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AISJ Science: Scope & Sequence High School !"#$

1 HS Science, February, 2015 -‐ MPS

The Science Scope and Sequence document represents an articulation of what students should know and be able to do. The document supports teachers in knowing how to help students achieve the goals of the standards and understanding each standard conceptually. It should be used as a tool to assist in planning and implementing a high quality instructional program. • The “Sequence of Units” provides a snapshot of the recommended pacing of instruction across a year. • The unpacking section contains rich information and examples of what the standard means; this section is an essential component to help both teachers and students understand the standards. • The progressions provides valuable information for pre assessment as well as information on what follows.

Sequence of Units for Grade 9

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Scientific skills Cell and

characteristics of life

Atomic Structure, Periodic Table and Bonding

Thermal physics Nutrition Waves Acids and Bases

Sequence of Units for 10

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Heart/Blood/Lungs Cellular respiration

Relative Atomic Mass, Relative Molecular mass and Molar mass Avogadro’s number Moles Writing chemical formula and naming compounds

Mechanics Ecology Evolution Genetics/Genetic engineering Mitosis and Meiosis

Organic Chemistry Work, energy and power Electric circuits



Sequence of Units for 11 Biology

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Cell Biology Molecular biology Metabolism, cell

respiration and photosynthesis

Human physiology Option D: Human Physiology

Animal Physiology

Chemistry

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Atomic Structure Stoichiometric

Relationships Ionic & Covalent Bonding

Reduction & Oxidation

Periodicity Covalent Structures

Unit 7 Unit 8 Unit 9 Energetics Kinetics Measurement & Data

Processing

ESS

Unit 1 Unit 2 Unit 3 Unit 4 Systems, models and ecosystem structure

The function of the ecosystem and associated biotic and abiotic factors

Environmental changes and value systems

Human population growth and resource use

Physics

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Measurement Mechanics Thermal Physics Waves Electricity and

Magnetism Gravitation and Circular Motion

Atomic, Nuclear and Particle Physics



SEHS Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Measurement and evaluation of human performance

Anatomy Exercise physiology Movement Analysis Energy systems Skill in sport

Sequence of Units for 12

Biology Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Nucleic acids Genetics Genetics and Evolution

Evolution and biodiversity

Ecology Photosynthesis and Plant Biology

Chemistry

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Equilibrium Acids and Bases Redox Processes Organic Chemistry Medicinal Chemistry ESS

Unit 1 Unit 2 Unit 3 Pollution and limits to population growth How humans affect the environment Biodiversity and conservation

Physics

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Energy Production Wave Phenomena Fields Electromagnetic

Induction Quantum and Nuclear Physics

Option

SEHS

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Optimizing training for physiological performance

Environmental factors and performance

Non-‐nutritional ergogenic aids

Individual differences in sport

Motivation Mental preparation for sport

Psychological skills training



Science Standards

Standard 1: Life Science Learners will understand the basic concepts and principles of life science

1. Organization & Development 2. Matter of Energy Transformation 3. Interdependence 4. Heredity & Reproduction 5. Evolution & Diversity

Standard 2: Physical Science Learners will develop an understanding of concepts, models, theories, universal principles, and the facts that explain the physical world

1. Properties of Matter 2. Changes in Matter 3. Forms of Energy 4. Energy Transfer & Conservation 5. Motion at the Macroscopic Level 6. Forces Affecting Motion

Standard 3: Earth & Space Science Learners will gain an understanding of the origin, evolution and structure of the universe and will gain an understanding of the structure, dynamics, and geophysical systems of the earth

1. Objects in the Universe 2. History of the Earth 3. Properties of Earth’s Materials 4. Tectonics 5. Energy in Earth’s Systems 6. Climate & Weather 7. Biogeochemical Cycles



Standard 4: Scientific Inquiry and Critical Thinking Learners will demonstrate an understanding of the nature of scientific inquiry Standard 5: History & Nature of Science Learners will demonstrate an understanding of the history of science and the evolvement of scientific knowledge Standard 1: Life Science Learners will understand the basic concepts and principles of life science.

