New Haven Public Schools
SCIENCE
CURRICULUM
OVERVIEW
NEW HAVEN SCHOOLS
SCIENCE STANDARDS
PACING GUIDE/ CURRENT
USE/ EMBEDDED TASK (May
2011)
Richard Therrien
K-12 Science Supervisor
New Haven Schools
54 Meadow Street, 8th Floor
New Haven, CT 06519
Phone: 203-946-7933
Fax: 203-946-8664
NEW HAVEN PUBLIC SCHOOLS SCIENCE CONTENT OUTLINE www.newhavenscience.org
(as well as inquiry standards)
(Note, K-6 content order subject to change and is dependent on kit supply and school specific rotation)
|
Quarter
One |
|
Quarter
Two |
Quarter |
Three |
Quarter
Four |
|
|
Weather
STC W
|
|
Properties
DSM
PROP / FOSS WOOD |
|
Seasons |
Living
Things: characteristics
FOSS TREES |
|
1 |
Compare Measurement
STC CM |
|
Motion NO
KIT |
|
Light
Properties DSM
S/S |
Living
Things: Structure STC
ORG |
|
2 |
Solids/Liquids STC SL |
|
Soil DSM
SOIL |
|
Nutrition
NO KIT |
Animal
Life Cycles STC BUTTRFLY |
|
3 |
Rocks STC R
|
|
Material
Properties STC CT
*ET |
|
Recycling/
Conservation NO
KIT |
Plant
Life Cycles STC |
|
4 |
Force
and Motion STC
MD |
|
Ecosystems
NO KIT |
|
Land/Water
STC
LW |
Electricity
STC
EC *ET |
|
5 |
Sound UNH
Sound |
Light/ Color GEMSCA |
Light
Uses (Lenses) GEMS
MM |
Senses NO
KIT *ET |
Earth,Moon,Stars GEMS (CMT
TEST FOLLOWS) |
Stars or
Health NO KIT |
|
6 |
Ecosystem
Populations STC
|
|
Weather
Systems NO
KIT |
|
Water
Resources URI *ET |
Simple
MachinesDSM |
|
7 |
Properties
of Matter |
Chemical
Properties |
Cells |
Genetics/ Reproduction |
Life
Systems Musculo-Skeletal |
Life
Systems Biochemical *ET |
Microbes/ Food
Preservation |
8 |
Forces/Bridges |
Forces/ Motion *ET |
Solar
System Motion |
Landforms/Earth
Forces |
Tectonic
Plates (CMT TEST FOLLOWS) |
Rock
Cycle |
Natural
Disasters |
9 PhyChem |
Heat/Phase
Changes |
Atoms/ Bonding *ET |
Polymers
*ET |
Earth
chemical cycles *ET |
Earth
Materials/ Environment
Impact *ET |
Energy/ Electricity
*ET |
Energy
Sources/ Impacts *ET |
10 Bio |
BioChemistry
*ET |
Cells/ Bacteria/ Viruses *ET |
Heredity/ Genetics
*ET |
Evolution |
Diseases/ Populations
*ET (CAPT
TEST FOLLOWS) |
Organism
Interdependence |
Organism
Behavior/ Structure |
11 Chem |
Chemical
Properties |
Atomic
Structure |
Nuclear/PT |
Compounds/ Bonding |
Reactions/ Equations/Heat |
Gas
Behavior |
Organic Chemistry |
12 Physics( or electives) |
Motion |
ACCEL |
2 D
Motion |
Forces/Work |
Energy/Electric |
Wave/Sound/Light |
Mod
Physics |
*ET = CT Embedded Task, NHPS District Unit Tasks and Quarterly Assessments Also
Required Grades 7-12, New Haven City Wide Science Fair May 15,16,17th,
2012
New Haven Public Schools Science Curriculum
Vision (FOR ALL COURSES)
District Curriculum For
Grades K-8, PhyChem, Biology, Chemistry, Physics
SCIENCE IS FOR ALL
STUDENTS
All
students, regardless of age, sex, cultural or ethnic background, disabilities,
aspirations, or interest and motivation in science, should have the opportunity
to attain high levels of scientific literacy. Excellence in science education embodies the ideal that all
students can achieve understanding of science if they are given the
opportunity. Our goal is to ensure
that all students at all levels achieve science literacy, for science is the key
to their future.
SCIENCE LITERACY
Science
literacy is a combination of understanding major science concepts and theories,
using scientific reasoning, and recognizing the complex interactions between
science, technology and society.
Scientific literacy requires the ability to apply critical thinking
skills when dealing with science-related issues. A scientifically literate person is able to transfer
knowledge of the academic theories and principles of science to practical
applications in the real world.
Scientific literacy also implies having the capacity to pose and
evaluate arguments based on evidence and to apply logical conclusions from such
arguments. Scientific literacy
means that a person can ask, find, or determine answers to questions derived
from curiosity about everyday experiences. It means that a person has the ability to describe, explain,
and predict natural phenomena.
Scientific literacy entails being able to read with understanding
articles about science in the popular press and to engage in social
conversation about the validity of the conclusions. Scientific literacy implies that a person can identify
scientific issues underlying national and local decisions and express positions
that are scientifically and technologically informed.
LEARNING SCIENCE IS AN
ACTIVE PROCESS
Learning
science is something students do, not something that is done to them. In learning science, students describe
objects and events, ask questions, acquire knowledge, construct explanations of
natural phenomena, test those explanations in many different ways, and
communicate their ideas to others.
This term “active process” implies physical and mental activity. Hands-on activities are not
enough—students also must have “minds-on” experiences. Science teaching must involve students
in inquiry-oriented investigations in which they interact with their teachers
and peers. Students establish
connections between their current knowledge of science and the scientific knowledge
found in many sources; they apply science content to new questions; they engage
in problem solving, planning, decision making, and group discussions; and they
experience assessments that are consistent with an active approach to
learning. Emphasizing active
science learning means shifting emphasis away from teachers presenting
information and “covering” science topics. The perceived need to include all the topics, vocabulary,
and information in textbooks is in direct conflict with the central goal of
having students learn scientific knowledge with understanding. Inquiry into
authentic questions generated from student experiences is the central strategy
for teaching science.
TEACHERS OF SCIENCE GUIDE
AND FACILITATE LEARNING In doing this, teachers:
-Display and demand respect
for the diverse ideas, skills, and experiences of all students.
-Focus and support inquiries
while interacting with students.
-Encourage, model, and
emphasize the skills, attitudes, and values of scientific inquiry, as well as
the curiosity, openness to new ideas and data, and skepticism that characterize
science.
-Orchestrate discourse and
ongoing discussion among students about scientific ideas.
-Challenge students to accept
and share responsibility for their own learning and the learning of all members
of the community.
-Recognize and respond to
student diversity and encourage all students to participate fully in science
learning
-Enable students to have a
significant voice in decisions about the content and context of their work.
-Nurture collaboration among
students.
SCIENCE INSTRUCTION
Science uses instructional strategies and resources to
promote thinking about the content, and students are encouraged to critically
discuss ideas, seek information, and validate explanations.
Concepts: The
overall instructional strategy for teaching science skills and concepts is that
of learning by doing. Abstract
concepts in science are explained in class using diagrams, models, simulations,
and a variety of media. Students
take notes in class, and participate in class discussions. There are questions asked of the
students daily, both written and oral, that ask them to explain concepts and
relate scientific behavior to real life phenomena. The teacher models the use of quantitative and qualitative
analysis through some problem solving strategies in class, which the students
then practice, both in groups and individually.
Labs/Activities: In
each unit of study, students participate in laboratory investigations at least
once a week. The lab
investigations are sometimes set procedures in which the students practice the
skills of observation, measurement, and data analysis. Many other lab experiences ask the
students to design their own safe experiment: formulating hypothesis,
controlling variables, and communicating and explaining their results and
conclusions. The lab experiences
directly relate to the concepts as well as show real life applications of
science concepts. Students explore
phenomena and collect empirical evidence to support their own
explanations.
Real Life: Students
apply the knowledge they have learned by using science concepts to make
decisions about current issues in each unit. They write persuasive essays, conduct collaborative and
independent research, and participate in forums and debates. The students are expected to synthesize
information from various resources and construct carefully reasoned opinions
about the issue. There are case
studies and simulations that require students to learn and apply their science
knowledge and make judgments.
