SCIENCE CURRICULUM (9-12)
(Required courses to meet State Science Standards)

9 Physical Science (1 year)
10 Biology (1 year)

ES Earth Science (1 semester) Approved by DCPS School Board, June, 2004 (Required for graduation for class of 2007)

See chart showing course coverage of Science Standards

12.1 UNIFYING CONCEPTS ANDPROCESSES

Unifying concepts and processes help students think about and integrate a range of basic ideas which builds an understanding of the natural world.

12.1.1 Students will develop an understanding of systems, order, and organization.

10-S-12.1.1 Describe the internal anatomy of an animal and how it is organized into organs and systems.
ES-12.1.1 Predict and evaluate how changes within the four main earth systems affect that system.

12.1.2 Students will develop an understanding of evidence, models, and explanation.

9-S-12.1.2a Show that the way data are displayed affects the interpretation and evaluate the reasonableness of answers.
9-S-12.1.2b Create a physical, mental or mathematical model to show how objects and processes are connected.
10-S-12.1.2 Explain why larger well-chosen samples produce more accurate estimates of the total population.

12.1.3 Students will develop an understanding of change constancy, and measurement.

9-S-12.1.3a Demonstrate use of metric measurement and conversions.
9-S-12.1.3b Describe rate of change by comparing one measured quantity to another measured quantity.
ES-12.1.3a Calculate the age of various materials by using radioactive-isotopes.

ES-12.1.3b Using dendrochronology, describe changes in the environment that affect the growth periods of trees.

12.1.4 Students will develop an understanding of form and function.

9-S-12.1.4 Explain how the change in form of an object over time has affected the object's function.
10-S-12.1.4a Explain how an organism's form matches its function.
10-S-12.1.4b Explain how the structure of internal organs is vital to their function.
10-S-12.1.4c Compare and contrast the form and function of animal and plant cells.

12.1.5 Students will develop an understanding of change over a period of time.

ES-12.1.5a Describe factors contributing to global warming and its effect on the environment.

ES-12.1.5b Describe how the earth has changed over time.

12.2 SCIENCE AS INQUIRY

Science as inquiry requires students to combine processes and scientific knowledge with scientific reasoning and critical thinking to develop their understanding of science.

12.2.1 Students will develop the abilities needed to do scientific inquiry.

9-S-12.2.1a Design and conduct scientific investigations
9-S-12.2.1b Use technology and mathematics to improve investigations and communication of data. (e.g., CBL/ graphical analysis)
ES-12.2.1a Design and conduct scientific investigations.

ES-12.2.1b Use technology and mathematics to improve investigations and communication of data.

12.3 PHYSICAL SCIENCE

Physical science focuses on the science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

12.3.1 Students will develop an understanding of the structure of the atom.

9-S-12.3.1a Identify and explain how the structure of an atom determines the chemical properties of an element.
9-S-12.3.1b Explain the difference between ionic and covalent bonding.

12.3.2 Students will develop an understanding of the structure and properties of matter.

9-S-12.3.2a Classify the types of matter.
9-S-12.3.2b Explain how the repeating patterns on the periodic table determine the physical and chemical properties.
9-S-12.3.2c Define the characteristics of solids, liquids and gases using the kinetic theory of matter.
9-S-12.3.2d Identify examples of chemical and physical changes. 

12.3.3 Students will develop an understanding of chemical reactions.

9-S-12.3.3a Recall and explain the five common types of chemical reactions.
9-S-12.3.3b Explain the differences between exothermic and endothermic reactions.
9-S-12.3.3c Write and balance chemical reactions.
9-S-12.3.3d Describe the factors influencing the rates of chemical reactions, including catalysts.
9-S-12.3.3e Apply the Law of Conservation of Mass to a chemical reaction.

12.3.4 Students will develop an understanding of motions and forces.

9-S-12.3.4a Identify the forces which cause an object to move. (Net vs. Balanced forces)
9-S-12.3.4b Explain the Laws of Motion.
9-S-12.3.4c Calculate and explain speed, velocity, and acceleration. 

12.3.5 Students will develop an understanding of the conservation of energy and increase in disorder.

9-S-12.3.5a Describe heat transfer in terms of conduction, convection and radiation.
9-S-12.3.5b Recall that the total energy in the universe is constant and can never be destroyed, but may change form.
9-S-12.3.5c Distinguish between kinetic energy and potential energy.
9-S-12.3.5d Explain and apply the Law of Conservation of Momentum.

12.3.6 Students will develop an understanding of the interactions of energy and matter.

9-S-12.3.6a Describe ways in which waves transfer energy.
9-S-12.3.6b Demonstrate how wavelength and frequency are inversely related.
10-S-12.3.6 Recall that light waves carry energy that is captured by plants during photosynthesis.