Benchmarks LS

Performance Indicators Grade 9 Grade 10 Grade 11 Grade 12

1.1 Organization and Development All life forms, at all levels or organization, use specialized structures and similar processes to meet life’s needs

1.1.1 Describe the four main groups of organic molecules and outline their role in the cellular processes of life

1 BIO: Heart/Blood/Lungs Cellular respiration • Describe proteins as

complex organic molecules that carry out most cellular functions and explain that the function that proteins serve is determined by their structure.

• Relate the concept that DNA molecules in cells serve as instructions to the cell for making proteins.

2 BIO: Molecular Biology • Describe how the elements

most common in organisms (carbon, hydrogen, oxygen, nitrogen and sulfur) interact to form complex molecules.

• Explain that many organic molecules are continuously constructed and deconstructed in cells.

• Describe the general structure and function of the major groups of organic molecules: carbohydrates, lipids, proteins and nucleic acids

• Describe proteins as complex organic molecules that carry out most cellular

1 BIO: Nucleic acids • Relate the concept that

DNA molecules in cells serve as instructions to the cell for making proteins.

4 CHEM: Organic Chemistry • Describe how the

elements most common in organisms (carbon, hydrogen, oxygen, nitrogen and sulfur) interact to form complex molecules.

• Describe the general structure and function of the major groups of organic molecules:



functions and explain that the function that proteins serve is determined by their structure.

carbohydrates, lipids, proteins and nucleic acids

1.1.2 Relate the importance of cell division and differentiation to development and organization in organisms

4 BIO: Ecology & Evolution Genetics/Genetic engineering Mitosis and Meiosis • Compare the daughter cells

of cell division to the parent cells to include chromosome number.

• Diagram chromosome movement during the process of mitosis

• State that different types of cells are different from one another in multi-‐cellular organisms due to expression of different genes during development.

• Describe ways in which cellular processes are regulated by internal and external signals.

1 BIO: Cell Biology • Compare the daughter cells

of cell division to the parent cells to include chromosome number.

• Diagram chromosome movement during the process of mitosis

• State that different types of cells are different from one another in multi-‐cellular organisms due to expression of different genes during development.

2 BIO: Molecular Biology • Describe ways in which

cellular processes are regulated by internal and external signals.

4 BIO: Human Physiology • Describe ways in which

cellular processes are regulated by internal and external signals.

2 BIO: Genetics • Compare the daughter

cells of cell division to the parent cells to include chromosome number.

1.2 Matter and Energy Transformation Living things obtain and use energy

1.2.1 Describe the processes of photosynthesis and

1 BIO: Heart/Blood/Lungs Cellular respiration 4 BIO: Ecology & Evolution Genetics/Genetic engineering

2 BIO: Molecular Biology • Describe aerobic cellular

respiration as the process of releasing energy from

4 BIO: Evolution and Biodiversity • Display an understanding

that plants, many protists



aerobic cellular respiration, the types of organisms that carry out these processes and the role these processes play in the biosphere

Mitosis and Meiosis • Display an understanding

that plants, many protists and many bacteria, are producers and carry out photosynthesis.

• Describe aerobic cellular respiration as the process of releasing energy from organic molecules in the presence of oxygen to power cellular processes.

• Distinguish between those organisms that carry out aerobic and anaerobic respiration as their primary means of obtaining energy.

• Compare and contrast how photosynthesis and aerobic cellular respiration move carbon through the biosphere.

organic molecules in the presence of oxygen to power cellular processes.

• Distinguish between those organisms that carry out aerobic and anaerobic respiration as their primary means of obtaining energy.

3 BIO: Metabolism, cell respiration and photosynthesis • Describe aerobic cellular

respiration as the process of releasing energy from organic molecules in the presence of oxygen to power cellular processes.

1 ESS: Systems, models and ecosystem structure • Describe photosynthesis as

the process of converting water and carbon dioxide into high energy sugar molecules using energy from the sun.

• Display an understanding that plants, many protists and many bacteria, are producers and carry out photosynthesis.

and many bacteria, are producers and carry out photosynthesis.

6 BIO: Photosynthesis and Plant biology • Describe photosynthesis

as the process of converting water and carbon dioxide into high energy sugar molecules using energy from the sun.