The emphasis in all the
instructional activities is to promote higher order thinking skills and making
connections. Students learn how to
use resources, rather than memorizing many facts, and apply their laboratory
experiences to other situations.
A useful structure for
inquiry-based learning units follows a LEARNING CYCLE model. One such model, the “5-E Model”, engages
students in experiences that allow them to observe, question and make tentative
explanations before formal instruction and terminology is introduced.
Generally, there are five stages in an inquiry-learning unit:
Engagement: stimulate students’ interest, curiosity, and
preconceptions.
Exploration: first-hand experiences with concepts without direct
instruction;
Explanation: students’ explanations followed by introduction of
formal terms and clarifications;
Elaboration: applying knowledge to solve a problem. Students frequently develop and
complete their own well-designed investigations.
Evaluation: students and teachers reflect on change in conceptual
understanding and identify ideas still “under development”.
KEY RESEARCH BASED SCIENCE
INSTRUCTIONAL STRATEGIES
(Strategies adopted from
Marzano, Journal of Research in Science Education, others)
-Create a Climate for
Learning: well planned lessons,
positive teacher attitude, safe, secure, enriching environment.
-Follow a Guided Inquiry Learning Cycle Modelà Open
Ended Inquiry: Guided Inquiry into a teacher posed question by students leads
to students investigating their own questions.
-Generating and Testing
Hypotheses: students given the
opportunity to investigate their ideas.
-Setting
Objectives/Providing Feedback:
Objectives are always clear for all class activities, students always know how
they are meeting objectives.
-Use Warm Up Activities,
Questions, Cues, Advance Organizers:
Starter questions generate interest, cue students as to learning activities,
and provide a reference throughout a lesson
-Assess Prior
Knowledge/Misconceptions: Students
have to construct their internal model of science concepts and reconcile it
with previous experience, often leading to hard to overcome
misconceptions.
-Self-Explanation/Discussion: Students given the opportunity to explain and
discuss ideas are better able to connect prior and new knowledge and
experiences.
-Opportunities to
Communicate/Cooperative Learning:
Science is a group endeavor, as is it’s learning. Students learn best by communicating and learning from each
other.
-Vary the Way Students
Work: Lab groups, learning centers,
projects, and other alternatives to traditional lecture allow for
individualized instruction.
-Practice Effective
Questioning Techniques: Questions are
the tool to move towards a student-centered classroom, and different types of
questions help guide instruction and learning.
-Vary the Structure of
Lessons, Use Research Based
Strategies: Lesson structure depends on the concepts and skills being learned
and assessed. Brain based research
in learning points to specific effective varying structures.
-Identify Similarities and
Differences/Graphic Organizers:
Science concepts are often organized into structures by humans attempting to
understand nature. Help students
understand the classification and organization of knowledge by continually
comparing, classifying, as well as describing analogies and relationships.
-Scaffolded Writing
Practice: Students can move from oral
explanation to written explanation through careful guidance/practice, including
both expository and persuasive writing in science.
-Strengthen Comprehension
for Content Area Reading Text:
provide guided focus question, organizers, response and discussion questions,
summarize, evaluative prompts based on reading.
-Non-Linguistic
Representations: Models, drawings,
and pictures all can help understand science.
-Allow Opportunities for
Peer Review: Students are frequently
asked to evaluate others’ work on standardized testing and must be given
regular opportunities as part of their science experience.
-Create and Embed Science,
Technology and Society (STS), issues,
and other items relevant to students’ lives. These interdisciplinary learning activities are designed to
engage students in the applications of science using their critical thinking
skills and content knowledge. They
afford students the opportunity to examine ideas and data related to
historical, technological, and/or social aspects of science concepts and
content.
ASSESSMENT: (ALSO SEE
DISTRICT ASSESSMENT NOTEBOOK/SITE) www.newhavenscience.org/test
Assessment Strategies:
Students
are assessed with a variety of methods on their knowledge of science concepts
and skills and how they apply to the real world.
Diagnostic assessment can be
used to determine the learning needs of students.
Formative assessment can be
used during instruction in order to guide students and increase learning. Summative assessments are used to
identify achievement of goals and objectives.
DISTRICT ASSESSMENTS ARE
GIVEN QUARTERLY FOR SELECT COURSES:
7th, 8th,
PhyChem, Biology, Chemistry, Physics
Daily
classwork and homework is used to check for understanding of main ideas and
application of the techniques and skills of science. These daily assessment tools include a mixture of written
explanations, diagrams, model building, and problem solving. Students are assessed on their
laboratory skills using rubrics and class monitoring. Students are assessed on their ability to explain
unit-related concepts and their conclusions on experimentation results by written
lab reports, written explanations on quizzes and tests, as well as occasional
oral explanation of laboratory ideas and procedures.
There
are periodic unit quizzes and tests, which assess students’ skills and
knowledge in a similar manner to their daily instructional activities. The written quizzes and tests include a
mixture of knowledge and comprehension questions, as well as questions which
require students to demonstrate knowledge of inquiry skills, explanation of
concepts, as well as making connections to other concepts and everyday experiences. The assessment tools include questions
about cause and effect, steps of scientific processes, and explanation of
phenomena, and are not focused on just vocabulary and word problem solving. Tests and quizzes, as well as midterm
and final exams, may include a lab performance component.
Students
are assessed on their ability to explain science ideas, do research, and defend
decisions about scientific issues by the use of projects and class
simulations. Projects require some
level of judgment and thinking by the students and extend beyond research into
analysis and synthesis. Group and
interpersonal skills are included.
Rubrics detailing students’ ability to present, discuss, and use
scientific research, both lab results and issues, are used by students, peers,
and the teacher.
SCIENCE
CURRICULUM MODEL:
Each science grade K-6, and
each science course 7-12, follows the essential same format, and is linked in
content, skills, and format to the CT State Science Frameworks, standardized
test guidelines, and Grade Level Expectations. Revised versions and
update found at www.newhavenscience.org
The
state of Connecticut has published State Science Frameworks, which have
specific content standards, in four units per grade level K-10, as well as 9-10
overall skill/inquiry standards.
Further unwrapping has produced specific performance expectation
standards (10-18) per grade level, and a further 10-20 list of specific grade
level concept expectations per unit.
There is one CT state required embedded performance task in grades 3-8,
and 10 in grades 9-10. Currently,
standardized testing is conducted in grades 5, 8, and 10, each testing
students’ knowledge and skills on science content in previous grades.
For New Haven Public Schools:
District curriculum standards account for roughly 60% of course instruction
Each
science course/grade has:
-Overview
and Pacing Guide
-Course
Goals/ Objectives
UNIT:
Each
unit, 4 units in grades K-6, and 7 units each year in grades 7-12 have the
format:
-Unit
Goal/Introduction Description/Essential Question
-Power
Standards, link to applicable CT State Performance Expectations.
-Essential
Concepts/ Essential Skills: The
essential content and concepts for each unit, leading to the unit
standards. Linked to CT State Grade
Level Expectations where available.
-Science
Misconceptions: linked to essential
concepts, based on research
-Essential
Vocabulary: To be used as a guide for teachers.
-Outline
of Suggested Sequence of Instructional Activities: In each unit, some activities are references, and
some are required. Links to some teacher and student templates are provided.
-Reading
for Information Piece In some 7-12
units, a suggested reading for information piece is provided.
-Significant
Task: A learning activity that
addresses the essential power standard and concepts of the units. Student and teacher materials are
provided, along with assessment tools.
-Suggested
Assessments: Other suggested
assessment tools
-Resources:
A list of unit related resources,
websites, and activities. This
will be constantly edited and revised as feedback is given.
-Quarterly
Assessments: In grades 7-12, district
wide quarterly assessments are given in science courses, focusing on skills and
concepts to be found on CT standardized tests and are required.
THE STANDARDS FOR SCIENTIFIC INQUIRY, LITERACY AND NUMERACY ARE INTEGRAL PARTS OF THE CONTENT STANDARDS FOR EACH GRADE LEVEL IN THIS CLUSTER.