12.3.7 Physical Science Objectives Above & Beyond NE State Standards

9-S-12.3.7a Classify the three types of solutions and identify the solute and solvent.
9-S-12.3.7b Discuss how solubility varies as a result of temperature differences.
9-S-12.3.7c Describe the characteristic properties of acids and bases.
9-S-12.3.7d Explain what determines the strength of acids and bases.
9-S-12.3.7e Compare and contrast plastics and synthetic fibers.
9-S-12.3.7f Compare and contrast alloys and ceramics.

12.4 LIFE SCIENCE

Life science focuses on the science facts, concepts, principles, theories, and models that are important for all students to know, understand, and use.

12.4.1 Students will develop an understanding of the cell.

10-S-12.4.1a Recall functions of cell organelles and how they allow the cell to survive.
10-S-12.4.1b Describe the process of cell division (mitosis).

12.4.2 Students will develop an understanding of the molecular basis of heredity.

10-S-12.4.2a Use an illustration to show that DNA is formed from four subunits (A,G,C,T) that are bound together in specific pairs(Chargaff's Rule).
10-S-12.4.2b Explain how the information in DNA is used to construct proteins from amino acids.
10-S-12.4.2c Recall that most cells of the human body contain two copies of each of 22 different chromosomes, in addition to a pair of chromosomes that determine sex (XX female, XY male.
10-S-12.4.2d Compare and contrast meiosis and mitosis.

12.4.3 Students will develop an understanding of the theory of biological evolution.

10-S-12.4.3a Explain the theory of natural selection and its role in biological evolution.

12.4.4 Students will develop an understanding of the interdependence of organisms.

10-S-12.4.4a Describe examples of organisms cooperating and competing in an ecosystem.
10-S-12.4.4b Explain how energy flows through an ecosystem from producers to consumers.
10-S-12.4.4c Recall that molecules on the earth cycle among the living and nonliving components of the biosphere..
10-S-12.4.4d Recall and make judgments about how humans are modifying ecosystems. 

12.4.5 Students will develop an understanding of matter, energy, and organization in living systems.

10-S-12.4.5a Recall that all energy on earth comes ultimately from the sun and is converted into a form that can be utilized by organisms by the process of photosynthesis.
10-S-12.4.5b Recognize that all matter tends towards a disorganized state and that living systems require a continuous input of energy in order to survive.
10-S-12.4.5c Recall that cells have specialized organelles that allow for the capture and or release of energy.
10-S-12.4.5d Describe the importance of the chemical bonds of food energy for energy flow from producers to consumers.
10-S-12.4.5e Recognize that cells temporarily store energy in ATP.

12.4.6 Students will develop an understanding of the behavior of organisms.

10-S-12.4.6a Make observations, gather and analyze data about the behavior of selected animals in their natural setting..
10-S-12.4.6b Describe how behavioral biology has implications for humans.

12.5 EARTH AND SPACE SCIENCE

12.5.1 Students will develop an understanding of energy in the earth system.

ES-12.5.1a Distinguish between internal sources of energy and external sources of energy and explain how both provide energy to the earth system.

ES12.5.1b Identify natural and alternative energy resources.

12.5.2 Students will develop an understanding of geochemical cycles.

ES-12.5.2a Describe how the four main Earth systems(lithosphere, hydrosphere, atmosphere, and biosphere) interact with each other.

ES-12.5.2b Investigate and diagram how elements and compounds cycle through the Earth systems as part of the geochemical cycles.

12.5.3 Students will develop a scientific understanding of the origin of the earth system.

ES-12.5.3a Investigate and estimate geologic time by observing rock sequences and using fossils to correlate the sequences at various locations.

ES-12.5.3b Use several different methods to predict the absolute age of various materials.(Radioactive decay, dendrochronology, varves).

ES-12.5.3c Contrast the early earth with the planet we live on today.

12.5.4 Students will develop a scientific understanding of the origin of the universe.

ES-12.5.4a Compare and contrast theories about the formation of the universe.

ES-12.5.4b Describe various theories on the formation and classifications of galaxies.

12.6 SCIENCE AND TECHNOLOGY

An understanding of science and technology establishes connections between the natural and designed world, linking science to technology.

12.6.1 Students will develop an understanding of technological design.

9-S-12.6.1 Apply Newton's Laws of Motion to the design of seatbelts.

12.6.2 Students will develop an understanding about science and technology.

9-S-12.6.2 Explain how science advances with the introduction of new technology (e.g., television, plastics, ceramics).