• Compare and contrast how photosynthesis and aerobic cellular respiration move carbon through the biosphere.

1.2.2 Explain that as energy and matter flow

4 BIO: Ecology &Evolution Genetics/Genetic engineering Mitosis and Meiosis

3 BIO: Metabolism, cell respiration and photosynthesis • Demonstrate an

5 BIO: Ecology • Compare and contrast the

ways in which energy and



through ecosystems, energy is lost and matter is conserved

• Demonstrate an understanding of several different ways that the products of photosynthesis are used in organisms.

• Compare and contrast the ways in which energy and matter are transformed as they move through trophic levels in food webs.

• Compare and contrast the ways in which energy and matter are conserved and/or lost as they move through trophic levels in food webs.

understanding of several different ways that the products of photosynthesis are used in organisms.

1 ESS: Systems, models and ecosystem structure • Demonstrate an


• Compare and contrast the ways in which energy and matter are transformed as they move through trophic levels in food webs.


matter are transformed as they move through trophic levels in food webs


6 BIO: Photosynthesis and Plant biology • Demonstrate an


1.3 Interdependence Ecosystems display patterns of organization, change, and stability as a result of interactions and interdependencies among

the life forms and the physical components of the Earth 1.3.1 Display an understanding of ways in which humans have a significant impact on other species

4 BIO: Ecology & Evolution Genetics/Genetic engineering Mitosis and Meiosis • Investigate and relate what

impacts rapid climate change might have on an ecosystem.

3 ESS: Environmental changes and value systems • Interpret and evaluate data

to determine the impact of humans on ecosystems (i.e. overfishing, deforestation).

5 BIO: Ecology Investigate and relate what impacts rapid climate change might have on an ecosystem. 4 BIO: Evolution and Biodiversity



• Display an understanding of the relationship between climate change and evolution using specific examples.

4 ESS: Human population growth and resource use Investigate the relationship between human population growth and habitat loss and make predictions about the future.

Display an understanding of the relationship between climate change and evolution using specific examples. 1 ESS: Pollution and limits to population growth • Interpret and evaluate

data to determine the impact of humans on ecosystems (i.e. overfishing, deforestation).

2 ESS: How humans affect the environment • Investigate and relate

what impacts rapid climate change might have on an ecosystem.

• Display an understanding of the relationship between climate change and evolution using specific examples.

3 ESS: Biodiversity and conservation • Investigate the

relationship between human population growth and habitat loss and make predictions about the future.



Propose and evaluate measures to lessen human impact on the environment.

1.4 Heredity and Reproduction The transmission of traits in living things

1.4.1 Demonstrate an understanding of the basic relationships between genes, DNA, proteins, cells and organisms

4 BIO: Ecology & Evolution Genetics/Genetic engineering Mitosis and Meiosis

• Distinguish between genes, chromosomes and DNA.

• State that genes code for the synthesis of polypeptides.

• Explain that a gene may affect one or many traits, depending on the role of the protein that it codes for.

• Explain why each cell in a multicellular organism contains thousands of genes.

1 BIO: Nucleic acids • State that genes code

for the synthesis of polypeptides.

2 BIO: Genetics • Distinguish between

genes, chromosomes and DNA.

• Explain that a gene may affect one or many traits, depending on the role of the protein that it codes for.

• Explain why each cell in a multicellular organism contains thousands of genes.

• Explain why all cells in multicellular organisms contain the same DNA (except for gametes).

1.4.2 Describe gamete production and explain the

. Unit 4: Ecology Evolution Genetics/Genetic engineering

Unit 2: Genetics • Compare and contrast

haploid and diploid cells.



importance to diversity in populations

Mitosis and Meiosis • Compare and contrast

haploid and diploid cells. Explain the ways in which sexual reproduction causes variation in

populations.

• Illustrate and annotate the production of gametes through meiosis.

Unit 3: Genetics and Evolution Explain the ways in which sexual reproduction causes variation in populations.

1.4.3 Predict the traits of offspring of individuals in a population

Unit 4: Ecology Evolution Genetics/Genetic engineering Mitosis and Meiosis • Define and describe the

human genome. • Define the term allele. • Explain why organisms have

two genes for each trait. • Describe a human karyotype

to include chromosome number and homologous pairs of chromosomes.