Grades PreK-2 Core
Scientific Inquiry, Literacy and Numeracy How is scientific
knowledge created and communicated? |
|
Content Standards |
Expected
Performances |
SCIENTIFIC INQUIRY ¨
Scientific inquiry is
a thoughtful and coordinated attempt to search out, describe, explain and
predict natural phenomena. SCIENTIFIC
LITERACY ¨
Scientific literacy
includes speaking, listening, presenting, interpreting, reading and writing
about science. SCIENTIFIC
NUMERACY ¨
Mathematics provides
useful tools for the description, analysis and presentation of scientific
data and ideas. |
A INQ.1
Make observations
and ask questions about objects, organisms and the environment. A INQ.2
Use senses and
simple measuring tools to collect data. A INQ.3
Make predictions
based on observed patterns. A INQ.4
Read, write,
listen and speak about observations of the natural world. A INQ.5
Seek information
in books, magazines and pictures. A INQ.6
Present
information in words and drawings. A INQ.7
Use standard tools
to measure and describe physical properties such as weight, length and
temperature. A INQ.8
Use nonstandard
measures to estimate and compare the sizes of objects. A INQ.9
Count, order and
sort objects by their properties. A INQ.10 Represent information in bar graphs. |
Kindergarten
(as well as inquiry standards) Core Themes, Content Standards and Expected Performances
(subject to rotation order) |
|
Content Standards |
Expected Performances |
·
Energy in the Earth’s
Systems – How do external and internal sources of energy affect the
Earth’s systems? (EARTH) ·
·
Daily and seasonal
weather conditions affect what we do, what we wear and how we feel. |
A7
Describe and record daily weather
conditions. A8
Relate seasonal weather patterns to
appropriate choices of clothing and activities. STC
KIT Weather |
·
Properties of
Matter – How does the structure of matter affect the properties and
uses of materials? (PHYSICAL) ·
K.1 - Objects have
properties that can be observed and used to describe similarities and
differences. ·
Some properties can be
observed with the senses, and others can be discovered by using simple tools
or tests. |
A1
Use the senses and simple measuring
tools, such as rulers and equal-arm balances, to observe common objects and
sort them into groups based on size, weight, shape or color. A2
Sort objects made of materials such
as wood, paper and metal into groups based on properties such as flexibility,
attraction to magnets, and whether they float or sink in water. A3
Count objects in a group and use
mathematical terms to describe quantitative relationships such as: same as,
more than, less than, equal, etc. |
·
Science and
Technology in Society – How do science and technology affect the
quality of our lives? (PHYSICAL) ·
K.4 - Some objects
are natural, while others have been designed and made by people to improve
the quality of life. ·
Humans select both
natural and man-made materials to build shelters based on local climate
conditions, properties of the materials and their availability in the
environment. |
A9
Describe the types of materials
used by people to build houses, and the properties that make the materials
useful. Current
FOSS Kit: Wood or DSM Kit:Properties |
·
Heredity and
Evolution – What processes are responsible for life’s unity and
diversity?(BIO) ·
K.2 - Many
different kinds of living things inhabit the Earth. ·
Living things have
certain characteristics that distinguish them from nonliving things,
including growth, movement, reproduction and response to stimuli. |
A4
Describe the similarities and
differences in the appearance and behaviors of plants, birds, fish, insects
and mammals (including humans). A5
Describe the similarities and
differences in the appearance and behaviors of adults and their offspring. A6
Describe characteristics that
distinguish living from nonliving things. Current
FOSS Kit: Tree |
Grade 1 (as
well as inquiry standards) Core
Themes, Content Standards and Expected Performances (subject to rotation
order) |
|
|
Expected
Performances |
·
Science and
Technology in Society – How do science and technology affect the
quality of our lives? (PHYSICAL) ·
1.4 - The
properties of materials and organisms can be described more accurately
through the use of standard measuring units. ·
Various tools can be
used to measure, describe and compare different objects and organisms. |
A17
Estimate, measure and compare the
sizes and weights of different objects and organisms using standard and
nonstandard measuring tools. STC
Kit: Comparing/Measuring |
·
Forces and Motion
– What makes objects move the way they do? (PHYSICAL) 1.1
-The sun appears to move across the sky in the same way every day, but its
path changes gradually over the seasons. ·
An object’s position
can be described by locating it relative to another object or the background. ·
An object’s motion can
be described by tracing and measuring its position over time. |
A10
Describe how the motion of objects
can be changed by pushing and pulling. A11
Describe the apparent movement of
the sun across the sky and the changes in the length and direction of shadows
during the day. (optional
DSM Force Motion) DSM
Sun Shadow |
·
Structure and
Function – How are organisms structured to ensure efficiency and
survival?(BIO) ·
1.2 - Living things
have different structures and behaviors that allow them to meet their basic
needs. ·
Animals need air,
water and food to survive. ·
Plants need air, water
and sunlight to survive. |
A12
Describe the different ways that
animals, including humans, obtain water and food. A13
Describe the different structures
plants have for obtaining water and sunlight. A14
Describe the structures that
animals, including humans, use to move around. STC
Organism |
Grade 2 (as well as inquiry standards) Core
Themes, Content Standards and Expected Performances (subject to rotation
order) |
|
Content Standards |
Expected
Performances |
Properties
of Matter – How does the structure of matter affect the properties and
uses of materials? (PHY)
Solids tend to
maintain their own shapes, while liquids tend to assume the shapes of their
containers, and gases fill their containers fully. |
A18 Describe differences in the physical properties of
solids and liquids. STC
KIT: Solid/Liquid |
The
Changing Earth – How do materials cycle through the Earth’s systems?
(EARTH) 2.3
- Earth materials have varied physical properties which make them useful in
different ways. Soils can be described
by their color, texture and capacity to retain water. Soils support the
growth of many kinds of plants, including those in our food supply. |
A21 Sort
different soils by properties, such as particle size, color and composition. A22
Relate the properties of different
soils to their capacity to retain water and support the growth of certain
plants. STC/DSM
KIT: Soil |
Science
and Technology in Society – How do science and technology affect the
quality of our lives? (BIO) 2.4
- Human beings, like all other living things, have special nutritional needs
for survival. The essential
components of balanced nutrition can be obtained from plant and animal
sources. People eat different
foods in order to satisfy
nutritional needs for carbohydrates, proteins and fats. |
A23
Identify the sources of common
foods and classify them by their basic food groups. A24
Describe how people in different
cultures use different food sources to meet their nutritional needs. optional
UNH Unit Nutrition/Nutrition Detectives |
Structure
and Function – How are organisms structured to ensure efficiency and survival? (BIO 1.3
- Organisms change in form and behavior as part of their life cycles. Some organisms
undergo metamorphosis during their life cycles; other organisms grow and
change, but their basic form stays essentially the same. |
A15
Describe the changes in organisms,
such as frogs and butterflies, as they undergo metamorphosis. A16
Describe the life cycles of
organisms that grow but do not metamorphose. STC KIT
Butterflies |
THE STANDARDS FOR SCIENTIFIC INQUIRY, LITERACY AND NUMERACY ARE INTEGRAL PARTS OF THE CONTENT STANDARDS FOR EACH GRADE LEVEL IN THIS CLUSTER.
Grades 3-5 Core
Scientific Inquiry, Literacy and Numeracy How
is scientific knowledge created and communicated? |
|
Content Standards |
Expected Performances |
SCIENTIFIC INQUIRY ¨
Scientific inquiry is
a thoughtful and coordinated attempt to search out, describe, explain and
predict natural phenomena. SCIENTIFIC
LITERACY ¨
Scientific literacy
includes speaking, listening, presenting, interpreting, reading and writing
about science. SCIENTIFIC
NUMERACY ¨
Mathematics provides
useful tools for the description, analysis and presentation of scientific
data and ideas. |
B
INQ.1
Make observations
and ask questions about objects, organisms and the environment. B
INQ.2
Seek relevant
information in books, magazines and electronic media. B
INQ.3
Design and conduct
simple investigations. B
INQ.4
Employ simple
equipment and measuring tools to gather data and extend the senses. B
INQ.5
Use data to
construct reasonable explanations. B
INQ.6
Analyze, critique
and communicate investigations using words, graphs and drawings. B
INQ.7
Read and write a
variety of science-related fiction and nonfiction texts. B
INQ.8
Search the Web and
locate relevant science information. B
INQ.9
Use measurement
tools and standard units (e.g., centimeters, meters, grams, kilograms) to
describe objects and materials. B
INQ.10
Use mathematics to
analyze, interpret and present data. |
Grade 3 (as
well as inquiry standards) Core Themes,
Content Standards and Expected Performances (subject to rotation order) |
|
Content Standards |
Expected
Performances |
The
Changing Earth – How do materials cycle through the Earth’s
systems?(EARTH) 3.3
- Earth materials have different physical and chemical properties.
