create a light bulb filament
5.2.5 Troubleshoot a circuit
5.2.6 Use circuit testers to investigate unknown circuits
5.2.7 Create a circuit diagram using electrical symbols
5.2.8 Build parallel and series circuits
5.2.9 Compare and contrast parallel and series circuits
5.2.10 Apply what they have learned to make a flashlight
Ecosystems HAO – 5.3: Students will study a specific example of a polluted ecosystem from different
perspectives and recommend solutions to reduce pollution. (NE State Standards
addressed in this unit are: 5.1.1, 5.1.2, 5.1.3, 5.2.1, 5.4.3, 5.7.2, and 5.7.3)
Components:
5.3.1 Observe and record observations of a terrarium
5.3.2 Observe and record observations of an aquarium
5.3.3 Add plants and animals to both ecosystems, observe and record interactions
5.3.4 Link both ecosystems, predict how one ecosystem will affect the other
5.3.5 Identify human affects on ecosystems
5.3.6 Define environmental tradeoff
5.3.7 Design and carry out controlled experiments to study the effects of pollution
Technology of Paper HAO – 5.4: Students design a plan and create a paper product. (NE State Standards addressed
in this unit are: 5.2.1, 5.6.1, and 5.6.2)
Components: 5.4.1 Compare and describe wet and dry samples of paper
5.4.2 Test paper samples for tear resistance, smoothness, opacity, and water and ink
absorbency
5.4.3 Recycle one type of paper
5.4.4 Test the properties of the recycled paper
5.4.5 Explain the relationship between fiber type and properties of recycled paper
5.4.6 Design and conduct controlled experiment to demonstrate the effect of
additives on recycled paper
6th Grade Units
High Achievement Outcomes and Components
Purpose: The sixth grade science curriculum is designed to allow students to explore
several fields of study and demonstrate not only how those fields are
interconnected, but help the student to identify the importance of each area of
study to their everyday lives. In keeping with middle level philosophy and
research based practices, students will be provided a variety of hands-on activities
as well as activities that reinforce the scientific method, good research and study
practices, and provide differentiated strategies to allow for all learning styles and
abilities to find success. Critical to the learning process is the mastery and use
of scientific
Microworlds HAO - 6.1: Students will develop a lab notebook of observations and drawings of various
organisms viewed with a microscope. (NE State Standards addressed in this unit:
Components:
6.1.1 Use hand lens to make and record observations
6.1.2 Describe properties of lenses
6.1.3 Use lenses to make and record observations
6.1.4 Identify and describe the function of the parts of the microscope
6.1.5 Use microscope to make and record observations
6.1.6 Determine field of view of the microscope
6.1.7 Prepare slides to view under the microscope
6.1.8 Use appropriate slide techniques, focusing, and light adjustments
6.1.9 Observe and draw various organisms as viewed with a microscope
Earth in Space HAO - 6.5: Create a scale model of the solar system that also explains the influence of
gravitational force. Compare and contrast characteristics of all planets in the solar
system to demonstrate how Earth uniquely supports life. (NE State Standards
addressed in this unit are: 8.5.3, 8.1.1, 8.1.2, 8.1.3, 8.6.2, 8.7.4, 8.8.1, and 8.8.3)
Components:
6.5.1 Determine scale and accurately map the parts of our solar system
6.5.2 Investigate and describe the relationships and forces existent between the
earth, moon, and sun
6.5.3 List characteristics of each planet within Earth’s solar system
6.5.4 Relate the motion of objects in the solar system to the concepts of day, year,
eclipses, and phases of the moon
6.5.5 Explain influence of gravity on objects in the solar system
6.5.6 Describe the sun as a major source of energy that influences the atmosphere
and the earth’s surface
6.5.7 Investigate and describe the effect of the tilt of the earth’s axis on seasons
6.5.8 Research and debate the benefits of space travel
Electrical Energy & Circuit Design HAO – 6.6: Students will diagram the production and transfer of electricity to include method
of generation, transfer, and how used. Students will then compute the cost (both
monetary and environmental) of electricity for selected situations. (NE State
Standards addressed in this unit are: 8.1.2, 8.3.3, and 8.7.5)
Components:
6.6.1 Explain how materials can become electrically charged
6.6.2 Demonstrate series and parallel circuits
6.6.3 Investigate and describe characteristics of electric current and its movement
6.6.4 Explain the relationship between current and magnetism
6.6.5 Identify methods of producing and transferring electricity
6.6.6 Investigate pros and cons of electricity production methods
6.6.7 Identify and explain electricity usage and costs in your life
6.6.8 Convert mechanical energy to electrical energy
7th Grade Units
High Achievement Outcomes and Components
Purpose: The seventh grade science curriculum is designed to allow students to explore
several fields of study and demonstrate not only how those fields are
interconnected, but help the student to identify the importance of each area of
study to their everyday lives. In keeping with middle level philosophy and
research based practices, students will be provided a variety of hands-on activities
as well as activities that reinforce the scientific method, good research and study
practices, and provide differentiated strategies to allow for all learning styles and
abilities to find success. Critical to the learning process is the mastery and use
of scientific vocabulary.