Predict alleles and traits of the offspring of two parents using a

Punnet square.

Unit 2: Genetics • Define and describe

the human genome. • Define the term allele. • Explain why organisms

have two genes for each trait.

• Describe a human karyotype to include chromosome number and homologous pairs of chromosomes.

Predict alleles and traits of the offspring of two parents using

a Punnet square.

1.4.4 Describe new technologies that have been developed in the field of biotechnology and their applications

Unit 4: Ecology Evolution Genetics/Genetic engineering Mitosis and Meiosis • Outline the production of a

transgenic organism. • Describe how genetically

modified organisms (GMOs) are produced and describe

ESS Unit 4: Human population growth and resource use

Describe how genetically modified organisms (GMOs) are

produced and describe potential benefits and harms of the creation and use of GMOs.

Unit 2: Genetics • Outline the

production of a transgenic organism.

• Describe how genetically modified organisms (GMOs) are produced and describe potential



potential benefits and harms of the creation and use of GMOs.

• Display an understanding of what gene therapy is and the challenges and potential benefits of this technology.

Describe the applications of sequencing genes or genomes of humans and other organisms

benefits and harms of the creation and use of GMOs.

• Display an understanding of what gene therapy is and the challenges and potential benefits of this technology.

Describe the applications of sequencing genes or genomes

of humans and other organisms.

1.5 Evolution and Diversity The diversity of species, natural selection and adaptations

1.5.1 Explain, in writing the relationships between populations, species, their environment, natural selection and evolution

Unit 4: Ecology Evolution Genetics/Genetic engineering Mitosis and Meiosis Distinguish between organisms,

species and populations.

ESS Unit 1: Systems, models and ecosystem structure • Distinguish between

organisms, species and populations.

ESS Unit 3: Environmental changes and value systems • Interpret, evaluate and

summarize data about changes in a population over time.

Give examples showing why populations that are diverse are more able to survive changes in

their environment.

Unit 3: Genetics and Evolution • Define evolution as a

change in the gene pool of a population over time.

• Explain how natural selection causes changes in populations over time and can lead to the formation of new species.

• Interpret, evaluate and summarize data about changes in a population over time.

Give examples showing why populations that are diverse are more able to survive



changes in their environment. Unit 5: Ecology

• Distinguish between organisms, species and populations.

ESS Unit 1: Pollution and limits to population growth ESS Unit 3: Biodiversity and conservation • Interpret, evaluate and

summarize data about changes in a population over time.

Standard 2: Physical Science Learners will develop an understanding of concepts, models, theories, universal principles, and the facts that explain the physical world

Benchmarks

PS


2.1 Properties of Matter Characteristic properties of matter and the relationship of these properties to their structure and behavior

2.1.1 Connect the arrangement of, and the strength of interactive forces between, atoms or molecules to the physical


• Explain how we know that atoms exist

• Describe the

Unit: Stoichiometric Relationships • Relate the kinetic

molecular theory to the properties of an ideal gas.



properties of solids, liquids and gases

evidence for the existence of electrons and protons and their presence in atoms.

• Relate the properties of the main group elements to their electron arrangements.

• Relate trends in the periodic table to the atomic structures of elements.

Thermal Physics

• Explain how we know that atoms exist

• Relate the kinetic molecular theory to the properties of an ideal gas.

• Relate verbally, mathematically, or graphically, the behavior of the parameters that describe the physical behavior of gases.


List conditions under which gases deviate from ideal behavior. Thermal Physics

• Explain how we know that atoms exist?

• Relate the kinetic molecular theory to the properties of an ideal gas.


• List conditions under which gases deviate from ideal behavior.

Interpret a phase diagram. 2.1.2 Atomic Structure, Periodic Unit: Periodicity



Show understanding of the commonality and patterns of physical and chemical properties through the arrangement of atomic number within the Periodic Table

Table and Bonding • Describe the

composition of an atom

• Describe the results of Thomson, Rutherford, and Bohr models of the atom.

Relate trends in the periodic table to the atomic structures of elements.