|
B5 -Describe the physical properties of rocks and relate them to their
potential uses. B6
-Relate the properties of rocks to
the possible environmental conditions during their formation. STC
or SCHOOL KIT : ROCKS/MINERALS |
Properties
of Matter – How does the structure of matter affect the properties and
uses of materials? (PHYS) 3.1
- Materials have properties that can be identified and described through the
use of simple tests. ♦
Heating and cooling
cause changes in some of the properties of materials. |
B1
-Sort and classify materials based
on properties such as dissolving in water, sinking and floating, conducting
heat, and attracting to magnets. B2
-Describe the effect of heating on
the melting, evaporation, condensation and freezing of water. STC
KIT: CHEMICAL TESTS |
Science
and Technology in Society – How do science and technology affect the
quality of our lives? (EARTH) 3.4
- Earth materials provide resources for all living things, but these
resources are limited and should be conserved. Decisions
made by individuals can impact the global supply of many resources. |
B7
Describe how earth materials can be
conserved by reducing the quantities used, and by reusing and recycling
materials rather than discarding them. optional
UNH/QU Recycling KIT REQUIRED CMT EMBEDDED TASK: SOGGY
PAPER |
Heredity
and Evolution – What processes are responsible for life’s unity and
diversity? (BIO) 3.2
- Organisms can survive and reproduce only in environments that meet their
basic needs. ♦
Plants and animals
have structures and behaviors that help them survive in different
environments. |
B3
-Describe how different plants and
animals are adapted to obtain air, water, food and protection in specific
land habitats. B4
-Describe how different plants and
animals are adapted to obtain air, water, food and protection in water
habitats. |
Structure and Function – How are organisms
structured to ensure efficiency and survival? (BIO) 2.2 - Plants change their form as part of their
life cycles. The life cycles of flowering plants include seed
germination, growth, flowering, pollination and seed dispersal. |
A 19 -Describe
the life cycles of flowering plants as they grow from seeds, proceed through
maturation and produce new seeds. A20 - Explore
and describe the effects of light and water on seed germination and plant
growth. STC KIT: PLANT GROWTH |
Grade 4 (as well as inquiry standards) Core
Themes, Content Standards and Expected Performances (subject to rotation
order) |
|
Content Standards |
Expected
Performances |
Forces
and Motion – What makes objects move the way they do? (PHYS)
♦
The size of the change
in an object’s motion is related to the strength of the push or pull. ♦
The more massive an
object is, the less effect a given force will have on its motion. |
B8
- Describe the effects of the
strengths of pushes and pulls on the motion of objects. B9
-Describe the effect of the mass of
an object on its motion. STC
KIT: Motion And Design |
Matter and Energy in
Ecosystems – How do matter and energy flow through ecosystems? (BIO) 4.2 - All
organisms depend on the living and non-living features of the environment for
survival. ♦
When the environment
changes, some organisms survive and reproduce, and others die or move to new
locations. |
B10
Describe how animals, directly or
indirectly, depend on plants to provide the food and energy they need in
order to grow and survive. B11
Describe how natural phenomena and
some human activities may cause changes to habitats and their
inhabitants. optional
UNH/QU Ecosystems Units/KIT LITERACY |
Energy
in the Earth’s Systems – How do external and internal sources of energy
affect the Earth’s systems? (EARTH) 4.3
- Water has a major role in shaping the Earth’s surface. ♦
Water circulates
through the Earth’s crust, oceans and atmosphere. |
B12
Describe how the sun’s energy
impacts the water cycle. B13
Describe the role of water in
erosion and river formation. STC
Kit: Land/Water |
Energy
Transfer and Transformations – What is the role of energy in our world?
(PHYS) 4.4 - Electrical
and magnetic energy can be transferred and transformed. ♦
Electricity in
circuits can be transformed into light, heat, sound and magnetic effects. ♦
Magnets can make
objects move without direct contact between the object and the magnet. |
B14
Describe how batteries and wires
can transfer energy to light a light bulb. B15
Explain how simple electrical
circuits can be used to determine which materials conduct electricity. B16
Describe the properties of magnets,
and how they can be used to identify and separate mixtures of solid
materials. STC
KIT: Electric Circuits REQUIRED CMT EMBEDDED TASK: GO WITH
THE FLOW (Light Bulb) |
Grade 5 (as well as inquiry standards) Core Themes,
Content Standards and Expected Performances (subject to rotation order) |
|
Content Standards |
Expected
Performances |
Energy
Transfer and Transformations – What is the role of energy in our
world?(PHYS) 5.1
- Sound and light are forms of energy. ♦
Sound is a form of
energy that is produced by the vibration of objects and is transmitted by the
vibration of air and objects. ♦
Light is a form of
energy that travels in a straight line and can be reflected by a mirror,
refracted by a lens, or absorbed by objects. |
B17
Describe the factors that affect
the pitch and loudness of sound produced by vibrating objects. B18
Describe how sound is transmitted,
reflected and/or absorbed by different materials. UNH SOUND KIT ------------------------------------------------------ B19
Describe how light is absorbed
and/or reflected by different surfaces. B20
Describe how light absorption and
reflection allow one to see the shapes and colors of objects. |
Science
and Technology in Society – How do science and technology affect the
quality of our lives? (PHY) 5.4 - Humans have
the capacity to build and use tools to advance the quality of their lives. ♦
Advances in technology
allow individuals to acquire new information about the world. |
B24
Compare and contrast the structures
of the human eye with those of the camera. B25 Describe the uses of different instruments, such as
eye glasses, magnifiers, periscopes and telescopes, to enhance our vision. GEMS KIT COLOR
ANALYZERS, GEMS KIT MORE
THAN MAGNIFIERS |
Structure
and Function – How are organisms structured to ensure efficiency and
survival? (BIO) 5.2
- Perceiving and responding to information about the environment is critical
to the survival of organisms. ♦
The sense organs
perceive stimuli from the environment and send signals to the brain through
the nervous system. |
B21
Describe the structure and function
of the human senses and the signals they perceive. SCHOOL:
SENSES REQUIRED CMT EMBEDDED TASK: CATCH IT |
Earth
in the Solar System – How does the position of Earth in the solar
system affect conditions on our planet? (EARTH) 5.3 - Most objects
in the solar system are in a regular and predictable motion. ♦
The positions of the
Earth and moon relative to the sun explain the cycles of day and night, and
the monthly moon phases. |
B22 Explain the cause of day and night based on the
rotation of Earth on its axis. B23 Describe the monthly changes in the appearance of
the moon, based on the moon’s orbit around the Earth. GEMS
KIT: EARTH, MOON, STARS CMT
TEST IN MARCH |
HEALTH
TOPICS/Astronomy Units |
HEALTH TOPICS
and/or Astronomy Units (GEMS: EARTH MOON STARS) (CT STATE
HEALTH) |
THE STANDARDS FOR SCIENTIFIC INQUIRY, LITERACY AND NUMERACY ARE INTEGRAL PARTS OF THE CONTENT STANDARDS FOR EACH GRADE LEVEL IN THIS CLUSTER.