Organisms from Macro to Micro HAO – 7.1: Students will conduct microscopic observations and record their observations
through the use of technical drawings. They will identify specific characteristics
of living things.that (NE State Standards addressed in this unit are: 8.1.1, 8.4.1,
8.4.2, 8.4.3, 8.4.4, 8.4.5, 8.7.2, 8.8.1, 8.8.2, and 8.8.3)
Components: 7.1.1 Describe and name organisms
7.1.2 Create technical drawings of selected organisms
7.1.3 Construct, maintain, and observe a pond habitat
7.1.4 Prepare dry mount slides for observation
7.1.5 Create a growing system for plants
7.1.6 Monitor and maintain plant growth
7.1.7 Record germination and development of selected plants
7.1.8 Observe and record the life cycle of selected organisms
7.1.9 Compare and contrast plant and animal cells
HAO – 7.2: Students will analyze and interpret data on selected organisms. They will
demonstrate their understanding of cell division and the reproductive processes.
Students will also design and conduct an inquiry. (NE Standards addressed in this
standard are: 8.1.1, 8.4.1, 8.4.2, 8.4.3, 8.4.4, 8.4.5, 8.7.2, 8.8.1, 8.8.2, and 8.8.3)
Components: 7.2.1 Simulate interphase, mitosis, and cytokinesis
7.2.2 Illustrate the stages of mitosis
7.2.3 Dissect a flower
7.2.4 Pollinate selected plants
7.2.5 Observe and investigate leaf structure and transpiration
7.2.6 Observe and create technical drawings of selected organisms
7.2.7 Determine the average increase of selected organisms in a habitat
HAO – 7.3: Students will create both a written and graphical dichotomous key for selected
organisms. (NE Standards addressed in this standard are: 8.1.1, 8.4.1, 8.4.2, 8.4.3,
8.4.4, 8.4.5, 8.7.2, 8.8.1, 8.8.2, and 8.8.3)
Components: 7.3.1 Compare mold formation in different environments
7.3.2 Examine yeast cell activity
7.3.3 Observe and record hydra in various stages
7.3.4 Harvest seeds
7.3.5 Review and discuss classification and characteristics of selected organisms
studied throughout unit
Properties of Matter HAO – 7.4: Students will demonstrate their understanding of properties of matter by designing
and implementing an inquiry to identify a given substance. They will also
analyze and interpret data. (NE Standards addressed in this standard are: 8.1.2,
8.1.3, 8.2.1, and 8.3.1)
Components: 7.4.1 Measure mass and volume
7.4.2 Discuss mass and weight
7.4.3 Compare density of objects
7.4.4 Determine density of objects
7.4.5 Find the density of air
7.4.6 Evaluate the relationship between density and temperature
7.4.7 Explore the relationship of heat to changes in state
HAO – 7.5: Students will design and conduct an inquiry to evaluate the components of a
mixture. They will illustrate their knowledge of physical properties through
observation and description of components of a mixture. Students will interpret
and analyze data. (NE Standards addressed in this standard are: 8.1.2, 8.1.3,
8.2.1, and 8.3.1)
7.5.1 Evaluate a substance to determine if it is a pure substance or a mixture
7.5.2 Saturate a solution
7.5.3 Determine solubility of a substance
7.5.4 Explore the concept of conservation of mass
7.5.5 Filter a solution
7.5.6 Compare, analyze, and identify inks
7.5.7 Investigate solid solutions
HAO – 7.6: Students will conduct an investigation involving a chemical reaction to