2.1.3 Demonstrate understanding of the composition of atoms and their characteristics (mass, charge, and electric/nuclear forces) and know that a neutral atom has equal numbers of protons and electrons and that isotopes of an element have different numbers of neutrons


• Explain interactions between atoms that hold them together in molecules or between oppositely charged ions are called chemical bonds.

• Explain how the configuration of atoms determine the molecular combinations.

Unit: Atomic Structure • Describe the

composition of an atom

• Describe the results of Thomson, Rutherford, and Bohr models of the atom.

• Explain the differences between electrical and nuclear forces.

Describe how the strong nuclear force acts among nucleons.

2.2 Changes in Matter Interactions can produce changes in a system, although the total quantities of matter and energy remain unchanged

2.2.1 Demonstrate understanding of how an atom’s electronic configuration, particularly its outermost electrons – determine how the atom interacts with other


• Explain interactions between atoms that hold them together in molecules or between oppositely charged ions are

Unit: Covalent & Ionic Bonding • Explain interactions

between atoms that hold them together in molecules or between oppositely charged ions are called



atoms called chemical bonds.

• Explain how the configuration of atoms determine the molecular combinations.

chemical bonds. Explain how the configuration of atoms determine the molecular combinations.

2.2.2 Know that changes in state require a transfer of energy

Acids and Bases • Describe the

rearrangements of atoms involved chemical reactions.

Unit: Kinetics • Explain how non-‐

spontaneous reactions can occur.

Distinguish between exothermic and endothermic reactions. ESS Unit 1: Systems, models and ecosystem structure Distinguish between exothermic and endothermic reactions.

2.2.3 Show understanding of the fact that reactions are a result of interactions between atoms, molecules or ions


• Describe how bonds are created by sharing electrons.

• Acids and Bases

• Describe the transfer of hydrogen ions in acid/base reactions.

Unit 5: Organic Chemistry Explain the origins of synthetic polymers, oils, and the large molecules essential to life.

Unit: Oxidation & Reduction • Describe the transfer

of electrons (oxidation/reduction).

Unit: Covalent & Ionic Bonding • Describe how bonds

are created by sharing electrons.

Redox Processes • Describe the transfer of

electrons (oxidation/reduction).

Organic Chemistry • Explain the origins of

synthetic polymers, oils, and the large molecules essential to life.

2.3 Forms of Energy Characteristics of energy and the interactions between matter and energy



2.3.1 Demonstrate understanding that atoms and molecules composing of matter are in constant motion (translational, rotational, and/or vibrational)

Thermal Physics • Describe the kinetic

energy of a particle. • Relate translational

motion to average kinetic energy.

• Demonstrate how energy can be transferred from one object to another during collisions.

Unit: Kinetics • Describe the kinetic

energy of a particle. • Relate translational

motion to average kinetic energy.


Unit: Covalent & Ionic Bonding Explain why molecule shape determines if rotational motion is significant. Thermal Physics

• Describe the kinetic energy of a particle.

• Relate translational motion to average kinetic energy.


2.3.2 Explain how

Electricity and Magnetism • Explain that

AHL Induction • Describe how changing



electromagnetic waves are produced by changing the motion of electric charges or by changing the magnetic field and the energy of these EM wave change and frequency

moving electric charges produce magnetic fields.

magnetic fields can produce electric fields.

AHL Quantum Physics

• Explain why the energy in electromagnetic waves is proportional to the frequency of the wave.

2.3.3 Explain that fission and fusion are reactions involving changes in the nuclei of atoms

Unit: Atomic Structure • Describe the

composition of the nucleus.


• Describe the composition of the nucleus.

• Describe the nuclear processes in the Sun.

• Explain why nuclei become more unstable when neutrons are added.

• Describe the relationship between mass and energy in nuclear reactions.



2.4 Energy Transfer and Conservation Transfer, transformation and conservation of energy

2.4.1 Know that heating a material increases the rotational, translational, and vibrational energies of its atoms/molecules

Thermal Physics • Explain how

translational energy is related to temperature.

• Describe how crystalline structure breaking down results in solids melting when the vibrational energy becomes great enough.

2.4.2 Know that some processes can only be understood from a particulate nature of energy transfer


• Describe how the photoelectric effect supports the particle nature of light.