Grades 6-8 Core
Scientific Inquiry, Literacy and Numeracy How
is scientific knowledge created and communicated? |
|
Content Standards |
Expected
Performances |
SCIENTIFIC
INQUIRY ♦Scientific inquiry is a thoughtful and coordinated
attempt to search out, describe, explain and predict natural phenomena. ♦Scientific inquiry progresses through a continuous
process of questioning, data collection, analysis and interpretation. ♦Scientific inquiry requires the sharing of findings
and ideas for critical review by colleagues and other scientists. SCIENTIFIC
LITERACY ♦Scientific literacy includes speaking, listening,
presenting, interpreting, reading and writing about science. ♦Scientific literacy also includes the ability to
search for and assess the relevance and credibility of scientific information
found in various print and electronic media. SCIENTIFIC
NUMERACY ♦Scientific numeracy includes the ability to use
mathematical operations and procedures to calculate, analyze and present
scientific data and ideas. |
C
INQ.1 Identify questions that can be answered through
scientific investigation. C
INQ.2 Read, interpret and examine the credibility of
scientific claims in different sources of information. C
INQ.3 Design and conduct appropriate types of scientific
investigations to answer different questions. C
INQ.4 Identify independent and dependent variables, and
those variables that are kept constant, when designing an experiment. C
INQ.5 Use appropriate tools and techniques to make
observations and gather data. C
INQ.6 Use mathematical operations to analyze and interpret
data. C
INQ.7 Identify and present relationships between variables
in appropriate graphs. C
INQ.8 Draw conclusions and identify sources of error. C
INQ.9 Provide explanations to investigated problems or
questions. C
INQ.10 Communicate about science in different formats,
using relevant science vocabulary, supporting evidence and clear logic. |
Grade 6 (as well as inquiry standards) Core
Themes, Content Standards and Expected Performances (subject to rotation
order) |
|
Content Standards |
Expected
Performances |
Matter and Energy in Ecosystems – How do
matter and energy flow through ecosystems? (BIO)
Populations in ecosystems are affected by biotic factors,
such as other populations, and abiotic factors, such as soil and water
supply. Populations in ecosystems can be categorized as
producers, consumers and decomposers of organic matter. |
C 4. Describe how abiotic factors, such as temperature,
water and sunlight, affect the ability of plants to create their own food
through photosynthesis. C 5. Explain how populations are affected by
predator-prey relationships. C 6. Describe common food webs in different Connecticut
ecosystems. STC
KIT: ECOYSTEMS |
Energy in the Earth’s Systems – How do
external and internal sources of energy affect the Earth’s systems? (EARTH) 6.3 - Variations in the amount of the sun’s
energy hitting the Earth’s surface affect daily and seasonal weather
patterns. Local
and regional weather are affected by the amount of solar energy these areas
receive and by their proximity to a large body of water. |
C
7. Describe the effect of heating on the movement
of molecules in solids, liquids
and gases. C 8. Explain
how local weather conditions are related to the temperature, pressure and
water content of the atmosphere and the proximity to a large body of water. C 9. Explain
how the uneven heating of the Earth’s surface causes winds. PH/NEOSCI or FOSS KIT: WEATHER (all yr) |
Science and Technology in Society – How do
science and technology affect the quality of our lives? (EARTH) 6.4 - Water moving across and through earth
materials carries with it the products of human activities. Most
precipitation that falls on Connecticut eventually reaches Long Island Sound.
|
C 10. Explain
the role of septic and sewage systems on the quality of surface and ground
water. C 11. Explain
how human activity may impact water resources in Connecticut, such as ponds,
rivers and the Long Island Sound ecosystem. REQUIRED CMT EMBEDDED TASK: DIG IN URI
KIT (OPEN SPACES): WATERSHEDS |
Energy Transfer and Transformations – What
is the role of energy in our world? (PHYS) 7.1 - Energy provides the ability to do work and
can exist in many forms. Work is the process of making objects move through
the application of force. Energy can be stored in many forms and can be
transformed into the energy of motion. |
C 12. Explain the relationship among force, distance and
work, and use the relationship (W=F x D) to calculate work done in lifting
heavy objects. C 13. Explain how simple machines, such as inclined
planes, pulleys and levers, are used to create mechanical advantage. C 14. Describe
how different types of stored (potential) energy can be used to make objects
move. DMS KIT: SIMPLE
MACHINES/ FOSS LEVERS |
Grade 7
Core Themes, Content Standards and Expected Performances (as well as inquiry standards) |
|
Content Standards |
Expected Performances |
Properties of Matter – How does the
structure of matter affect the properties and uses of materials?(PHYS) 6.1 - Materials can be classified as pure
substances or mixtures, depending on their chemical and physical properties. Mixtures are made of combinations of elements and/or
compounds, and they can be separated by using a variety of physical means. Pure substances can be either elements or compounds,
and they cannot be broken down by physical means. |
C0. Describe matter and its properties. C 1. Describe the properties of common elements, such as oxygen, hydrogen,
carbon, iron and aluminum. C 2. Describe how the properties of simple compounds, such as water and
table salt, are different from the properties of the elements of which they
are made. C
3. Explain how mixtures can be separated by using the
properties of the substances from which they are made, such as particle size,
density, solubility and boiling point. END
QUARTER ONE: Q1 ASSESSMENT |
Structure and Function – How are organisms
structured to ensure efficiency and survival? (BIO) 7.2 - Many organisms, including humans, have
specialized organ systems that interact with each other to maintain dynamic
internal balance. All organisms are composed of one or more cells;
each cell carries on life-sustaining functions. |
C 15.
Describe the basic structures of an
animal cell, including nucleus, cytoplasm, mitochondria and cell membrane,
and how they function to support life. C 25.
Explain the similarities and
differences in cell division in somatic and germ cells. |
Heredity and Evolution – What processes are
responsible for life’s unity and diversity? (BIO) 8.2 - Reproduction is a characteristic of living
systems and it is essential for the continuation of every species. Heredity is the passage of genetic information from
one generation to another. Some of the characteristics of an organism are
inherited and some result from interactions with the environment. |
C 26.
Describe the structure and function
of the male and female human reproductive systems, including the process of
egg and sperm production. C 27. Describe how
genetic information is organized in genes on chromosomes, and explain sex
determination in humans. END
QUARTER TWO: Q2 ASSESSMENT |
Structure and Function – How are organisms
structured to ensure efficiency and survival?(BIO) 7.2 - Many organisms, including humans, have
specialized organ systems that interact with each other to maintain dynamic
internal balance. Multicellular organisms need specialized structures
and systems to perform basic life functions. |
C 17.
Explain how the human musculo-skeletal
system supports the body and allows movement. C 16.
Describe the structures of the
human digestive, respiratory and circulatory systems, and explain how they
function to bring oxygen and nutrients to the cells and expel waste
materials. REQUIRED CMT EMBEDDED TASK: FEEL THE
BEAT END
QUARTER THREE: Q3 ASSESSMENT |
Science and Technology in Society – How do
science and technology affect the quality of our lives?(BIO) 7.4 - Technology allows us to improve food
production and preservation, thus improving our ability to meet the
nutritional needs of growing populations. Various microbes compete with humans for the same sources of food.
|
C 21. Describe
how freezing, dehydration, pickling and irradiation prevent food spoilage
caused by microbes. DISTRICT
EMBEDDED TASK: FOOD END
QUARTER FOUR: Q4 ASSESSMENT |
Grade 8
Core Themes, Content
Standards and Expected Performances (as
well as inquiry standards) |
|
Content Standards |
Expected Performances |
Science
and Technology in Society – How do science and technology affect the
quality of our lives? (PHYS) 8.4 - In the
design of structures there is a need to consider factors such as function,
materials, safety, cost and appearance. Bridges
can be designed in different ways to withstand certain loads and potentially
destructive forces. |
C.
30 Explain how beam, truss and suspension bridges are
designed to withstand the forces that act on them. DISTRICT EMBEDDED TASK: STRONG
BRIDGES END
QUARTER ONE Q1 ASSESSMENT |
Forces
and Motion – What makes objects move the way they do? (PHYS) 8.1 - An object’s
inertia causes it to continue moving the way it is moving unless it is acted
upon by a force to change its motion. The
motion of an object can be described by its position, direction of motion and
speed. An
unbalanced force acting on an object changes its speed and/or direction of
motion. Objects
moving in circles must experience force acting toward the center. |
C
22. Calculate the average speed of
a moving object and illustrate the motion of objects in graphs of distance over
time. C
23. Describe the qualitative
relationships among force, mass and changes in motion. C
24. Describe the forces acting on
an object moving in a circular path. REQUIRED EMBEDDED CMT TASK:
SHIPPING/SLIDING |
Earth
in the Solar System – How does the position of Earth in the solar
system affect conditions on our planet? (PHYS) 8.3 - The solar system
is composed of planets and other objects that orbit the sun. Gravity
is the force that governs the motions of objects in the solar system. The
motion of the Earth and moon relative to the sun causes daily, monthly and
yearly cycles on Earth. |
C
28. Explain the effect of gravity
on the orbital movement of planets in the solar system. C
29. Explain how the regular motion
and relative position of the sun, Earth and moon affect the seasons, phases
of the moon and eclipses. END
QUARTER TWO: Q2 ASSESSMENT |
Energy
in the Earth’s Systems – How do external and internal sources of energy
affect the Earth’s systems? (EARTH) 7.3
- Landforms are the result of the interaction of constructive and destructive
forces over time. Volcanic
activity and the folding and faulting of rock layers during the shifting of
the Earth’s crust affect the formation of mountains, ridges and valleys. Glaciation,
weathering and erosion change the Earth’s surface by moving earth materials
from place to place. |
C
18. Describe how folded and faulted
rock layers provide evidence of the gradual up and down motion of the Earth’s
crust. C
19. Explain how glaciation,
weathering and erosion create and shape valleys and floodplains. C
20. Explain how the boundaries of
tectonic plates can be inferred from the location of earthquakes and
volcanoes. DISTRICT
EMBEDDED TASK: EROSION (MIDDLE
SCHOOL SCIENCE CMT IN MARCH) END
QUARTER THREE Q3 ASSESSMENT |
The
Changing Earth – How do materials cycle through the Earth’s systems?