demonstrate conservation of mass. They will analyze and interpret data. (NE
Standards addressed in this standard are: 8.1.2, 8.1.3, 8.2.1, and 8.3.1)
7.6.1 Break down a compound
7.6.2 Examine and classify elements
7.6.3 Combine elements to create an chemical reaction
7.6.4 Compare reactions of selected elements
7.6.5 Explore corrosion
7.6.6 Measure the mass of reactants and products
Light HAO – 7.7: Students will explain selected components related to the nature of light (i.e. how
light travels, types of light, color) (NE State Standards addressed in this unit are:
8.1.2, 8.1.3, 8.2.1, and 8.3.3)
Components:
7.7.1 Identify sources of light and explore how light is produced
7.7.2 Investigate how light travesl
7.7.3 Evaluate light brightness as related to area illuminated and distance traveled
7.7.4 Classify objects according to their ability to reflect or transmit light
7.7.5 Investigate shadow relationship to light
7.7.6 Explain how an image is produced by a pinhole camera
7.7.7 Demonstrate the ability to model various light concepts
7.7.8 Explore the relationship of color, light, and the electromagnetic spectrum
HAO – 7.8: Students also calculate focal points and demonstrate their understanding of light
and image creation by illustrating how light from the film in a move theater
projector can be viewed by a person in the audience. (NE State Standards
addressed in this unit are: 8.1.2, 8.1.3, 8.2.1, and 8.3.3)
7.8.1 Predict and recognize mirror images
7.8.2 Construct a device to see over objects
7.8.3 Investigate convex and concave mirrors
7.8.4 Explore refraction using a transparent block
7.8.5 Focus objects using convex and concave lenses
7.8.6 Model refraction
HAO – 7.9: Students will research an optical device to determine its function, construction,
and history. (NE State Standards addressed in this unit are: 8.1.2, 8.1.3, 8.2.1,
8.3.3, 8.6.1, 8.8.1, and 8.8.4)
7.9.1 Design and construct a simple telescope
7.9.2 Discuss the role of the components of a telescope
7.9.3 Dissect a camera and explain the relationship between the parts and focus,
exposure, and aperture.
7.9.4 Compare and contrast the human eye with the camera
8th
Grade Units
High Achievement Outcomes and Components
Purpose : The eighth grade science curriculum is designed to allow students to explore
several fields of study and demonstrate not only how those fields are
interconnected, but help the student to identify the importance of each area of
study to their everyday lives. In keeping with middle level philosophy and
research based practices, students will be provided a variety of hands-on activities
as well as activities that reinforce the scientific method, good research and study
practices, and provide differentiated strategies to allow for all learning styles and
abilities to find success. Critical to the learning process is the mastery and use
of scientific vocabulary.
Catastrophic Events HAO – 8.1: Students will research and report on a specific catastrophic event that has
occurred some time during history. Their research will include type of event,
where and when the event occurred, causes, characteristics, maps, relationship to
similar events, impact, and a risk analysis relating to future such events. (NE State
Standards addressed in this HAO are: 8.5.1, 8.5.2, 8.7.3, and 8.7.4.)
