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Big Idea:
Science is a way of thinking about and investigating the world in
which we all live. |
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5.1
A.
Habits of Mind |
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Essential Questions |
Enduring Understandings |
- What constitutes evidence?
- When do you know you have enough and the right kind of evidence?
- How can this result be best justified and explained to others? |
- Scientific inquiry involves asking scientifically-oriented
questions, collecting evidence, forming explanations, connecting
explanations to scientific knowledge and theory, and communicating
and justifying explanations. |
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Areas of Focus/Cumulative
Progress Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1.
When making decisions, evaluate conclusions, weigh evidence, and
recognize that arguments may not have equal merit. |
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2.
Assess the risks and benefits associated with alternative
solutions. |
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3.
Engage in collaboration, peer review, and accurate reporting of
findings. |
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4.
Explore cases that demonstrate the interdisciplinary nature of the
scientific enterprise. |
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5.1
B. Inquiry and Problem Solving |
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Essential Questions |
Enduring Understandings |
|
- What makes a question scientific? |
- Scientific inquiry involves asking scientifically-oriented
questions, collecting evidence, forming explanations, connecting
explanations to scientific knowledge and theory, and communicating
and justifying explanations. |
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Areas of Focus/Cumulative
Progress Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1.
Select and use appropriate instrumentation to design and conduct
investigations. |
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2.
Show that experimental results can lead to new questions and further
investigations |
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5.1
C. Safety |
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Essential Questions |
Enduring Understandings |
- What does Safety First demand of us in each setting?
- What rules are general and what are situation-specific? |
- Safety first! |
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Areas of Focus/Cumulative
Progress Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1.
Understand, evaluate and practice safe procedures for conducting
science investigations.
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Standard 5.2
Science and Society
.All students will develop an understanding of how people of various
cultures have contributed to the advancement of science and
technology, and how major discoveries and events have advanced
science and technology.
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Big Idea:
Science is a way of thinking about and investigating the world in
which we all live. |
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5.2 A. Cultural
Contributions |
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Essential Questions |
Enduring Understandings |
|
- What do we mean in science when we say that we stand on the
shoulders of giants? |
- Understanding the development of scientific ideas is essential for
building scientific knowledge. |
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Areas of Focus/Cumulative
Progress Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1.
Recognize the role of the scientific community in responding to
changing social and political conditions and how scientific and technological
achievement effect historical events. |
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5.2 B. Historical
Perspectives |
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Essential Questions |
Enduring Understandings |
|
- How do science and technology influence each other? |
- Technology evolves at an ever accelerating pace based on the needs
and wants of society, and is influenced by cultural, political, and
environmental values and constraints. |
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Areas of Focus/Cumulative
Progress Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1.
Examine the lives and contributions of important scientists who
effected major breakthroughs in our understanding of the natural and designed
world. |
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2. Discuss significant technological achievements in which science
has played an important part as well as technological advances that have
contributed directly to the advancement of scientific knowledge. |
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3.
Describe the historical origin of important scientific
developments such as atomic theory, genetics, plate tectonics, etc., showing how
scientific theories develop, are tested, and can be replaced or modified in
light of new information and improved investigative techniques. |
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Standard 5.3
Mathematical Applications
All students will integrate mathematics as a tool for
problem-solving in science, and as a means of expressing and/or
modeling scientific theories.
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Big Idea:
Science cannot be practiced or learned without appreciation of the
role of mathematics in discovering and expressing natural laws.
Tables, graphs, and equations are alternative ways of representing
information or relationships, each with advantages and
disadvantages. |
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5.3 A. Numerical
Operations, |
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Essential Questions |
Enduring Understandings |
|
- How do we use mathematics to model objects, events and
relationships in science? |
- Mathematics is a tool used to model objects, events, and
relationships in the natural and designed world. |
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Areas of Focus/Cumulative
Progress Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1.
