Dublin City Schools Elementary (K-5) Science

Transcription

1 Dublin City Schools Elementary (K-5) Science

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3 Dublin City School s Science Learning and Teaching Philosophy The content and skills for Dublin s prek-12 graded course of study for science is based on the Ohio Academic Content Standards. Students will make connections to existing scientific knowledge and consider information within a framework of global issues and real-world situations. Through their science studies, students will learn to integrate relevant mathematics, reading, writing, social science and communication skills. A variety of science instructional methods, including inquiry-based learning experiences, will help students to extend their learning into a larger scientific community through the application and expansion of scientific knowledge. Students will be taught how to evaluate scientific evidence and new scientific discoveries. They will have the opportunity to become independent, creative thinkers and problem solvers. Based upon analysis of assessment results, educators will provide differentiated instruction to help each student develop scientific literacy and skills for the 21 st century. Dublin City School s Science Education Beliefs Students as Science Learners Students will: apply scientific knowledge through inquiry based learning processes. have numerous classroom and community resources to support their learning of science and make connections to the real world. be encouraged to learn in a risk- taking environment, where they feel free to ask questions, think and work independently, work collaboratively and share their thoughts. safely utilize technology and scientific tools. make connections between their knowledge of scientific, mathematical, social, and literacy skills. be aware of science learning goals (Targets and I Can Statements ) as shown in the Science Graded Course of Study or Target Binders. utilize feedback from formative and summative assessments to help them reflect on, and improve their learning. Dublin City Schools 1

4 Teachers as Science Instructors Science Teachers will: work professionally and collaboratively prek-12 for the development of student learning. support excellence in instruction, by being knowledgeable in their content area(s), innovative risk-takers, skilled in pedagogies, lifelong learners, and supportive of all students and colleagues. implement for all students an agreed upon, vertically aligned science curriculum that includes the Ohio Science Academic Content Standards. encourage the building of scientific literacy by teaching students how to evaluate scientific evidence and new scientific discoveries, make connections to existing scientific knowledge, and consider information within the framework of global issues. at every grade level provide science instruction that is rigorous and intellectually challenging, includes scientific processes and embraces authentic inquiry-based learning. support every student s learning, will differentiate instruction, clearly define goals, and inform instruction and learning via multiple forms of assessment with timely feedback. Dublin Science Program The science program will: follow a Science graded course of study that is based on current Ohio Science Academic Content Standards, and is vertically aligned in order to build developmentally appropriate understanding of concepts as students advance through the prek-12 levels. be uniformly implemented and include appropriate differentiation throughout the district in order to foster equity and excellence. be inquiry-based, applying authentic scientific processes to solve relevant problems, while integrating the safe use of appropriate tools and technology. emphasize the development of standards-based language, reading, speaking, writing, mathematics and technological skills, while building communication and scientific literacies. foster the development of independent creative thinkers, questioners, risk-takers, and innovative thinkers and problem solvers. Dublin City Schools 2

5 develop and apply students scientific literacy and process skills to connect scientific ideas to current local, national, and global issues. support involvement with the greater Dublin community in creating unique, rich, and relevant science learning experiences for all students. Dublin City Schools 3

6 Dublin City Schools Science Table of Contents I. Standards II. Targets III. Assessment IV. Curriculum Maps V. Instructional Practice VI. Intervention/Enrichment VII. Resources