Components:
8.1.1 Define and discuss the risk as it relates to catastrophic events
8.1.2 Research statistics and determine probability for a specific catastrophic event
8.1.3 Identify and explain ways to mitigate the impact of certain catastrophic events
HAO – 8.2: Students will design and conduct an experiment to determine the relationship of
salinity to density of water. They will also analyze and interpret data on selected
factors that determine weather and climate. (NE State Standards addressed in this
HAO are: 8.1.1, 8.1.2, 8.2.1, 8.3.3, 8.5.1, and 8.7.3)
Components:
8.2.1 Define catastrophic event and provide examples
8.2.2 Compare & Contrast tornados and hurricanes
8.2.3 Model methods of heat transfer (conduction, convection, & radiation)
8.2.4 Investigate the heating and cooling of soil & water
8.2.5 Collect and graph data
8.2.6 Analyze and interpret data
8.2.7 Investigate the relationship between heat, water, air, and land
8.2.8 Define latent heat
8.2.9 Explain the movement of air masses
8.2.10 Conduct scientific inquiry
8.2.11 Investigate the relationship between temperature, pressure, and cloud
formation
8.2.12 Track a hurricane
8.2.13 Explain the relationship of ocean currents to global climate
8.2.14 Map ocean currents
HAO – 8.3: Students will design and conduct an experiment to investigate the effect of loose
soil versus packed soil on the way model buildings respond to shaking. They will
analyze and interpret earth quake data. Students will illustrate and understanding
of the Earth’s structure and forces. (NE State Standards addressed in this unit are:
8.1.1, 8.1.2, 8.1.3, 8.2.1, 8.5.1, 8.5.2, 8.7.3, and 8.7.4.)
Components: 8.3.1. Define earthquake and identify technology that is used in the study of
earthquakes
8.3.2. Investigate and explain seismic waves and their impact on buildings
8.3.3. Record and analyze seismic waves
8.3.4. Use seismic data to locate the epicenter of an earthquake
8.3.5. Plot earthquake data and determine patterns
8.3.6. Explain the relationship of seismic wave data to the study of earth’s interior
8.3.7. Explain the relationship of plate movement to earth’s landforms
8.3.8. Use models to demonstrate forces and plate movement
8.3.9. Demonstrate and explain the Theory of Plate Tectonics as it relates to
convection currents
HAO – 8.4: Students will design and conduct an experiment to investigate the effect of ash
fall on the temperature of the earth’s surface. Students will identify igneous rocks
as well as interpret and analyze data. They will identify locations of catastrophic
events and explain why these events occur where they do. (NE State Standards
addressed in this unit are: 8.1.1, 8.1.2, 8.1.3, 8.2.1, 8.5.1, 8.5.2, 8.7.3, and 8.7.4.)
8.4.1. Analyze the causes and effects of volcanic eruptions
8.4.2. Classify the effects of volcanic eruptions as either destructive or constructive
8.4.3. Illustrate how volcanoes change the landscape
8.4.4. Investigate viscosity and its relationship to volcano type
8.4.5. Sort and classify igneous rock according to its properties
8.4.6. Explain the relationship of igneous rock properties to the method of formation
8.4.7. Analyze ash and explore the effects of ash on people, property, and the
environment
8.4.8. Gather and analyze ash fall data
8.4.9. Explore the effect of ash fall on climate
8.4.10. Identify destructive and constructive effects of ash fall
Human Body
HAO - 8.5: Students will investigate the digestive system organs and how they work to keep
the human body functioning properly. (NE State Standards that are addressed in
this unit are: 8.1.1, 8.1.2, 8.2.1, 8.4.1, and 8.7.1)
Components:
8.5.1. Map and explain the movement of food through the digestive tract.
8.5.2. Investigate and explain digestion in the mouth.
8.5.3. Investigate and explain digestion in the stomach.
8.5.4. Investigate and explain digestion in the small intestine.
HAO - 8.6: Students will research and report on a disease or health care career of their choice.
(NE state standards that are addressed in this unit are: 8.1.1, 8.2.1, and 8.4.1)
Components:
8.6.1. Conduct library research
8.6.2. Write for information
8.6.3. Present findings
HAO – 8.7: Students will identify organs of the respiratory and circulatory systems and
explain their functions. (NE state standards that are addressed in this unit are:
8.1.1, 8.1.2, 8.2.1, and 8.4.1)
Components: 8.7.1. Explore mechanisms of breathing and gas exchange as well as the capacity of the
lungs to hold large quantities of air.
8.7.2. Explore what happens to oxygen and other digested nutrients when they reach
the body cells.
8.7.3. Explore the nature of calories.
8.7.4. Explore the double-pump heart action, heart rate and the factors that affect it and
blood pressure.