Justify why radiation from cell phone generated EM waves is harmless because the energy packet is too low to change chemical bonds.

AHL Quantum Physics • Describe how the

photoelectric effect supports the particle nature of light.

Justify why radiation from cell phone generated EM waves is harmless because the energy packet is too low to change chemical bonds.

2.4.3 Demonstrate understanding of total mechanical energy of a

Unit 6: Work, energy and power • Describe potential energy. • Relate the changes in

Mechanics • Describe potential

energy. • Describe the



closed system staying constant

potential energy with distance above the Earth’s surface.

• Describe the energy of motion, kinetic energy.

Relate changes in the kinetic energy of a closed system with the potential energy of the system

energy of motion, kinetic energy.

• Relate changes in the kinetic energy of a closed system with the potential energy of the system.

Gravitation and Circular Motion Relate the changes in potential energy with distance above the Earth’s surface.

2.5 Motion a the Macroscopic Level The motion of an object

2.5.1 Know that velocity and acceleration are quantitative descriptions of the motion of objects

Unit 3: Mechanics • Distinguish between

average speed and instantaneous speeds.

• Identify linear velocity and acceleration from table of data.

• Deduce acceleration from a velocity versus time graph.

Demonstrate how acceleration can occur when an object changes direction but not speed.

Mechanics • Distinguish

between average speed and instantaneous speeds.

• Identify linear velocity and acceleration from table of data.

• Deduce acceleration from a velocity versus time graph.

Demonstrate how acceleration can occur when an object changes direction but not speed.



2.6 Forces Affecting Motion The motion of an object is affected by external forces on it

2.6.1 Know that the motion of an object changes only when a net force is applied to that object

Unit 3: Mechanics • Describe force as a vector. • Describe how unbalanced

or net forces can change the motion of an object.

Predict the forces on an object from observing its motion.

Mechanics • Describe force as a

vector. • Describe how

unbalanced or net forces can change the motion of an object.

Predict the forces on an object from observing its motion

2.6.2 Know that there are key quantities of motion that are constant during interactions between objects

Unit 3: Mechanics Describe how the force of one object on another is ‘mirrored’ by a force on the first object.

Mechanics • Describe how the

force of one object on another is ‘mirrored’ by a force on the first object.

• Describe momentum as a vector.

• Explain the conservation of momentum within a closed system.

Show how the conservation of momentum allows one to know the velocities of interacting particles.

2.6.3 Know the relationship

Unit 3: Mechanics Deduce the acceleration of an

Mechanics • Subtract two



between the net force of an object, its mass, and the resulting acceleration

object knowing the forces on the object and its mass.

velocity vectors to get a change in velocity.

• Calculate the average acceleration of an object given the appropriate data.

Deduce the acceleration of an object knowing the forces on the object and its mass.

2.6.4 Demonstrate understanding of the universality of gravitational attraction

Unit 3: Mechanics • Explain that the weight of

an object is due to the attraction to the Earth.

• Demonstrate the connection between law of gravitational attraction and potential energy.

• Show that all objects fall at the same rate near the Earth’s surface.

Explain how an apple falling on Earth is similar to the Moon orbiting Earth.

Mechanics • Explain that the

weight of an object is due to the attraction to the Earth.

• Show that all objects fall at the same rate near the Earth’s surface.

• Explain how an apple falling on Earth is similar to the Moon orbiting Earth.

Gravitation and Circular Motion

• Demonstrate the connection between law of gravitational attraction and



potential energy. Show how gravitational attraction explains the motion of planets around the Sun.

2.6.5 Demonstrate understanding of the fact that electric force is a universal force between two electrically charged objects

Electricity and Magnetism • Understand the

inverse-‐square law. • Use Coulomb’s law

to compare electrical forces on an object at different distances from another charged object.

Compare the relative strengths of gravitational forces versus electrical forces.

Standard 3: Earth & Space Science Learners will gain an understanding of the origin, evolution and structure of the universe and will gain an understanding of the structure, dynamics, and geophysical systems of the earth

Benchmarks ESS


3.1 Objects in the Universe Apply knowledge of objects in the universe using the appropriate equipment and technology

3.1.1 Know the origin of the universe and describe its evolution


• Explain how hydrogen nuclei

Astrophysics option • Cite evidence for the

Big Bang. Describe the birth-‐death



fuse to form Helium.