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8 A C A D E M I C C O N T E N T S T A N D A R D S Looking at Ohio's Science Standards and National Standards The Science Advisory Committee and the Science Writing Team began work on the Ohio science academic standards by examining standards from other states. It became apparent that most states relied heavily on Benchmarks for Science Literacy and/or the National Science Education Standards. The Ohio's science standards drew from both national documents, state documents, the experience of Ohio teachers and other education professionals. "America's future, meaning its ability to create a truly just society, to sustain its economic vitality, and to remain secure in a world torn by hostilities, depends more than ever on the character and quality of the education that the nation provides for all of its children." (American Association for the Advancement of Science, p. xiii) Thus begins Science for All Americans published in 1990 by the American Association for the Advancement of Science. This book, a report by the National Council on Science and Technology Education, was one of the documents which initiated the work on Science Standards in the United States. In 1993 AAAS published Benchmarks for Science Literacy. Science for All Americanspresented "achievable learning goals" whereas Benchmarks for Science Literacy "charted the territory that will have to be traveled to reach those goals" or more specifically "what students should know and be able to do in science, mathematics, and technology at various grade levels." (American Association for the Advancement of Science, p. x) In a society that has come to depend on and enjoy the fruits of scientific inquiry, scientific literacy has become a necessity not just for a select few but for all. Everyone needs to use scientific information to make choices that arise everyday. Society needs to be able to engage intelligently in public discourse and debate about important issues that involve science and technology. Scientific literacy is also of increasing importance in the workplace. More and more jobs demand advanced skills, requiring that people be able to learn, reason, think creatively, make decisions and solve problems. (National Research Council, p.1) "The National Science Education Standards present a vision of a scientifically literate populace. They outline what students need to know, understand and be able to do to be scientifically literate at different grade levels." (National Research Council, p.2) The National Science Education Standards was the result of a project approved by the National Research Council. The following pages show in broad strokes the correlation of Ohio standards with the 'benchmarks' in Benchmarks for Science Literacy and the 'standards' from National Science Education Standards. American Association for the Advancement of Science. Science for All Americans: New York, New York: Oxford University Press, National Research Council. National Science Education Standards. Washington, D.C.: National Academy Press, A C A D E M I C O N T E N T S TA N D A R D S 1

9 A C A D E M I C C O N T E N T S T A N D A R D S Ohio's Standards and National Science Education Standards Ohio Science Academic Content Standards Earth and Space Sciences Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences. Life Sciences Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences. National Science Education Standards Earth and Space Science Properties of Earth materials Objects in the sky Changes in Earth and sky Structure of the Earth system Earth's history Earth in the solar system Energy in the Earth system Geochemical evolution Origin and evolution of the Earth system Origin and evolution of the universe Life Science Characteristics of organisms Life cycles of organisms Organisms and environments Structure and function in living systems Reproduction and heredity Regulation and behavior Populations and ecosystems Diversity and adaptations of organisms The cell Molecular basis of heredity Biological evolution Interdependence of organisms Matter, energy and organization in living systems Science in Personal and Social Perspectives Characteristics and changes in populations Changes in environments Natural hazards Environmental quality Natural and human-induced hazards T E N T S TA N D A R D S 2

10 A C A D E M I C C O N T E N T S T A N D A R D S Ohio Science Academic Content Standards Physical Sciences Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences. Science and Technology Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways. National Science Education Standards Physical Science Properties of objects and materials Position and motion of objects Light, heat, electricity and magnetism Properties and changes of properties of matter Motions and forces Transfer of energy Structure and properties of matter Chemical reactions Conservation of energy and increase in disorder Interactions of energy and matter Science and Technology Abilities of technological design Understanding about science and technology Abilities to distinguish between natural objects and objects made by humans Science in Personal and Social Perspectives Types of resources Risks and benefits Science and technology in society Science and technology in local, national and global challenges A C A D E M I C O N T E N T S TA N D A R D S 3

11 A C A D E M I C C O N T E N T S T A N D A R D S Ohio Science Academic Content Standards Scientific Inquiry Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions, and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others. Scientific Ways of Knowing Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world. National Science Education Standards Science as Inquiry Abilities necessary to do scientific inquiry Identify questions and concepts that guide scientific investigations Design and conduct scientific investigations Use technology and mathematics to improve investigations and communications Formulate and revise scientific explanations and models using logic and evidence Recognize and analyze alternative explanations and models Communicate and defend a scientific argument Understanding about scientific inquiry History and Nature of Science Science as a human endeavor Nature of science History of science Science as Inquiry Abilities necessary to do scientific inquiry Identify questions and concepts that guide scientific investigations Design and conduct scientific investigations Use technology and mathematics to improve investigations and communications Formulate and revise scientific explanations and models using logic and evidence Recognize and analyze alternative explanations and models Communicate and defend a scientific argument O N T E N T S TA N D A R D S 4