HAO - 8.8: Students will explore the musculoskeletal system to understand how the body
uses the energy released by cellular respiration. They will identify key
components of the musculoskeletal system. (NE state standards that are
addressed in this unit are: 8.1.1, 8.2.1, 8.4.1 and 8.4.3)
Components:
8.8.1. Investigate how muscles and joints work together to create movement.
8.8.2. Investigate opposing muscles and muscle fatigue.
8.8.3. Investigate homeostasis, and the autonomic nervous system.
Energy, Machines, & Motion HAO – 8.9: Students will be able to define energy, explain how it is stored, and demonstrate
an understanding between the relationships of energy, work, and force.
(NE state standards that are addressed in this unit are: 8.2.1, 8.3.2, 8.3.3)
Components:
8.9.1. Students will learn the mechanics of energy storage by making, recharging,
storing, and using energy in a battery.
8.9.2. Students will define the term force, and measure elastic and gravitational forces.
8.9.3. Students will demonstrate and measure the force of friction, and relate force to
surface area.
8.9.4. Students will demonstrate and measure force exerted by a motor.
8.9.5. Students will be able to relate work and a motor by measuring work done across
a surface and measuring the work to lift a load.
8.9.6. Students will be able to measure power.
HAO – 8.10: Students will be able to define what a simple machine is. Students will also be
able to compose a list of different types of simple machines, understand how they
work, and demonstrate how they are used in everyday situations. (NE state
standards that are addressed in this unit are: 8.2.1, 8.3.2, 8.3.3, 8.5.3)
Components:
8.10.1. Students will recognize an inclined plane, and will be able to measure forces and
work on a cart on an inclined plane.
8.10.2. Students will recognize a pulley and will demonstrate how pulleys do work.
8.10.3. Students will recognize, balance, and demonstrate how a lever works.
8.10.4. Students will be able to explain, demonstrate, and calculate the mechanical
advantage and efficiency of machines.
8.10.5. Students will be able to match a machine to the job that it would function best in.
HAO – 8.11: Students will be able to understand the concept of motion. Students will define,
demonstrate, calculate, and show how motion applies to us in everyday situations.
(NE state standards that are addressed in this unit are:8.2.1, 8.3.2, 8.3.3)
Components:
8.11.1. Students will be able to investigate the motion of different objects, and calculate
their speed.
8.11.2. Students will apply knowledge and understanding of motion by building a
structure that has motion, and observe and measure the motion that it creates.
9th
Grade Physical Science Units
High Achievement Outcomes and Components
Purpose: Physical Science is a survey course where students will explore chemistry,
physical and earth science. Specific concept areas to be developed will be atomic
structure, structure and properties of matter, chemical reactions, motion, forces
and energy changes. The relationship of these topics to the planet earth will also
be covered. As content areas are presented, emphasis will be given to developing
process skills such as: organizing information, thinking critically, actively
practicing scientific skills in a laboratory setting and representing and applying
data for analysis. Critical to the learning process is student understanding
and use of physical science vocabulary.
Atomic Structure HAO – 9.1: The student will use the periodic table to determine atomic structure and to
predict chemical properties of elements. They will relate the periodic nature of the
table of elements to atomic structure.12.1.2, 12.1.3, 12.1.4, 12.2.1, 12.3.1, 12.3.2,
and 12.3.6)
Components:
9.1.1 Trace the historical development of the current electron cloud model of
atomic structure
9.1.2 Explain why some atoms gain or lose electrons to form ions
9.1.3 Identify how isotopes effects an element’s average atomic mass
9.1.4 Use the periodic table to identify an element by name, symbol, atomic
number, atomic mass, and physical state
9.1.5 Given the atomic number and atomic mass determine the structure of an atom
9.1.6 Relate the organization of the periodic table to the arrangement of electrons
within an atom
9.1.7 Use spectral analysis to identify atoms
9.1.8 Categorize the elements of the periodic table in terms of repeating patterns of
chemical and physical properties, (i.e. Groups, periods)
Structure and Properties of Matter HAO – 9.2: Students will predict and describe how the chemical structure (electron
arrangement) of compounds determines their properties. They will use
physical/chemical properties of substance to identify and/or separate substances.
