Science CURRICULUM GUIDE

GRADES 9-12

Laquey R-V

Bob Boulware Superintendent

C.J. Clinefelter

Curriculum Director

TABLE OF CONTENTS

Rationale for the Study of Science……..…………. …………………………... 3

Goals for Graduates ……………………………………………………………… 4

Content and Resources …………………………………………………………. 5

Instructional Strategies ………………………………………………………… 6

Curriculum Evaluation and Revision …………………………………………… 7

Vertical Alignment and Articulation …………………………………………… 8

Scope and Sequence ……………………………………………………………. 9

Course Descriptions (includes Essential Curriculum and Unit Curriculum) Biology I ………………………………………………………………. 17 Biology I Attachments ……………………………………………….. 62 Physical Science ………………………………………………………… 117 Physical Science Attachments ………………………………………… 160 Physics I ..…………………………………………………………….. 245 Physics I Attachments ……………………………………………… 284 Physics II ………………………………………………………………. 327 Physics II Attachments …………………………………………… 355 Chemistry I ………………………………………………………….. 384 Chemistry I Attachments ……………………………………………… 415 Chemistry II ………………………………………………………… 476 Chemistry II Attachments ………………………………………………. 495

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RATIONALE FOR THE STUDY OF SCIENCE 6-8 IN THE

LAQUEY R-V SCHOOL DISTRICT

In order to become a scientifically literate individual, a student needs to actively participate in scientific investigations based on real life questions. The middle school years are times when students are keenly aware of their own changes and are looking toward finding a place in their community. In a middle school classroom and outside of the classroom, as students explore their environment, they use technology for scientific inquiry. Students become familiar with using simple scientific laboratory materials as well as computer technology. The use of technology is a complex social enterprise that allows people to change the world. Scientific inquiry enables a person to further the growth of technology and to anticipate both beneficial and adverse effects of technology on a personal, community and global environment. Students must develop a basic understanding of properties and principles of matter and energy. The flow of matter and energy provides equilibrium in nature and channeling of resources leads to economic productivity. An understanding of the principles and properties of force and motion leads to explanations of the nature of the universe and human’s place within the universe. In addition, study of the universe helps students to understand the scientific and economic importance that space exploration contributes to society. As students learn more about their role in the universe, they also acquire a greater understanding of the finite nature of our planet and the forces in play on the Earth. Students need knowledge of the processes and physical nature of the Earth. Interactions between these processes impact weather, oceanography, climate, environments and resources needed to survive. Understanding and appreciating the diversity of life comes from students’ ability to see the patterns of similarities and differences that permeate the living world. Curiosity and need have combined to open the living world from the complexities of the genetic code to the interplay of living things within their environment. Finally, knowledge of the living environment provides students with an understanding of their place in the natural world and how humans can and do impact the environment to the benefit or detriment of themselves and other living organisms.

Paraphrased from the Missouri Assessment for the Science Curriculum Frameworks and the AAAS Project 2061 Science for All Americans

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GOALS FOR GRADUATES IN SCIENCE

The goals for Laquey R-V graduates in Science are based on the Missouri Show-Me Standards, both in performance as well as specific knowledge standards. For Performance Standards, Frisco League students will:

acquire the knowledge and skills to gather, analyze and apply information and ideas;

acquire the knowledge and skills to communicate effectively within and beyond the classroom;

acquire the knowledge and skills to recognize and solve problems, and

acquire the knowledge and skills to make decisions and act as responsible members of society.

For Science Knowledge Standards, Frisco League students will acquire a solid foundation that includes knowledge of:

properties and principles of matter and energy;

properties and principles of force and motion;

characteristics and interactions of living organisms;

changes in ecosystems and interactions of organisms with their environments;

processes (such as plate movement, water cycle, air flow) and interactions of Earth's biosphere, atmosphere, lithosphere and hydrosphere;

composition and structure of the universe and the motions of the objects within it;

processes of scientific inquiry (such as formulating and testing hypotheses), and

impact of science, technology and human activity on resources and the environment.

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CONTENT AND PROCESSES RELATED TO EQUITY,

TECHNOLOGY, RESEARCH AND WORKPLACE READINESS SKILLS

Throughout the Science Program, teachers integrate appropriate content and processes related to gender equity, racial/ethnic equity, disability awareness. The application of technology, research strategies and workplace readiness skills insures that graduates of the Laquey R-V School District successfully demonstrate understanding and application of the Show-Me-Standards. Examples of integration of those content and processes are listed below. Equity – All Laquey R-V High school science courses integrate meaningful equity issues, including gender, multicultural and disability awareness content into specific, appropriate lessons: Biology DNA co-discoverer Rosalind Franklin;

MO native Luther Burbank pioneer of peanut biology and uses Chemistry Contributions of Marie Curie Physical Science Contributions of Albert Einstein Physics Contributions to astrophysics by Stephen Hawkins Physical Science Competition for fossil fuels between rich and poor