12 A C A D E M I C C O N T E N T S T A N D A R D S Ohio's Standards and Benchmarks for Science Literacy Ohio Science Academic Content Standards Benchmarks for Science Literacy Earth and Space Sciences Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences. The Nature of Science Scientific inquiry The scientific world view The Physical Setting The universe The Earth Processes that shape Earth Historical Perspectives Moving the continents Life Sciences Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, of organisms and of living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences. The Nature of Science Scientific inquiry The scientific world view The Living Environment Diversity of life Heredity Cells Interdependence of life Flow of matter and energy Evolution of life A C A D E M I C C O N T E N T S TA N D A R D S 1

13 A C A D E M I C C O N T E N T S T A N D A R D S Ohio Science Academic Content Standards Benchmarks for Science Literacy Physical Sciences Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences. The Nature of Science Scientific inquiry The scientific world view The Nature of Mathematics Patterns and relationships The Physical Setting Structure of matter Energy transformations Motion Forces of nature Science and Technology Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways. The Nature of Science Scientific inquiry The Nature of Technology Technology and science Design and systems Issues in technology The Living Environment Flow of matter and energy The DesignWorld Agriculture Materials and manufacturing Energy sources and use Common Themes Systems A C A D E M I C C O N T E N T S TA N D A R D S 2

14 A C A D E M I C C O N T E N T S T A N D A R D S Ohio Science Academic Content Standards Benchmarks for Science Literacy Scientific Inquiry Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others. The Nature of Science Scientific inquiry The scientific enterprise The Nature of Mathematics Patterns and relationships The Designed World Communication The Mathematical World Numbers Common Themes Systems Scientific Ways of Knowing Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world. The Nature of Science The scientific world view The scientific enterprise The Nature of Mathematics Mathematical inquiry The Mathematical World Reasoning 3

15 Science Scope and Sequence Early Learning Pre-School Science Pre-school science represents early science concepts and skills needed to provide a foundation for successful science instruction in the primary grades. Instruction recognizes the importance of children representing and demonstrating knowledge and understanding in multiple ways. Essential concepts and skills are addressed within the context of meaningful experiences and reflect sound application of research on how children acquire conceptual knowledge and skills in science. Science content is based on Ohio s Early Learning Primary Content Standards and serves as a framework for planning and implementing early science experiences within the context of daily routines, activities and play. Elementary Grades K-5 Kindergarten Science Kindergarten provides students with the opportunity to develop the scientific skills of wondering, questioning, investigating and communicating to enable them to begin to develop a sense of the world. Kindergarteners learn through discovery about changes on Earth, in the sky, plants, animals, their habitats and non-living things in their community. Through hands-on exploration students learn the characteristics of objects, tools, materials, how they move, and whether or not they are natural or man-made. Students explore the different ways people learn about science and interact with living things and the environment to promote respect for a nature. To complete this year, students show knowledge of scientific concepts through demonstration of verbal and non-verbal skills and activities. 1 st Grade Science Science instruction in the first grade builds upon the science skills developed in kindergarten and from the child s life experiences. Students have increasing opportunities to explore how living things change, how they interact with their environment and how they acquire food. Students discover that many objects are made of different parts and characteristics. Students learn ways objects change, move, the materials of which they are composed and their physical properties. Students recognize and realize that natural resources are limited and can be extended by recycling or decreasing use. First-graders explore ways people learn about science through questioning, comparing, investigating and observing to conclude year one. 2 nd Grade Science Second-graders continue to relate science concepts and skills to their life experiences. They compare similarities and differences between people, animals and plants. Living systems function and the interactions they have with their physical environment are explained. Focus is placed upon habits, and the interdependence and survival of plants and animals in Ohio. Weather changes both short term and long term are observed, Dublin City Schools