(NE State Standards addressed in this unit are: 12.1.2, 12.1.4, 12.3.1, 12.3.2,
12.3.3, 12.3.6, and 12.5.2)
Components:
9.2.1 Distinguish between elements, solutions, compounds and mixtures
9.2.2 Explain how and why a chemical bond is formed
9.2.3 Differentiate between covalent and ionic bonds
9.2.4 Relate the chemical formula of a compound to the relative number of atoms or
ions present in the compound
9.2.5 Compare and contrast physical and chemical properties of matter
9.2.6 Compare and contrast physical and chemical changes of matter
9.2.7 Give examples of chemical and physical changes that help shape the earth’s
surface
9.2.8 Use models to visualize a compound’s chemical structure. (ball and stick,
space filling)
9.2.9 Compare the properties of different substances with their different bond types
9.2.10 Investigate the Kinetic Theory of matter
9.2.11 Assess how the composition and temperature of a material effect electron flow
Chemical Reactions HAO – 9.3: Students will use the law of conservation of mass to predict the products of
various chemical reactions. Student will also analyze mass and energy changes in
these chemical reactions. They will identify changes in matter as either chemical
or physical. (NE State Standards addressed in this unit are: 12.1.2, 12.1.3, 12.3.1,
12.3.2, 12.3.3, 12.3.5, 12.3.6, and 12.5.2)
Components:
9.3.1 Define chemical reaction, products, reactants, law of conservation of mass
9.3.2 Balance chemical equations
9.3.3 Compare and contrast types of chemical reactions. (synthesis, decomposition,
single displacement, double displacement)
9.3.4 Determine energy changes as a result of chemical reactions. (endothermic,
exothermic)
9.3.5 Diagram how electrons are involved in bond formations during chemical
reactions
9.3.6 Name simple ionic and covalent compounds
9.3.7 Write chemical formulas for simple ionic and covalent compounds
9.3.8 Predict the charge of a transition metal cation in an ionic compound
9.3.9 Define anion and cation.
9.3.10 Justify geochemical cycles (C2 and N2 cycles) as examples of the law of
conservation of mass
Motion and Forces HAO – 9.4: Students will apply Newton’s Laws of motion in various circumstances to
analyze the effect of forces on the motion of an object. They will be able to
predict how changes in forces within a system will affect the objects in that
system. (NE State Standards addressed in this unit are: 12.1.3, 12.2.1, 12.3.4,
12.3.5, 12.5.1, 12.6.1, and 12.8.3)
Components:
9.4.1 Explain the relationship between motion and a frame of reference
9.4.2 Identify and describe common forces action on objects. (gravitational,
electrical, frictional, etc.)
9.4.3 Relate speed to distance and time
9.4.4 Compare and contrast speed, velocity and acceleration
9.4.5 Calculate the effect of changes to an object’s speed, velocity, acceleration,
force and momentum
9.4.6 Interpret a distance/time graph
9.4.7 Describe inertia and how it is related to Newton’s first law
9.4.8 Explain the effect, both qualitatively and quantitatively, of unbalanced forces
on the motion of objects
9.4.9 Compare and contrast different types of friction
9.4.10 Discuss how friction can be helpful or harmful
9.4.11 Distinguish between mass and weight
9.4.12 Identify gravity as an attractive force that each mass exerts on any other mass
and the factors that influence a change in gravity
9.4.13 Evaluate the concept that free-fall acceleration near Earth is independent of
the mass of the object
9.4.14 Recognize that all moving objects have momentum
9.4.15 Identify the forces and motion present during a car crash
9.4.16 Relate Newton’s laws of motion to the movement of the Earth’s crust
9.4.17 Describe the force that cause the planets to stay in orbit around the sun
Energy HAO – 9.5: Students will create a model that demonstrates energy change and conservation
within a system. Students will analyze these energy changes using a variety of
methods. (NE State Standards addressed in this unit are: 12.1.1, 12.1.3, 12.2.1,
12.3.5, 12.3.6, 12.5.1, and 12.6.1)
Components:
9.5.1 Identify transformations and types of energy
9.5.2 Distinguish between kinetic and potential energy
9.5.3 Explain the relationship between energy and work
9.5.4 Calculate kinetic energy and gravitational potential energy
9.5.5 Recognize that energy is conserved when changing from one form to another
9.5.6 Analyze where energy goes when it seems to disappear