Research – All Laquey R-V High school science courses integrate meaningful research techniques into specific, appropriate lessons: Biology Subject search using computer/library on specific diseases Chemistry Gathering background information for lab report Physical Science Alternative fuel research project Physics Background investigations for lab analysis Physical Science Library/computer search for biome report

Technology – All Laquey R-V High School science courses integrate meaningful technology techniques into specific, appropriate lessons: Biology Using computer for search on a specific disease Chemistry Writing and organizing a written portfolio using computer Physical Science Presenting a PowerPoint presentation Physics Using graphing calculators for lab Physical Science Reading weather equipment and charting information

Workplace Readiness Skills - All Laquey R-V High School science courses integrate meaningful work readiness skills into specific, appropriate lessons: Biology Career fields - environmental, medical, botanical and chemical Chemistry Technical writing for laboratory reports;

career exploration in lab research and applied research Physical Science Meeting deadlines for long-term project Physics Standardizing equipment in preparation for lab analysis;

career exploration in engineering Physical Science Participating cooperatively in group work

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INSTRUCTIONAL STRATEGIES

The Laquey R-V School District has identified a set of instructional strategies designed to meet the assessed needs of students. Instruction should be performance-based and demonstrate research-based best practices. These may include, but are not limited to, academic reading and writing in all content areas, hands-on active learning, inquiry-oriented learning, and differentiated instruction. Appropriate strategies are selected for each program of instruction to meet the unique needs of the student. Research from Educational Research Service claims that the following teaching techniques are effective in increasing science achievement:

Analogies,

Concept Mapping,

Computer Simulations,

Microcomputer-based lab investigations,

Systematic approaches to Problem Solving,

Conceptual understanding in Problem Solving,

Real life situations, and

Discrepant events. Research from; Results, the Key to Continuous School Improvement claims that teamwork gets results. Therefore collaborative groups of teachers discuss student needs, design appropriate lessons, develop framework-based assessments, and continuously review the results for improvement.

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Evaluation of the curriculum is ongoing and is the responsibility of all those who are involved in the process of science education. Teachers at all levels will be asked to identify the content strengths and weaknesses of the objectives, the suggested resources and assessment tools. Annually, administrators and teachers will look at the district and school-wide results on state and national assessments and determine areas that need to be addressed. A formal comprehensive evaluation of the program will occur every five-six years. This evaluation will take into consideration data collected from assessments, parents, teachers and administrators. Changes in state and national standards, critical issues in science, and new developments in educational pedagogy will be considered. Using this information recommended changes will be made.

CURRICULUM EVALUATION AND REVISION

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VERTICAL ALIGNMENT AND ARTICULATION

Individual learner objectives in the curriculum have been articulated through development of the curriculum in alignment with the Show-Me Standards, Grade Level Expectations, and Course Level Expectations. Evidence of articulation by grade level and course sequence includes curriculum organization by content standards with correlation to process goals, scope and sequence in curriculum guides, essential curriculum, grade level meetings, early dismissal and staff development day meetings within and across content areas and grade levels, summer curriculum workshops in curriculum and assessment writing, departmental meetings, team meetings, and advisory meetings.

SCOPE AND SEQUENCE SCIENCE

GRADES 9-12

Strand 1: Properties and Principles of Matter and Energy

Biology I Physical

Science

Physics I Physics II Chemistry I Chemistry II

1. Changes in properties and states of matter provide

evidence of the atomic theory of matter.

Densities of objects X X X

Pure substances X X X

Atoms; element, compound X X X

Compare/contrast properties; metals, nonmetals, metalloids X X X

Compare/contrast properties of solutions (acidic, basic,

neutral)

X

X

X

Kinetic Theory X X X

Effect of temperature on properties X X X

Effect of pressure on properties X X X

Atoms X X X

Periodic Table X X

Physical/chemical changes X X

Chemical bonding X X X

Conservation of mass X X X

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SCOPE AND SEQUENCE SCIENCE

GRADES 9-12

Biology I Physical

Science

Physics I Physics II Chemistry I Chemistry II

2. Energy has a source, can be transferred but is

conserved within a system.

Thermal/internal energy X X X

Electromagnetic Spectrum X X

Conductors/Insulators X X

Forms of energy X X X

Effects of electromagnetic waves X X X

Heat transfer X X

Velocity; Kinetic energy X X X

Gravitational potential X X X

Kinetic/potential energy X X

Stars; electromagnetic energy X X

Energy transfer and transformation X

Nuclear energy X X X X

Storing energy X X X X

Strand 2: Properties and Principles of Force and Motion

1. The motion of an object is described by its change in

position relative to another object or point.

Graphically represent/analyze motion of an object X X

Analyze speed, velocity and acceleration X X

Momentum X X

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SCOPE AND SEQUENCE SCIENCE

GRADES 9-12

2. Forces affect motion

Biology I Physical

Science

Physics I Physics II Chemistry I Chemistry II

Identify forces X X

Gravitational forces X X X

Magnetic fields X

Inertia X X

Sum of forces X X

Effect of acceleration X X

Analyze force pairs X X

Circular motion X

Changes of net force X X

Efficiency of work X X

Force, distance, work, efficiency and power X X

Strand 3: Characteristics and Interactions of Living

Organisms

1. There is a fundamental unity underlying the diversity of

all living organisms.