16 Science Scope and Sequence described and measured. Second-graders discover how cycles are present in their everyday lives through investigations of Earth and sky, sound and light, and plants and animals. Students recognize the purpose, process and effects of technology, simple equipment and instruments used in learning about science. Students develop an awareness of repeated scientific investigations and understand that under the same conditions the results are similar or the same, which will build skill for grade two. 3 rd Grade Science The scientific skill of observation, measuring and classification serve as focal points for the third grade. Students learn to read and interpret simple tables and graphs, conducts safe investigations in which they collect and analyze data, and communicate the results. Third-graders explore the properties and composition of rocks and soils and the interaction of forces and motion.. They also compare the life cycles of animals, classification of animals according to their characteristics, descriptions of their habitat and adaptations to their environment. Students examine results of technology and explore careers in science, as well as scientific contributions from a diversity of cultures. 4 th Grade Science Fourth-graders continue to safely conduct investigations, choose appropriate tools, measure, collect, formulate conclusions and communicate findings. They draw inferences from simple experiments and study the physical and chemical changes of matter. Properties of materials and the discovery of new materials formed by combining tow or more materials are explored. Students expand the study of life cycles of plants by examining characteristics, growth and function. Students gather information on the weather and its patterns and how weather impacts the Earth s surface, land, air, and water. They explore how utilizing technology affects human lives and how technology and inventions change to meet people s needs. 5 th Grade Science Earth and space sciences are investigated in more detail in grade five. Earth s characteristics, resources and location in the solar system are identified and their implication explored. Students also learn about the interrelationship of organisms and ecosystems and simple food chains and food webs. Energy and energy transfer through an electrical current are addressed. Fifth-graders describe and illustrate the design process and describe the positive and negative impacts of human activity and technology on the environment. Students observe, measure and collect data then conducting a scientific investigation; students use this information to formulate inferences and conclusions; and students develop skills to communicate the results. Dublin City Schools

17 Science Scope and Sequence Middle School Grades th Grade Science 6th Grade Science engages students in scientific inquiry. Throughout this process students learn to identify rocks, their distinct properties and formation and the characteristic properties of the minerals that form them. They learn to recognize that a cell continually divides to create new cells, reproduction of cells occur, similar cells have special functions, and characteristics of an organism are a result of inherited traits. Students also investigate properties and chemical processes of the particles that compose matter and explore renewable and nonrenewable energy resources. The course is aligned to Ohio s Academic Content Standards and prepares the students to excel on the Ohio Achievement Test (OAT) in science, which is given in the spring of the 8th grade year. 7th Grade Science 7th Grade Science engages students in scientific inquiry. Throughout this process students learn that the weather and climate of Earth is due to the interaction of Earth s hydrosphere, atmosphere, geosphere, and biosphere. They learn to describe interactions of matter and energy as they are transferred and conserved through Earth s systems. Students also investigate ecology and biodiversity and access knowledge to explain how each organism is unique in its needs and interactions with living and non-living things. The course is aligned to Ohio s Academic Content Standards and prepares students to excel on the Ohio Achievement Test (OAT) in science, which is given in the spring of the 8th grade year. 7th Grade Science SEMINAR 7 th Grade Science Seminar follows the same course of study as 7 th Grade Science, however this course will have a quickened pace and a stronger emphasis on student directed learning. Students will be required to read a nonfiction book linked to course content. Throughout the academic year, seminar students will regularly experience primary and secondary sources analysis, written and verbal analysis of current events and communication of scientific learning to an audience. Students will participate in technological design processes and inquiry investigations. In the first semester, students will conduct a Scientific Investigation (Science Fair) on a topic of the student s choice with optional participation in a formal science fair. In the second semester, students will conduct a research project related to science content. Socratic seminar and other discussion processes will be utilized to elicit understanding of scientific issues from multiple perspectives. 8 th Grade Science 8th Grade Science engages students in scientific inquiry. Throughout this process students explore the Earth s continually changing surface. They acquire knowledge to describe that the positions and motions of most objects in the solar system are predictable and/or cyclical and that the universe is a combination of infinite space and matter. They learn to explain that an organism s traits affect its reproductive success and its ability to respond to the environmental changes. Students also explore the motion of objects and Dublin City Schools