9.5.7 Investigate and measure the kinetic and potential energy of a system
9.5.8 Give examples of how systems tend to become more disorderly over time
(entropy)
9.5.9 Describe heat transfer in terms of conduction, convection and radiation
9.5.10 Recognize that the amount of energy in the universe (any system) is constant
9.5.11 Apply the theory of conservation of energy to the Earth’s energy system
9.5.12 Explain major geologic events, such as earthquakes, volcanic eruptions,
tsunamis in terms of energy transfer
9.5.13 Compare and contrast different types of waves (wave energy)
9.5.14 Identify that all wave types posses and transfer energy
9.5.15 Predict how wavelength and frequency of electromagnetic and mechanical
waves are inversely related
9.5.16 Demonstrate that wave energy can be changed into other forms of energy just
as other forms can be changed into wave energy
9.5.17 Distinguish between mechanical and electromagnetic waves
9.5.18 Compare and contrast the different types of electromagnetic radiation
Origin of Universe HAO – 9.6: Students will compare and contrast various theories on the origins of the
universe. Student discussion will include major features of each theory as well as
evidences for the continuing evolution of the universe. (NE State Standards
addressed in this unit are: 12.1.1, 12.1.2, 12.1.5, 12.3.5, 12.5.4, 12.6.2, and
12.8.1)
Components:
9.6.1 Define the concept universe
9.6.2 Describe the significance of red shift and blue shift
9.6.3 Compare and contrast the major features of theories of the origin of the
universe
9.6.4 Evaluate the evidence that supports the theory of an ongoing expansion of the
universe
Grade 10 Biology Units
High Achievement Outcomes and Components
Purpose: Biology is the study of the diversity of life and the interrelations among
organisms. Students will explore common biological processes as they apply to
the study of cells, genetics, microorganisms, plants, animal ecology, and human
biology. Students will experience varied learning activities including labs,
inquiry activities and classroom discussion. Critical to the learning process is
student understanding and use of biology vocabulary.
Biochemistry HAO – B.1: The student will use appropriate aspects of the scientific method to evaluate
biological processes. Specifically, they will predict the effects of manipulating
environmental factors on the rate of photosynthesis and then experimentally
determine the effects. (NE State Standards addressed in this unit are: 12.1.2,
12.1.3, 12.2.1, and 12.8.3)
Components:
B.1.1 Describe various aspects of the scientific method
B.1.2 Illustrate other methods / procedures used in the field of science
B.1.3 Identify and design a controlled experiment
B.1.4 Distinguish between dependent and independent variables
HAO – B.2: The student will compare and contrast the primary groups of organic molecules
common in most living things. (NE State Standards addressed in this unit are:
12.1.3, 12.3.1, and 12.3.2)
Components:
B.2.1 Distinguish between carbohydrates, proteins, lipids, and nucleic acids
B.2.2 List characteristics of enzymes
B.2.3 Interpret a graph of a chemical reaction with and without an enzyme present
HAO – B.3: The student will distinguish between photosynthesis, cellular respiration, and
fermentation. Students will trace the flow of energy in a living system. (NE State
Standards addressed in this unit are: 12.4.1, 12.4.4, 12.4.5, and 12.5.1)
Components: B.3.1 Compare and contrast the light and dark reactions of photosynthesis
B.3.2 Compare and contrast aerobic and anaerobic respiration types
B.3.3 Explain the importance of ATP to living things
B.3.4 Identify compounds necessary for photosynthesis and respiration
B.3.5 Identify the products of photosynthesis and respiration
B.3.6 Discuss the sun as the ultimate source of energy for living systems here on
Earth
B.3.7 Explain how energy is converted to usable forms for living organisms
B.3.8 Design an energy flow model of photosynthesis and respiration
B.3.9 Explain the importance and conservation of heat to living systems
Cell Biology HAO – B.4: The student will demonstrate the relationship between form / function of the parts
of a typical cell. They will compare and contrast the processes of mitosis and
meiosis. Students will compare and contrast the structure and function of the
mitochondrion and the chloroplast. (NE State Standards addressed in this unit