12.7 SCIENCE IN PERSONAL ANDSOCIALPERSPECTIVES

A personal and social perspective of science helps a student understand and act on personal and social issues. This perspective builds a foundation for future decision making.

12.7.1 Students will develop an understanding of personal and community health.

11/12-S-12.7.1a Define health and wellness.
11/12-S-12.7.1b Define risks in terms of health.
11/12-S-12.7.1c Explain, in writing, how the decision-making model works.

By using the All-Stars Program, the learner will be exposed to research findings regarding the prevention and cessation of risky health behaviors. Preventing students from engaging in variety of health behaviors will be discussed in the following topic areas:

Mental and Emotional Health

11/12-S-12.7.1d List the four major factors that determine an individual’s health.

Family Living
Growth and Development

11/12-S-12.7.1e Explain how heredity can be a limiting health factor.

Nutrition
Alcohol, Tobacco, and other Drugs

11/12-S-12.7.1f Explain the differences between prescription and non-prescription drugs.

Personal Health

11/12-S-12.7.1g Explain, in writing, how the decision-making model works.
11/12-S-12.7.1h Describe, in writing, the benefits of regular physical exercise and its relationship to proper health practices.
11/12-S-12.7.1i List five components of fitness and the ways to test for them.
11/12-S-12.7.1j Describe the three stages of a physical fitness workout.
11/12-S-12.7.1k Identify safety considerations in planning a physical fitness program.

Communicable and Chronic Diseases

11/12-S-12.7.1m Define, in writing, pathogen and disease.
11/12-S-12.7.1n Explain the difference between infectious and non-infectious disease.
11/12-S-12.7.1o Differentiate between acute and chronic diseases.
11/12-S-12.7.1p Explain in writing, the role of the body's defense system in the control of disease
11/12-S-12.7.1q Describe how vaccinations work in causing immunity.
11/12-S-12.7.1r Explain the role of health behaviors in disease prevention and control.

Environmental Health

11/12-S-12.7.1s Describe general guidelines for choosing health products and services carefully.
11/12-S-12.7.1t Explain, in writing, the role of advertising in influencing health consumer choices.
11/12-S-12.7.1u Describe how information on labels of health products can aid in making choices.
11/12-S-12.7.1v Explain that consumer protection is chiefly an individual responsibility.

12.7.2 Students will develop an understanding of the effects of population change.

10-S-12.7.2a Identify causes of population growth and decline.
10-S-12.7.2b Predict how population change may impact resource use and environments.

12.7.3 Students will develop an understanding of natural resources.

ES-12.7.3a Distinguish between renewable and nonrenewable resources.

ES-12.7.3b Describe how humans impact the earth’s resources (land, air, water)

12.7.4 Students will develop an understanding of environmental quality.

ES-12.7.4a Describe factors contributing to global warming and its effect on the environment.

ES-12.7.4b Identify some sources of water pollution and describe some methods of controlling water pollution.

12.7.5 Students will develop an understanding of natural and human-induced hazards.

10-S-12.7.5 Describe how human activities increase or reduce the potential for hazards.

12.7.6 Students will develop an understanding of the role of science and technology in local, national, and global challenges.

9-S-12.7.6 Recall that science and technology are essential social enterprises that indicate what could happen, but not what should happen.
10-S-12.7.6 Identify social issues and explain how they may affect advancements in science and technology. (e.g., cloning).

12.8HISTORY AND NATURE OF SCIENCE

The history and nature of science illustrates different aspects of scientific inquiry, the human aspects of science, and the role of science in the development of various cultures.

12.8.1 Students will develop an understanding of science as a human endeavor.

10-S-12.8.1a Recall the contributions of specific scientists(e.g., Erwin Chargaff, James Watson, Francis Crick, Rosalind Franklin, Charles Darwin, Gregor Mendel) and how their discoveries were based on the work of others.

12.8.2 Students will develop an understanding of the nature of scientific knowledge.

9-S-12.8.2 Create scientific explanations consistent with experimental and observational evidence; make predictions, use logic report methods and procedures.
10-S-12.8.2a Recall that as new discoveries are made as the result of scientific exploration, especially in the fields of molecular biology and genetics, scientific knowledge is subject to change.
10-S-12.8.2b Recall explanations on how the natural world changes based on myths, personal beliefs, religious values, or superstition may be personally useful and socially relevant, but they are not scientific.

12.8.3 Students will develop an understanding of the history of science.

9-S-12.8.3 Describe the contributions of a scientist and explain the advancements made to benefit society.
10-S-12.8.3 Recall that some advances in science and technology have had important and long-lasting effects on society (e.g., biological evolution, genetic engineering).

SCIENCE SAC APPROVAL 5-21-2004