18 Science Scope and Sequence the effects of forces on objects. The course is aligned to Ohio s Academic Content Standards and prepares students to excel on the Ohio Achievement Test (OAT) in science, which is given in the spring of the 8 th grade year. Physical Science Physical Science is a one-year course in which students participate in hands-on explorations in the fields of chemistry and physics. Topics of interest include the physics of sports, astronomy, thermodynamics, sound, and light. Energy transformations, chemistry of the periodic table, and the conservation principles would also be covered in this course. Physical Science is an activity driven course with an inquiry approach that provides both a meaningful and relevant explanation of the physical world. Additional topics in Life Science may be included to prepare students for Ohio Achievement Tests. Credit for the course may be counted toward the requirements for college articulation and is a credit option course determined at the end of the year. This course provides excellent preparation for the student who expects to take biology, chemistry, and/or physics in high school. Humanities and Science 8 This class will provide students with the opportunity to extend their learning on selected science topics. Students will read non-fiction literature and examine current events as a basis for listening, reading, writing and speaking about scientific issues and discoveries. Critical thinking, creativity in presentation and meta-cognition will be stressed. Students will analyze, organize and present topics in a variety of self-selected venues. High School Grades 9-12 Physical Science Physical Science is a one-year course in which students participate in hands-on explorations in the fields of chemistry and physics. Topics of interest include the physics of sports, astronomy, thermodynamics, sound, and light. Energy transformations, chemistry of the periodic table, and the conservation principles would also be covered in this course. Physical Science is an activity driven course with an inquiry approach that provides both a meaningful and relevant explanation of the physical world This course provides excellent preparation for the student who expects to take biology, chemistry, and/or physics in high school. Systems of the Earth Systems of the Earth is a one-year course in which students study the interactions among Earth's subsystems of water, air, land, atmosphere, and all the living components. Students investigate the similarities among Earth and the other planets, the unique position and characteristics of Earth in the solar system, processes that have shaped and continue to impact planet and environmental issues. This course integrates biology, chemistry, physics, and Earth science to characterize the picture of life on this planet. Dublin City Schools

19 Science Scope and Sequence Biology Biology is a one-year course in which students study the living world in a laboratory and classroom setting. Over the course of 2 semesters, the topics covered will include: the nature of science, cells, heredity, evolution, and ecology. Methods of instruction include data analysis, research, laboratory work, computer simulation, and the application of biology to daily life. Advanced Placement Biology Advanced Placement Biology parallels a college-level introductory biology course for science majors. It is a one-year course that includes laboratory work, college-level reading, essay writing, and class discussions. It is intended for the student who wishes to obtain a strong background in biology and who intends to take the Advanced Placement Biology examination at the end of the year for possible college credit. Topics of study include: molecular and cellular biology, biochemical concepts, evolution, organismal biology, and population biology. AP Biology is a double-period class. Chemistry I Chemistry is a one-year course developed for students who have never had chemistry. Students will be prepared for further study in chemistry at the college or AP level, and informed of the important ideas in chemical science related to participation in a technological society. Physical Science and Algebra I are strongly recommended prerequisites. Topics for the first semester include safety lab methods, experimental design, measurement, properties of matter, properties and change, mixtures, solutions, periodic table, electron structure, nomenclature, ionic and covalent bonding, balancing equations, reaction types, metals, and redox reactions. Topics for the second semester include moles, stoichiometry, organic and biological chemistry, molecular structure and geometry, thermodynamics, gas laws, acids and bases and nuclear chemistry. Reading material outside the textbook may be used. Advanced Placement Chemistry Advanced Placement Chemistry parallels a college-level introductory chemistry course for science majors. It is a one-year course intended to prepare students to take the AP Chemistry examination at the end of the year for possible college credit. Students will study the laws and principles of chemistry. The course includes laboratory work, lecture, outside reading, class discussions, and extensive problem solving. It is intended for the serious student who wishes to obtain a strong background in chemistry. Topics of study include the following: chemical nomenclature, quantum mechanics, atomic structure, periodicity, states of matter, thermodynamics, equilibrium, acids-bases-salts, electrochemistry, kinetics, solution chemistry, nuclear chemistry, organic chemistry, and biochemistry. AP Chemistry is a double-period class. Advanced Placement Environmental Science The AP Environmental Science Course is designed to be the equivalent of a onesemester, introductory college course in environmental science. The course is to provide students with the scientific principles, concepts, and methodologies required to Dublin City Schools