(STRAND III) 9.7
- Elements on Earth move among reservoirs in the solid earth, oceans,
atmosphere, organisms as part of biogeochemical cycles. Elements on Earth exist in essentially fixed amounts
and are located in various chemical reservoirs. The cyclical movement of matter between reservoirs
is driven by the Earth’s internal and external sources of energy. |
D
21. Explain how internal energy of
the Earth causes matter to cycle through the magma and the solid earth. (POSSIBLE
4th Quarter TOPIC) END
QUARTER FOUR Q4 DISTRICT
EMBEDDED TASK: CYCLES NATURAL
DISASTERS (NAEP standard) |
THE STANDARDS FOR SCIENTIFIC INQUIRY, LITERACY AND NUMERACY ARE INTEGRAL PARTS OF THE CONTENT STANDARDS FOR EACH GRADE LEVEL IN THIS CLUSTER.
Grades 9-10 Core
Scientific Inquiry, Literacy and Numeracy How
is scientific knowledge created and communicated? |
|
Content Standards |
Expected
Performances |
SCIENTIFIC
INQUIRY ♦Scientific inquiry is a thoughtful and coordinated attempt
to search out, describe, explain and predict natural phenomena. ♦Scientific inquiry progresses through a continuous
process of questioning, data collection, analysis and interpretation. ♦Scientific inquiry requires the sharing of findings
and ideas for critical review by colleagues and other scientists. SCIENTIFIC
LITERACY ♦Scientific literacy includes the ability to read,
write, discuss and present coherent ideas about science. ♦Scientific literacy also includes the ability to
search for and assess the
relevance and credibility of scientific information found in various print
and electronic media. SCIENTIFIC
NUMERACY ♦Scientific numeracy includes the ability to use
mathematical operations and procedures to calculate, analyze and present
scientific data and ideas. |
D
INQ.1
Identify questions
that can be answered through scientific investigation. D
INQ.2
Read, interpret
and examine the credibility and validity of scientific claims in different
sources of information. D
INQ.3
Formulate a
testable hypothesis and demonstrate logical connections between the
scientific concepts guiding the hypothesis and the design of the experiment. D
INQ.4
Design and conduct
appropriate types of scientific investigations to answer different questions. D
INQ.5
Identify
independent and dependent variables, including those that are kept constant
and those used as controls. D
INQ.6
Use appropriate
tools and techniques to make observations and gather data. D
INQ.7
Assess the
reliability of the data that was generated in the investigation. D
INQ.8
Use mathematical
operations to analyze and interpret data, and present relationships between
variables in appropriate forms. D
INQ.9
Articulate
conclusions and explanations based on research data, and assess results based
on the design of the investigation. D
INQ.10 Communicate about science in different formats,
using relevant science vocabulary, supporting evidence and clear logic. |
Grade 9 Core Themes, Content Standards and
Expected Performances pg 1 of 3 Strand II: Chemical Structures and Properties (as well as inquiry standards) |
|
Content
Standards |
Expected
Performances |
Properties
of Matter – How does the structure of matter affect the properties and
uses of materials? 9.4
- Atoms react with one another to form new molecules. ♦
Atoms have a
positively charged nucleus surrounded by negatively charged electrons. ♦
The configuration of
atoms and molecules determines the properties of the materials. |
D
1. Describe the effects of adding energy to matter in
terms of the motion of atoms and molecules, and the resulting phase changes.
(I) D
2. Explain how energy is transferred by conduction,
convection and radiation. (I) D
10. Describe the general structure
of the atom, and explain how the properties of the first 20 elements in the
Periodic Table are related to their atomic structures. D
11. Describe how atoms combine to form
new substances by transferring electrons (ionic bonding) or sharing electrons
(covalent bonding). |
|
END
QUARTER ONE: Q1 ASSESSMENT |
Properties
of Matter – How does the structure of matter affect the properties and
uses of materials? 9.5 – Due to its unique chemical structure,
carbon forms many organic and inorganic compounds. ♦
Carbon atoms can bond
to one another in chains, rings and branching networks to form a variety of
structures, including fossil fuels, synthetic polymers and the large
molecules of life. Science
and Technology in Society – How do science and technology affect the
quality of our lives? 9.6 - Chemical technologies present both risks
and benefits to the health and well-being of humans, plants and animals. ♦
Materials produced
from the cracking of petroleum are the starting points for the production of
many synthetic compounds. ♦
The products of
chemical technologies include synthetic fibers, pharmaceuticals, plastics and
fuels. |
D
17. Explain how the chemical
structure of polymers affects their physical properties. D
13. Explain how the structure of
the carbon atom affects the type of bonds it forms in organic and inorganic
molecules. D
14. Describe combustion reactions
of hydrocarbons and their resulting by-products. D
15. Explain the general formation
and structure of carbon-based polymers, including synthetic polymers, such as
polyethylene, and biopolymers, such as carbohydrate. REQUIRED CAPT EMBEDDED TASK: LAB
ACTIVITY PLASTICS D
16. Explain how simple chemical
monomers can be combined to create linear, branched and/or cross-linked
polymers. REQUIRED CAPT EMBEDDED TASK: STS
ACTIVITY PLASTICS WEBSITES |
|
|
Grade 9
Core Themes, Content Standards and Expected Performances pg 2 of 3 Strand
III: Global Interdependence (as well as inquiry standards) |
|
Content
Standards |
Expected
Performances |
The
Changing Earth – How do materials cycle through the Earth’s systems? 9.7 - Elements on Earth move among
reservoirs in the solid earth, oceans, atmosphere and organisms as part of
biogeochemical cycles. ♦
Elements on Earth
exist in essentially fixed amounts and are located in various chemical
reservoirs. ♦
The cyclical movement
of matter between reservoirs is driven by the Earth’s internal and external
sources of energy. |
D
19. Explain how chemical and physical
processes cause carbon to cycle through the major earth reservoirs. D
20. Explain how solar energy causes
water to cycle through the major earth reservoirs. D
24. Explain how the accumulation of
mercury, phosphates and nitrates affects the quality of water and the
organisms that live in rivers, lakes and oceans. |
|
END
QUARTER TWO: Q2 ASSESSMENT |
Science
and Technology in Society – How do science and technology affect the
quality of our lives? 9.9 - Some materials can be recycled, but others
accumulate in the environment and may affect the balance of the Earth
systems. ♦
New technologies and
changes in lifestyle can have positive and/or negative effects on the
environment. 9.8 - The use of resources by human populations
may affect the quality of the environment. ♦
Accumulation of metal
and non-metal ions used to increase agricultural productivity is a major
source of water pollution. |
D
12. Explain the chemical
composition of acids and bases, and explain the change of pH in
neutralization reactions. (I) REQUIRED CAPT EMBEDDED TASK: LAB
ACTIVITY ACID RAIN D
18. Explain the short- and
long-term impacts of landfills and incineration of waste materials on the
quality of the environment. D
25. Explain how land development,
transportation options and consumption of resources may affect the
environment. D
26. Describe human efforts to
reduce the consumption of raw materials and improve air and water quality. REQUIRED CAPT EMBEDDED TASK: STS
ACTIVITY BROWNFIELD SITES |
|
END
QUARTER THREE: Q3
ASSESSMENT |
Grade 9
Core Themes, Content Standards and Expected Performances pg 3 of 3 Strand
I: Energy Transformations (as well as
inquiry standards) |
|
Content
Standards |
Expected
Performances |
Energy
Transfer and Transformations – What is the role of energy in our world? 9.1
- Energy cannot be created or destroyed; however, energy can be converted
from one form to another. ♦
Energy enters the
Earth system primarily as solar radiation, is captured by materials and
photosynthetic processes, and eventually is transformed into heat. |
D 7.