Reinforce indicators from previous grade level. |
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5.3 B. Geometry
and Measurement |
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Essential Questions |
Enduring Understandings |
|
- How do we use mathematics to model objects, events and
relationships in science? |
- Mathematics is a tool used to model objects, events, and
relationships in the natural and designed world. |
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Areas of Focus/Cumulative
Progress Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1.
When performing mathematical operations with measured quantities,
express answers to reflect the degree of precision and accuracy of the input
data |
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5.3 C. Patterns
and Algebra |
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Essential Questions |
Enduring Understandings |
|
- How do we use mathematics to model objects, events and
relationships in science? |
- Mathematics is a tool used to model objects, events, and
relationships in the natural and designed world. |
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Areas of Focus/Cumulative
Progress Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1.
Apply mathematical models that describe physical phenomena to
predict real world events. |
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5.3 D. Data
Analysis and Probability |
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Essential Questions |
Enduring Understandings |
|
- How do we use mathematics to model objects, events and
relationships in science? |
- Mathematics is a tool used to model objects, events, and
relationships in the natural and designed world. |
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Areas of Focus/Cumulative
Progress Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1.
Construct and interpret graphs of data to represent inverse and
non-linear relationships, and statistical distributions. |
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Standard 5.4
Nature And Process Of Technology
All students will understand the interrelationships between science
and technology and develop a conceptual understanding of the nature
and process of technology.
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Big Idea:
The study of science and technology is interrelated, and as such,
can assist in solving problems. |
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5.4 A. Science
and Technology |
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Essential Questions |
Enduring Understandings |
|
- How do science and technology influence each other? |
- The development of technology and advances in science are mutually
supportive in driving innovation in both fields. |
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Areas of Focus/Cumulative
Progress Indicators |
Comments and Examples |
|
By the end of Grade 12: |
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1.
Know
that scientific inquiry is driven by the desire to understand the natural world
and seeks to answer questions that may or may not directly influence humans,
while technology is driven by the need to meet human needs and solve human
problems. |
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5.4 B. Nature of
Technology |
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Essential Questions |
Enduring Understandings |
|
- Are there ways to circumvent physical and social constraints when
using technology? |
- Physical constraints and social values play a role in limiting the
use of technology to solve problems. |
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Areas of Focus/Cumulative
Progress Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1.
Assess
the impacts of introducing a new technology in terms of alternative solutions,
costs, tradeoffs, risks, benefits and environmental impact. |
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5.4 C.
Technological Design |
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Essential Questions |
Enduring Understandings |
|
- How is the overarching concept of systems related to design and
technology? |
- Thinking systematically means looking for the relationships
between parts. |
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Areas of Focus/Cumulative
Progress Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1.
Plan,
develop, and implement a proposal to solve an authentic, technological problem. |
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Standard 5.5
Characteristics of Life
All students will gain an understanding of the structure,
characteristics, and basic needs of organisms and will investigate
the diversity of life.
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Big Idea:
The natural world is defined by organisms and life processes which
conform to principles regarding conservation and transformation of
matter and energy. Knowledge about life processes can be applied to
improving human health and well being. |
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5.5 A. Matter,
Energy, and Organization in Living Systems |
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Essential Questions |
Enduring Understandings |
|
- How is matter transformed, and energy
transferred/transformed in living systems? |
- All organisms transfer matter and convert
energy from one form to another.
- Both matter and energy are necessary to build and maintain
structures within the organism. |
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Areas of Focus/Cumulative
Progress Indicators |
Comments and Examples |
|
By the end of Grade 12: |
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1.
Relate the structure of molecules to their function in cellular
structure and metabolism. |
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2.
Explain how plants convert light energy to chemical energy. |
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3.
Describe how plants produce substances high in energy content that
become the primary source of energy for life. |
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4.
Relate disease in humans and other organisms to infections or
intrinsic failures of system. |
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5.5 B. Diversity
and Biological Evolution |
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Essential Questions |
Enduring Understandings |
- How are organisms of the same kind different
from each other?
- How does this help them reproduce and survive? |
- Organisms are grouped in taxonomy based upon
similarity. |
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Areas of Focus/Cumulative
Progress Indicators |
Comments and Examples |
|
By the end of Grade 12: |
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1.