20 Science Scope and Sequence understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human -made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. Advanced Research in Science This course will facilitate advanced learning of the philosophy of science, research methods, science writing and reporting, statistical analysis of results, lab and/or field work methods, and ethical concerns. This is an individual research course in which students will develop and complete a science research project. The student needs to be self-motivated and the teacher will act to facilitate the research work of the student. Work outside the classroom will be necessary and the students will be required to submit and present their research findings to a scientific community. This course is designed to be a culmination of the student s high school science experience. Physics Physics is a one-year course in which students study the laws and principles of physics through the use of inquiry, laboratory work, computer simulations and experiments, reading, and problem solving. Topics of study include the following: forces, motion, light, wave properties, optics, sound, electricity, and magnetism. Students will also recognize that discoveries in physics and technology influence our world. Advanced Placement Physics B Advanced Placement Physics B parallels a college-level introductory physics course for science majors. It is a one-year course intended to prepare students to take the AP Physics B examination at the end of the year for possible college credit. Students will study the laws and principles of physics. The course includes laboratory work, lecture, outside reading, class discussions, and extensive problem solving. It is intended for the student who wishes to obtain a strong background in physics. Topics of study include the following: motion, classical mechanics, kinetic theory, thermodynamics, electricity, magnetism, waves, optics, quantum physics, and special relativity. AP Physics B is a double-period class. Advanced Placement Physics C The AP Physics C course is designed to be the equivalent of a yearlong, introductory college course in physics intended primarily for engineering, physics, or physical science majors. It is a one-year, two period class intended to prepare students to take the AP Physics C examination at the end of the year for possible college credit. Students will study the laws and principles of physics. The course includes laboratory work, lecture, outside reading, class discussions, and extensive problem solving. Topics include Newtonian mechanics and electromagnetism. The mathematical models used to describe and understand concepts may include basic concepts of calculus. IB Biology HIGHER LEVEL (HL) International Baccalaureate Biology (HL) is a two-year experimental science program for Dublin City Schools