• Show how nuclear reactions can produce new nuclei.

• Describe the formation of heavier elements via nuclear processes.

process for stars.

3.2 History of the Earth The Earth’s surface and how scientific theories regarding its formation developed

3.2.1 Explain the methods of determining geological time


• Explain how carbon dating tells us the age of organic materials.

3.2.2 Understand the sporadic and gradual events that have changed the structure of the earth

3.2.3 Know the evidence for believing the solar system was formed from a nebular cloud of dust and gas about 4.6 billion years ago

3.2.4 Explain how the evolution of



life caused dramatic changes in the composition of the Earth’s surface 3.3 Properties of Earth’s Materials

Materials that make up the earth, including rocks, minerals, soils, and fossils, and how they are formed Not assessed at this level 3.4 Tectonics

Gravity, density and convection which moves Earth’s plates causing the plates to impact other Earth systems 3.4.1 Show understanding of how data supports the theory of plate tectonics

3.5 Energy in Earth Systems Energy from the sun provides heat and light for the Earth and is essential for plant growth

Not assessed at this level 3.6 Climate and Weather

The relationship between Earth’s atmospheric properties and processes and its weather and climate 3.6.1 Know that climate is determined by energy transfers from the sun to the Earth’s surface and is influenced by dynamic processes and static features

ESS Unit 2: How humans affect the environment • Identify dynamic

processes that influence climate.

3.7 Biogeochemical Cycles Earth systems have a variety of cycles though which energy and matter continually flow

3.7.1 Show that Earth is a system containing essentially fixed amounts of each stable chemical

ESS Unit 2: The function of the ecosystem and associated biotic and abiotic factors • Describe the

movement of elements within the



Earth system. Justify that the Earth system has essentially fixed amounts of each stable chemical.

3.7.2 Explain the physical and chemical changes that occur as elements and compounds flow through the Earth system

ESS Unit 1: Systems, models and ecosystem structure • Distinguish between

physical and chemical changes within cycles.

ESS Unit 2: The function of the ecosystem and associated biotic and abiotic factors • Explain how energy

sources move matter through Earth’s systems.

Describe the cycles of materials through the Earth’s system i.e. carbon cycle.

Standard 4: Scientific Inquiry and Critical Thinking Learners will demonstrate an understanding of the nature of scientific inquiry

Benchmarks SI


4.1 Design and conduct scientific investigation to explore new phenomena, verify previous

• Use appropriate

tools and technology to collect precise

All Units • Use appropriate tools

and technology to collect precise and

All Units • Use appropriate tools

and technology to collect precise and



results, test how well a theory predicts and compare opposing theories

and accurate data. •

All Units • Apply qualitative and

quantitative measures to analyze data and draw conclusions that are free of bias.

• Compare experimental evidence and conclusions with those drawn by others about the same testable question.

• Communicate and defend scientific findings.

Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted.

accurate data. • Apply qualitative and





accurate data. • Apply qualitative and





Standard 5: History & Nature of Science Learners will demonstrate an understanding of the history of science and the evolvement of scientific knowledge

Benchmarks Performance Indicators

Grade 9 Grade 10 Grade 11 Grade 12 5.1 Show an understanding of the distinction between

All Units • Recognize that

technological advances

All Units • Recognize that

technological



science and engineering/technology and develop an understanding of the societal role in the development of new technologies

generally are in response to practical problems.

• Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted.

• Understand design in technology generally requires taking into account social and ethical constraints in addition to scientific ones.

Understand that technology usually affects society more directly than science does because technology solves practical problems.

advances generally are in response to practical problems.

• Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted.

• Understand design in technology generally requires taking into account social and ethical constraints in addition to scientific ones.

Understand that technology usually affects society more directly than science does because technology solves practical problems

Science S&S HS · AISJScience:Scope&Sequence%%%%%High%School% !"#$%! 3! HS#Science,#February,#2015#3#MPS# SEHS& Unit1& Unit2& Unit3& Unit4& Unit5& Unit6&

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