Explain how heat is used to
generate electricity D 3. Describe energy
transformations among heat, light, electricity and motion. REQUIRED CAPT EMBEDDED TASK: LAB
ACTIVITY SOLAR COOKER |
Energy
Transfer and Transformations – What is the role of energy in our world? 9.2
- The electrical force is a universal force that exists between any two
charged objects. ♦
Moving electrical
charges produce magnetic forces, and moving magnets can produce electrical
force. ♦
Electrical current can
be transformed into light through the excitation of electrons. |
D
4. Explain the relationship among voltage, current and
resistance in a simple series circuit. D
5. Explain how electricity is used to produce heat and
light in incandescent bulbs and heating elements. D
6. Describe the relationship between current and
magnetism. |
Science
and Technology in Society – How do science and technology affect the
quality of our lives? 9.3 - Various sources of energy are
used by humans and all have advantages and disadvantages. ♦
During the burning of
fossil fuels, stored chemical energy is converted to electrical energy
through heat transfer processes. ♦
In nuclear fission,
matter is transformed directly into energy in a process that is several
million times as energetic as chemical burning. ♦
Alternative energy
sources are being explored and used to address the disadvantages of using
fossil and nuclear fuels. 9.8 - The use of resources by human populations
may affect the quality of the environment. Emission of combustion by-products, such
as SO2, CO2 and NOx by industries and vehicles is a
major source of air pollution. |
D
8. Describe the availability, current uses and
environmental issues related to the use of fossil and nuclear fuels to
produce electricity. REQUIRED
CAPT EMBEDDED TASK: STS ACTIVITY ENERGY USE GRAPHS D
22. Explain how the release of
sulfur dioxide (SO2) into the atmosphere can form acid rain, and
how acid rain affects water sources, organisms and human-made structures.
(III) D
23. Explain how the accumulation of
carbon dioxide (CO2) in the atmosphere increases Earth’s
“greenhouse” effect and may cause climate changes. (III) D
9. Describe the availability, current uses and
environmental issues related to the use of hydrogen fuel cells, wind and
solar energy to produce electricity. END
QUARTER FOUR: Q4 ASSESSMENT |
Grade 10
Core Themes, Content Standards and Expected Performances
pg 1 of 2 Strand
IV: Cell Chemistry and Biotechnology (as
well as inquiry standards) |
|
Content Standards |
Expected Performances |
Structure
and Function – How are organisms structured to ensure efficiency and
survival? 10.1
- Fundamental life processes depend on the physical structure and the
chemical activities of the cell. ♦
Most of the chemical
activities of the cell are catalyzed by enzymes that function only in a
narrow range of temperature and acidity conditions. ♦
The cellular processes
of photosynthesis and respiration involve transformation of matter and
energy. |
10.c.5 (National
Standard) Life Science: matter, energy,
and organization in living systems.
D
29. Describe the general role of
enzymes in metabolic cell processes D
31. Describe the similarities and
differences between bacteria and viruses. D
30. Explain the role of the cell
membrane in supporting cell functions. D
27. Describe significant
similarities and differences in the basic structure of plant and animal
cells. REQUIRED CAPT EMBEDDED TASK: LAB
ACTIVITY APPLE JUICE ENZYMES |
|
|
|
END QUARTER ONE: Q1 ASSESSMENT |
Structure
and Function-How are organisms structured to ensure efficiency and survival ? Science
and Technology in Society – How do science and technology affect the
quality of our lives? 10.3
- Similarities in the chemical and structural properties of DNA in all living
organisms allow the transfer of genes from one organism to another. ♦
The principles of
genetics and cellular chemistry can be used to produce new foods and
medicines in biotechnological processes. Heredity and Evolution – What processes are
responsible for life’s unity and diversity? 10.4. - In sexually reproducing organisms, each
offspring contains a mix of characteristics inherited from both parents. ♦
Genetic information is
stored in genes that are located on chromosomes inside the cell nucleus. ♦
Most organisms have
two genes for each trait, one on each of the homologous chromosomes in the
cell nucleus. |
D
36. Explain how meiosis contributes
to the genetic variability of organisms. D
34. Describe, in general terms, how
the genetic information of organisms can be altered to make them produce new
materials. D
35. Explain the risks and benefits
of altering the genetic composition and cell products of existing
organisms. D
37. Use the Punnet Square technique
to predict the distribution of traits in mono- and di-hybrid crossings. D
28. Describe the general role of
DNA and RNA in protein synthesis. D
38. Deduce the probable mode of
inheritance of traits (e.g., recessive/dominant, sex-linked) from pedigree
diagrams showing phenotypes. D
33. Explain how bacteria and yeasts
are used to produce foods for human consumption. REQUIRED CAPT EMBEDDED TASK: STS
ACTIVITY BIOENGINEERED FOODS PAMPHLET |
Grade 10
Core Themes, Content Standards and Expected Performances pg 2 of 2 Strand V:
Genetics, Evolution and Biodiversity (as
well as inquiry standards) |
|
Content Standards |
Expected Performances |
|
|
Heredity and Evolution – What processes are
responsible for life’s unity and diversity? 10.5
- Evolution and biodiversity are the result of genetic changes that occur
over time in constantly changing environments. ♦
Mutations and
recombination of genes create genetic variability in populations. ♦
Changes in the
environment may result in the selection of organisms that are better able to
survive and reproduce. |
D 40. Explain how the processes of genetic mutation and natural selection are related to the evolution of species. D 41. Explain how the current theory of evolution provides a scientific explanation for fossil records of ancient life forms. D
42. Describe how structural and
behavioral adaptations increase the chances for organisms to survive in their
environments. REQUIRED CAPT EMBEDDED TASK: LAB
ACTIVITY YEAST GROWTH |
|
END
QUARTER TWO: Q2 ASSESSMENT |
Science
and Technology in Society – How do science and technology affect the
quality of our lives? 10.2
- Microorganisms have an essential role in life processes and cycles on
Earth. ♦
Understanding the
growth and spread patterns of viruses and bacteria enables the development of
methods to prevent and treat infectious diseases. |
D
32. Describe how bacterial and
viral infectious diseases are transmitted, and explain the roles of
sanitation, vaccination and antibiotic medications in the prevention and
treatment of infectious diseases.
(IV) |
Science
and Technology in Society – How do science and technology affect the
quality of our lives? 10.6
- Living organisms have the capability of producing populations of unlimited
size, but the environment can support only a limited number of individuals
from each species. ♦
Human populations grow
due to advances in agriculture, medicine, construction and the use of energy. ♦
Humans modify
ecosystems as a result of rapid population growth, use of technology and
consumption of resources. |
D
39. Describe the difference between
genetic disorders and infectious diseases. D
43. Describe the factors that
affect the carrying capacity of the environment. D
44. Explain how change in
population density is affected by emigration, immigration, birth rate and
death rate, and relate these factors to the exponential growth of human
populations. D
45. Explain how technological advances
have affected the size and growth rate of human populations throughout
history. REQUIRED CAPT EMBEDDED TASK: STS
ACTIVITY HUMAN POPULATION GRAPH |
|
(CAPT TEST IN MARCH) END
QUARTER THREE: Q3
ASSESSMENT |
ORGANISMS
STRUCTURE AND FUNCTION |
10.c.4,
6 (National Standard )ORGANISM INTERDEPENDENCE ORGANISM
STRUCTURE AND FUNCTION END
QUARTER FOUR: Q4
ASSESSMENT |
HIGH SCHOOL SCIENCE
COURSES continued
---------------------------------------------------------------------------------------------------
CHEMISTRY (as
well as inquiry standards) (Pacing and specific content customized per school)
Chemical
Properties
Atomic
Structure
Nuclear
Compounds/Bonding
Reactions/Equations
Gas
Behavior
Organic
Chemistry
PHYSICS (as
well as inquiry standards) (Pacing and specific content customized per school)
Motion
ACCEL
2 D Motion
Forces/Work
Energy/Electric
Wave/Sound/Light
Mod Physics
(CHEMISTRY AND PHYSICS ALSO INCLUDE QUARTERLY ASSESSMENTS)
------------------------------------------------------------------------------------------------------------------------
ELECTIVES:
Forensics,
Weather,
Astronomy,
Science Issues,
Environmental Science (District curriculum optional)
Health Science
Anatomy/Physiology (District curriculum optional)
AP Chemistry,
AP Physics,
AP Biology,
AP Environmental Science,
Advanced BiologyII,
Advanced Physics
----------------------------------------------------------------------------------------------------------------------
Refer to NAEP STANDARDS P.12.1 – P.12.23, E.12.1-E.12.13, L.12.1-L.12.13
NAEP PHYSICAL SCIENCE STANDARDS ADDRESSED IN CHEMISTRY
AND PHYSICS
P12.1: Differences in the physical properties of solids,
liquids, and gases are explained by the ways in which the atoms, ions, or
molecules of the substances are arranged and the strength of the forces of
attraction between the atoms, ions, or molecules.