21 Science Scope and Sequence the purpose of gaining an IB diploma or certificate. During the course of the intensive two-year program, students will develop a broad understanding of biology principles related to several core areas of biology including Cells, Chemistry of Life, Genetics, Ecology and Evolution, and Human Health and Physiology and Neurobiology. Students will gain an understanding of how these principles relate to international issues and other curricular areas. The HL Biology program will allow students to investigate issues that have a global impact such as global warming, energy usage, deforestation, and the ethical implications of biotechnologies such as cloning and genetic engineering. The HL Biology program will incorporate a variety of instructional methods including lecture, cooperative learning, and research and laboratory exercises. There will be an emphasis on investigation and experimental design in which students will have the opportunity to formulate hypotheses, design and conduct controlled experiments, draw conclusions and communicate their results. In addition students will participate in a group for research projects through collaboration with IB Chemistry students. Upon completion of the higher-level IB Biology course students will be prepared for the IB assessment. This IB course is available for students participating in the Diploma Programme. IB Chemistry HL Higher Level International Baccalaureate Chemistry is an experimental course in which classroom academic studies are combined with acquisition of investigation and research skills both in and out of the laboratory. As a linking science between the physical and biological fields, chemistry incorporates numerous overlapping applications. The course consists of a freshman college level general chemistry core the first year and enrichment topics in the general chemistry area and advanced studies, including organic chemistry, biochemistry, fuels, and physical chemistry. Course aims include providing a body of knowledge, methods, and techniques enabling our students to apply the information and skills within a global context. We assess understanding in several ways by measuring student s ability to state fact, discuss theory, compare data, and evaluate information, and complete projects, as well as by written examinations. The purpose of the approach is to educate individuals in and beyond the classroom, promote international understanding, create a sense of global responsibility, and become self-reliant. This course is available for students participating in the Diploma Programme. IB Physics SL Standard Level International Baccalaureate Physics is a two-period one-year course designed to introduce students to the laws of physics, the experimental skills required in physics, and the social and historical aspects of physics as an evolving body of knowledge. Course topics include: measurement; mechanics; thermal physics; waves; electricity and magnetism; atomic and nuclear physics; energy and power; and astrophysics. This course will develop students' experimental and investigative scientific skills. To meet this aim, twenty-five percent of a student's classroom time is devoted to performing practical (laboratory) work that covers a range of topics and skills as well as an interdisciplinary Group 4 Project. This course is available for students participating in the Diploma Programme. Dublin City Schools

22 Science Scope and Sequence IB Environmental Systems & Societies STANDARD LEVEL (SL) The Environmental Systems and Societies course investigates the complex systems of nature and humans impact on the earth. The goal of the course is to provide students with the scientific principles, concepts and methodologies required to understand the systems of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems and to examine alternative solutions for resolving and/or preventing them. This IB course is available for students to earn an IB certificate or as part of the IB Diploma Programme. Dublin City Schools

23 ACADEMIC CONTENT STANDARDS Scope and Sequence Kindergarten Kindergarten provides students with the opportunity to develop the scientific skills of wondering, questioning, investigating and communicating to enable them to begin to develop a sense of the world. Kindergartners learn through discovery about changes on Earth, in the sky, plants, animals, their habitats and non-living things in their local community. Through hands-on exploration, students learn the characteristics of objects, tools, materials, how they move, and whether or not they are natural or man-made. Students explore the different ways people learn about science and interact with living things and the environment to promote respect for nature. To complete this year, students show knowledge of scientific concepts through demonstration of verbal and non-verbal skills and activities. Grade One Science instruction in the first grade builds upon the science skills developed in kindergarten and from the child's life experiences. Students have increasing opportunities to explore how living things change, how they interact with their environment and how they acquire food. Students discover that many objects are made of different parts and characteristics. Students learn ways objects change, move, the materials of which they are composed and their physical properties. Students recognize and realize that natural resources are limited and can be extended by recycling or decreasing use. First-graders explore ways people learn about science through questioning, comparing, investigating and observing to conclude year one. Grade Two Second-graders continue to relate science concepts and skills to their life experiences. They compare similarities and differences between people, animals and plants. Living system functions and the interactions they have with their physical environment are explained. Focus is placed upon habits, and the interdependence and survival of plants and animals in Ohio. Weather changes both short term and long term are observed, described and measured. Second-graders discover how cycles are present in their everyday lives through investigations of Earth and sky, sound and light, and plants and animals. Students recognize the purpose, process and effects of technology, simple equipment and instruments used in learning about science. Students develop an awareness of repeated scientific investigations and understand that under the same conditions the results are similar or the same, which will build skills for grade two. 10