Structure/purpose of cells X

Factors that effect cell development X

Describe structure of plant and animal cells X

Taxa, evolutionary relationships X

Classification of taxon X

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SCOPE AND SEQUENCE SCIENCE

GRADES 6-8 2. Living organisms carry out life processes in order to

survive.

Biology I Physical

Science

Physics I Physics II Chemistry I Chemistry II

Mitochondria and chloroplasts X

Cell wall and cell membranes X

Physical/chemical interactions between organelles X

Photosynthesis and cellular respiration X

Energy transfer during photosynthesis X

Structure of organic compounds X

Energy is absorbed or released X

Protein enzymes X

Data table on effects of enzyme X

DNA code X

Functions of protein X

Permeable membrane X

Molecule movement X

Importance of water in cells X

3. There is a genetic basis for the transfer of biological

characteristics from one generation to the next through

reproductive processes

Asexual and sexual reproduction X

DNA properties X

DNA mutations X

Chromosomes parent-offspring relationship X

Meiosis X

Diploid number of chromosomes X

Advantages/disadvantages of asexual and sexual

reproduction

X

Heritable genes X

Genotype/phenotypic X

Traits; predict X

Genetic disorders X

SCOPE AND SEQUENCE SCIENCE

GRADES 6-8

Strand 4: Changes in Ecosystems and Interactions of

Organisms with their Environments

Biology I Physical

Science

Physics I Physics II Chemistry I Chemistry II

1. Organisms are interdependent with one another and

with their environment.

Interactions between organisms (predator/prey) X

Balance in ecosystem X

Niche X

Biotic/abiotic effects on population X

Changes in populations in an ecosystem X

Plan to restore stability of an ecosystem X

Causes of changes in ecosystems X

Impact of an environmental event X

Food web X

2. Matter and energy flow through the ecosystem

Producers/consumers X

Recycling of nitrogen, oxygen, and carbon X

3. Genetic variation sorted by the natural selection process

explains evidence of biological evolution.

Fossil evidence X

Biological evolution X

Species; define X

Survival of a species; reproduction X

Adaptations X

Extinction; causes X

Natural selection X

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SCOPE AND SEQUENCE SCIENCE

GRADES 6-8

Strand 5: Process and Interactions of the Earth’s Systems

(Geosphere, Atmosphere, and Hydrosphere)

Biology I Physical

Science

Physics I Physics II Chemistry I Chemistry II

1. Earth’s systems (geosphere, atmosphere, and

hydrosphere) have common components and unique

structures.

Water as a solvent X

Composition of atmosphere X

Ozone changes X

2. Earth’s systems (geosphere, atmosphere, and

hydrosphere) interact with one another as they undergo

change by common processes

Uneven heating of the mantle X

Convection currents X

Densities of materials in continental/oceanic plates X

Crustal plate movements X

Theory of Plate Tectonics X

Geologic history of the Earth X

Global wind/oceanic currents X

Climate change X

3. Human activity is dependent upon and affects Earth’s

resources and systems.

Renewable/nonrenewable energy resources X

Effect of human activity on Earth X

Effect of global changes X

Geomorphology of Missouri X

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SCOPE AND SEQUENCE SCIENCE

GRADES 6-8

Strand 6: Composition and Structure of the Universe and

the Motion of the Objects Within It

Biology I Physical

Science

Physics I Physics II Chemistry I Chemistry II

1. The universe has observable properties and structure.

Galaxies within the universe X

Earth’s location in the universe X X

Electromagnetic spectrum and stars X X

Tools to gather information about the universe X

2. Regular and predictable motions of objects in the

universe can be described and explained as the result of

gravitational forces.

Time and motion of the planets X

Seasonal phenomena X

Earth rotates and revolves around an axis X

Moon X X

Gravitational forces X X

Orbital motions of moons/planets/Sun X X

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SCOPE AND SEQUENCE SCIENCE

GRADES 6-8

Strand 7: Scientific Inquiry Biology I Physical

Science

Physics I Physics II Chemistry I Chemistry II

1. Science understanding is developed through the use of

science

process skills, scientific knowledge, scientific

investigation,

reasoning, and critical thinking.

Formulate testable questions X X X X X X

Independent and dependent variables X X X X X X

Design and conduct investigation X X X X X X

Evaluate the design of an experiment X X X X X X

Type of questions X X X X X X

Qualitative observations X X X X X X

Determine appropriate tools X X X X X X

Measure length X X X X X X

Judge whether measurements/computations reasonable X X X X X X

Calculate range and mean of a set of data X X X X X X

Use data to support observations X X X X X X

Communicate observations/investigations X X X X X X

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