Explain that through evolution the Earth's present species
developed from earlier distinctly different species. |
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2.
Explain how the theory of natural selection accounts for
extinction as well as an increase in the proportion of individuals with
advantageous characteristics within a species. |
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5.5 C.
Reproduction and Heredity |
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Essential Questions |
Enduring Understandings |
|
- How does the understanding of manipulation of
genetics, reproduction, development and evolution affect the quality
of human life? |
- The structural and functional characteristics
of an organism determine their continued survival over time under
changing environmental conditions. |
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Areas of Focus/Cumulative
Progress Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1.
Describe how information is encoded and transmitted in genetic
material. |
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2. Explain how genetic material can be altered by natural and/or
artificial means; mutations and new gene combinations may have positive,
negative, or no effect on organisms or species. |
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3. Assess
the impact of current and emerging technologies on our understanding of
inherited human characteristics |
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Standard 5.6
Physical Science - Chemistry
All students will gain an understanding of the structure and
behavior of matter.
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Big Idea:
Materials exist throughout our physical world. The structures of
materials influence their physical properties, chemical reactivity
and use. |
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5.6 A.
Structure
and Properties of Matter |
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Essential Questions |
Enduring Understandings |
|
How do properties of materials determine their
use? |
The atomic structures of materials determine
their properties. |
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Areas of Focus/Cumulative
Progress Indicators |
Comments and Examples |
|
By the end of Grade 12: |
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1.
Know that atoms
are made of a positive nucleus surrounded by negative electrons and that the
nucleus, a tiny fraction of the volume of an atom, is composed of protons and
neutrons, each almost 2,000 times more massive than an electron. |
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2.
Know that the
number of protons in the nucleus defines the element. |
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3.
Know that an atom’s electron arrangement, particularly the
outermost electrons, determines how the atom can interact with other atoms. |
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4.
Explain that atoms form bonds (ionic and
covalent) with other atoms by transferring or sharing electrons |
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5.
Explain how the Periodic Table of Elements reflects the
relationship between the properties of elements and their atomic structure. |
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6.
Know that many biological, chemical and physical phenomena can be
explained by changes in the arrangement and motion of atoms and molecules. |
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7.
Recognize that the properties of matter are related to the
structure and arrangement of their molecules and atoms, such as in metallic and
nonmetallic crystals and carbon compounds. |
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8.
Know that different levels of energy of an atom are associated
with different configurations of its electrons. |
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5.6 B.
Chemical
Reactions |
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Essential Questions |
Enduring Understandings |
|
What determines the type and extent of a chemical
reaction? |
There are several ways in which elements and
compounds react to form new substances and each reaction involves
the flow of energy. |
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Areas of Focus/Cumulative
Progress Indicators |
Comments and Examples |
|
By the end of Grade 12: |
|
|
1.
Explain that the
rate of reactions among atoms and molecules depends on how often they encounter
one another and that the rate is affected by nature of reactants, concentration,
pressure, temperature, and the presence of a catalyst. |
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2.
Show that some changes in chemical bonds require a net input or
net release of energy. |
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Standard 5.7
Physics
All students will gain an understanding of natural laws as they
apply to motion, forces, and energy transformations.
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|
Big Idea:
The flow of energy drives processes of change in all biological,
chemical, physical and geological systems. The conservation of
energy is a law that can be used to analyze and build understandings
of diverse physical and biological systems. |
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5.7 A.
Motion and Forces |
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Essential Questions |
Enduring Understandings |
|
- How would the universe be different if one or
more of the laws of motion were suspended? |
-The same basic rules govern the motion of all
bodies, from planets and stars to birds and billiard balls. |
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Areas of Focus/Cumulative
Progress Indicators |
Comments and Examples |
|
By the end of Grade 12: |
|
|
1.
Apply the mathematical relationship between the mass of an object,
the net force exerted on it, and the resulting acceleration. |
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2.
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