P12.2: Electrons, protons, and neutrons are parts of the atom
and have measurable properties including mass and, in the case of protons and
electrons, charge. The nuclei of atoms are composed of protons and neutrons.
A kind of force that is only evident
at nuclear distances holds the particles of the nucleus together against the
electrical repulsion between the protons.
P12.3: In the Periodic Table, elements are arranged
according to the number of protons (called the atomic number). This
organization illustrates commonality and patterns of physical and chemical
properties among the elements.
P12.4: In a neutral atom, the positively charged nucleus is
surrounded by the same number of negatively charged electrons. Atoms of an
element whose nuclei have different numbers of neutrons are called isotopes.
P12.5: Changes of state require a transfer of energy. Water
has a very high specific heat, meaning it can absorb a large amount of energy
while producing only small changes in temperature.
P12.6: An atom’s electron configuration, particularly of
the outermost electrons, determines how the atom can interact with other atoms.
The interactions between atoms
that hold them together in molecules or between oppositely charged ions are
called chemical bonds.
P12.7: A large number of important
reactions involve the transfer of either electrons (oxidation/reduction
reactions) or hydrogen ions (acid/base reactions) between reacting ions,
molecules, or atoms. In other chemical reactions, atoms interact with one
another by sharing electrons to create a bond. An important example is carbon
atoms, which can bond to one another in chains, rings, and branching networks
to form, along with other kinds of atoms—hydrogen, oxygen, nitrogen, and
sulfur—a variety of structures, including synthetic polymers, oils, and
the large molecules essential to life.
P12.8: Atoms and molecules that compose matter are in
constant motion (translational, rotational, or vibrational).
P12.9: Energy may be transferred from one object to another
during collisions.
P12.10: Electromagnetic waves are produced by changing the
motion of charges or by changing magnetic fields. The energy of electromagnetic
waves is transferred to matter in packets. The energy content of the packets is
directly proportional to the frequency of the electromagnetic waves.
P12.11: Fission and fusion are reactions involving changes in
the nuclei of atoms. Fission is the splitting of a large nucleus into smaller
nuclei and particles. Fusion involves joining of two relatively light nuclei at
extremely high temperature and pressure. Fusion is the process responsible for
the energy of the sun and other stars.
P12.12: Heating increases the translational, rotational, and
vibrational energy of the atoms composing elements and the molecules or ions
composing compounds. As the translational energy of the atoms, molecules, or
ions increases, the temperature of the matter increases. Heating a sample of a
crystalline solid increases the vibrational energy of the atoms, molecules, or
ions. When the vibrational energy becomes great enough, the crystalline
structure breaks down and the solid melts.
P12.13: The potential energy of an object on Earth’s surface
is increased when the object’s position is changed from one closer to Earth’s
surface to one farther from Earth’s surface.
P12.14: Chemical reactions either release energy to the
environment (exothermic) or absorb energy from the environment (endothermic).
P12.15: Nuclear reactions—fission and
fusion—convert very small amounts of matter into appreciable amounts of
energy.
P12.16: Total energy is conserved in a closed system.
P12.17: The motion of an object can be described by its
position and velocity as functions of time and by its average speed and average
acceleration during intervals of time.
P12.18: Objects undergo different kinds of
motion—translational, rotational, and vibrational.
P12.19: The motion of an object changes only when a net force
is applied.
P12.20: The magnitude of acceleration of an object depends
directly on the strength of the net force and inversely on the mass of the
object. This relationship (a=Fnet/m) is independent of the nature of
the force.
P12.21: Whenever one object exerts force on another, a force
equal in magnitude and opposite in direction is exerted by the second object
back on the first object. In closed systems, momentum is the quantity of motion
that is conserved. Conservation of momentum can be used to help validate the
relationship a=Fnet/m.
P12.22: Gravitation is a universal attractive force that each
mass exerts on any other mass. The strength of the gravitational force between
two masses is proportional to the masses and inversely proportional to the square
of the distance between them.
P12.23: Electric force is a universal force that exists
between any two charged objects. Opposite charges attract while like charges
repel. The strength of the electric force is proportional to the magnitudes of
the charges and inversely proportional to the square of the distance between
them. Between any two charged particles, the electric force is vastly greater
than the gravitational force.
NEW HAVEN PUBLIC SCHOOLS SCIENCE CONTENT OUTLINE www.newhavenscience.org (as
well as inquiry standards)
(Note, K-6 content order subject to change and is dependent on kit supply and school specific rotation)
|
Quarter
One |
|
Quarter
Two |
Quarter |
Three |
Quarter
Four |
|
|
Weather
STC W
|
|
Properties
DSM
PROP / FOSS WOOD |
|
Seasons |
Living
Things: characteristics
FOSS TREES |
|
1 |
Compare Measurement
STC CM |
|
Motion NO
KIT |
|
Light
Properties DSM
S/S |
Living
Things: Structure STC
ORG |
|
2 |
Solids/Liquids STC SL |
|
Soil DSM
SOIL |
|
Nutrition
NO KIT |
Animal
Life Cycles STC BUTTRFLY |
|
3 |
Rocks STC R
|
|
Material
Properties STC CT
*ET |
|
Recycling/
Conservation NO
KIT |
Plant
Life Cycles STC |
|
4 |
Force
and Motion STC
MD |
|
Ecosystems
NO KIT |
|
Land/Water
STC
LW |
Electricity
STC
EC *ET |
|
5 |
Sound UNH
Sound |
Light/ Color GEMSCA |
Light
Uses (Lenses) GEMS
MM |
Senses NO
KIT *ET |
Earth,Moon,Stars GEMS (CMT
TEST FOLLOWS) |
Stars or
Health NO KIT |
|
6 |
Ecosystem
Populations STC
|
|
Weather
Systems NO
KIT |
|
Water
Resources URI *ET |
Simple
MachinesDSM |
|
7 |
Properties
of Matter |
Chemical
Properties |
Cells |
Genetics/ Reproduction |
Life
Systems Musculo-Skeletal |
Life
Systems Biochemical *ET |
Microbes/ Food
Preservation |
8 |
Forces/Bridges |
Forces/ Motion *ET |
Solar
System Motion |
Landforms/Earth
Forces |
Tectonic
Plates (CMT TEST FOLLOWS) |
Rock
Cycle |
Natural
Disasters |
9 PhyChem |
Heat/Phase
Changes |
Atoms/ Bonding *ET |
Polymers
*ET |
Earth
chemical cycles *ET |
Earth
Materials/ Environment
Impact *ET |
Energy/ Electricity
*ET |
Energy
Sources/ Impacts *ET |
10 Bio |
BioChemistry
*ET |
Cells/ Bacteria/ Viruses *ET |
Heredity/ Genetics
*ET |
Evolution |
Diseases/ Populations
*ET (CAPT
TEST FOLLOWS) |
Organism
Interdependence |
Organism
Behavior/ Structure |
11 Chem |
Chemical
Properties |
Atomic
Structure |
Nuclear/PT |
Compounds/ Bonding |
Reactions/ Equations/Heat |
Gas
Behavior |
Organic Chemistry |
12 Physics( or electives) |
Motion |
ACCEL |
2 D
Motion |
Forces/Work |
Energy/Electric |
Wave/Sound/Light |
Mod
Physics |
*ET = CT Embedded Task, NHPS District Unit Tasks and Quarterly Assessments Also
Required Grades 7-12, New Haven City Wide Science Fair May 15,16,17th, 2012