24 ACADEMIC CONTENT STANDARDS Grade Three The scientific skills of observation, measuring and classification serve as focal points for the third grade. Students learn to read and interpret simple tables and graphs, conduct safe investigations in which they collect and analyze data, and communicate the results. Third-graders explore the properties and composition of rocks and soils and the interaction of forces and motion. They also compare the life cycles of animals, classifications of animals according to their characteristics, descriptions of their habitat and adaptations to their environment. Students examine results of technology and explore careers in science, as well as scientific contributions from a diversity of cultures. Grade Four Fourth-graders continue to safely conduct investigations, choose appropriate tools, measure, collect, formulate conclusions and communicate findings. They draw inferences from simple experiments and study the physical and chemical changes of matter. Properties of materials and the discovery of new materials formed by combining two or more materials are explored. Students expand the study of life cycles of plants by examining characteristics, growth and functions. Students gather information on the weather and its patterns and how weather impacts the Earth's surface, land, air and water. They explore how utilizing technology affects human lives and how technology and inventions change to meet people's needs. Grade Five Earth and space sciences are investigated in more detail in grade five. Earth's characteristics, resources and location in the solar system are identified and their implications explored. Students also learn about the interrelationship of organisms and ecosystems and simple food chains and food webs. Energy and energy transfer through an electrical current are addressed. Fifth-graders describe and illustrate the design process and describe the positive and negative impacts of human activity and technology on the environment. Students observe, measure and collect data when conducting a scientific investigation; students use this information to formulate inferences and conclusions; and students develop skills to communicate the results. Grade Six Students in grade six continue to conduct investigations and begin to apply mathematical skills in evaluating and analyzing variables of data. They identify basic skills of the scientific inquiry process, such as how thinking scientifically is helpful in daily life and how technological advances affect the quality of life. Students research how men and women of other countries and cultures contribute to science. Sixth-grade students identify rocks, their distinct properties and formation and characteristic properties of the minerals that form them. They learn to recognize that a cell continually divides to create new cells, reproduction of cells occur, similar cells have special functions, and characteristics of an organism are a result of inherited traits. Students acquire knowledge of the uses, properties and chemical processes of the small particles that compose matter. They learn the renewable and nonrenewable sources of energy as part of the grade six indicators. 11

25 ACADEMIC CONTENT STANDARDS Grade Seven Students learn to describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere. They continue to develop skills of scientific inquiry, explain how matter can change forms and describe how energy is potential or kinetic and takes many forms. Students apply math skills to evaluate and analyze variables and data from investigations as they draw conclusions from scientific evidence. Seventh-grade students are able to recognize that technology can create environmental and economic conflicts, affect the quality of life, and that science and technology cannot answer all questions and cannot solve all human problems. Students access knowledge to explain how energy entering the ecosystems, such as sunlight, supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment. Grade Eight Students in the eighth grade explore space and plate tectonics as they continue to draw conclusions from scientific evidence that support theories related to the change of Earth's surface. They acquire knowledge to describe how positions and motions of objects in the universe cause predictable and cyclic events. Students explain that the universe is composed of vast amounts of matter and that it is held together by gravitational force. They explore equipment to study the universe - telescopes, probes, satellites and spacecraft. Motion of objects, effects of forces on objects, and how waves (sound, water and earthquake) transfer energy are explored. Students will be able to explain how extinction of a species occurs when the environment changes and its adaptive characteristics are insufficient to allow survival. Students design a solution to a problem or design and build a product, given certain constraints. Technological influences on the quality of life are also explored in this grade level. Grade Nine The ninth-grade year addresses physical science and related principles in Earth and space sciences. Physical science concepts include the nature of matter and energy; identifiable physical properties of substances; and properties of forces that act on objects. Ninth-graders learn about forces and motions, structures and properties of atoms, how atoms react with each other to form other substances, and how molecules react with each other or other atoms. Earth and space science topics include processes that move and shape Earth, Earth's interaction with the solar system, and gravitational forces and weather. Students continue to develop a deeper understanding of the processes of scientific inquiry and how these processes use evidence to support conclusions based on logical reasoning. Students investigate ways in which science and technologies combine to meet human needs and solve human problems. Ninth-graders trace the historical development of scientific theories and ideas, explore scientific theories and develop their scientific literacy to become knowledgeable citizens. 12