science curriculum - cape girardeau public schools · science curriculum concepts measurable ......

Science Curriculum

ConceptsMeasurable Learner

Objective

Process

Standards

Integrated

Skills

Bloom

Level

Instructional Strategies Student

Activities/ResourcesAssessment

B The students will:

Properties of

mixtures depend

upon the

concentrations,

properties, and

interactions of

particles

compare and contrast the

properties of acidic, basic, and

neutral solutions.

1.8, 2.1, 3.1,

3.2, 3.4, 4.1

Analy

sis

In laboratory groups, students will

measure pH of loam, sand, and clay soil.

Students present results in a

summary which is scored via a

scoring guide.

Science: Ecology I 9-12th Grade

Content Standard 1: Properties and Principles of Matter and Energy

GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter

1 10/12/2007 Cape Girardeau Public Schools 2005

Science Curriculum


Objective

Process

Standards

Integrated

Skills

Bloom

Level



A The students will:

Forms of energy

have a source, a

means of transfer

(work and heat),

and a receiver

1. recognize chemical energy as

the energy stored in the bonds

between atoms in a compound.

2. describe sources and common

used of different forms of energy

(i.e. chemical, nuclear, thermal,

mechanical, electromagnetic).

2.1, 3.1, 3.4,

3.7, 4.1

Know

ledge

Com

pre

hensio

n

E

Nuclear energy is

a major source of

energy

throughout the

universe

1. identify the role of nuclear

energy as it serves as a source of

energy for the Earth, stars, and

human activity.

4.1

Know

ledge

GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems


Content Standard 1: Properties and Principles of Matter and Energy


Science Curriculum


Objective

Process

Standards

Integrated

Skills

Bloom

Level




Photosynthesis

and cellular

respiration are

complementary

processes

necessary to the

survival of most

organisms on

Earth

1. compare and contrast

photosynthesis and cellular

respiration reactions (Do NOT

assess intermediate reactions).

2. explain the interrelationship

between the processes of

photosynthesis and cellular

respiration.

2.1, 3.1, 3.4,

3.5

Com

pre

hensio

n

Analy

sis

1. Interpret an energy flow diagram that

includes the processes of

photosynthesis and respiration.

2. Construct and interpret the carbon

cycle.

1. In a constructed response on

the unit test, summarize the flow

of energy from the sun through

a food chain.


a unit test, draw the carbon

cycle.


GLE 2: Living organisms carry out life processes in order to survive

Content Standard 3: Characteristic and Interactions of Living Organisms


Science Curriculum


Objective

Process

Standards

Integrated

Skills

Bloom

Level



D The students will:

There is heritable

variation within

every species of

organism

1. describe the advantages and

disadvantages of asexual and

sexual reproduction with regard to

variation within a population.

2. describe how genes can be

altered and combined to create

genetic variation within a species

(e.g. mutation, recombination of

genes).

3. recognize that new heritable

characteristics can only result from

new combinations of existing

genes or from mutations of genes

in an organism's sex cells.

3.1, 3.4, 3.5

Com

pre

hensio

n


Content Standard 3: Characteristic and Interactions of Living OrganismsGLE 3: There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes


Science Curriculum

Concepts Measurable Learner ObjectiveProcess

Standards

Integrated

Skills

Bloom

Level




All

populations

living together

within a

community

interact with

one another

and with their

environment

in order to

survive and

maintain a

balanced

ecosystem

1. explain the nature of interactions

between organisms in different

symbiotic relationships (i.e. mutualism,

commensalisms, parasitism).

2. explain how cooperative (e.g.

symbiosis) and competitive (e.g.

predator/prey) relationships help

maintain balance within an ecosystem.

3. explain why no two species can

occupy the same niche in a community.

3.1, 3.5, 3.6

Com

pre

hensio

n

1. In cooperative groups, examine

experimental data concerning nesting

behavior and offspring survival among

cowbirds and host birds from two

different communities in Panama.

Determine the nature of the symbiotic

predator/prey relationships involved in

the example. Explain how the different

relationships help maintain balance in

the two ecosystems. (See Activity

"Who's Been Dumping in My Nest?")

Addresses Objectives 1 and 2.

3. Students examine data from

laboratory manipulations where two

species occupying the same niche

could not coexist over time. Students

also examine and evaluate niche

portioning in warblers using the same

resource in different ways.


a unit test, pick out examples of

symbiotic and predator/prey

relationships from a given

ecosystem. Explain how the

relationships help maintain

balance within the ecosystem.


a unit test, students describe the

Competitive Exclusion Principle.


Content Standard 4: Changes in Ecosystems and Interactions of Organisms with their Environments

GLE 1: Organisms are interdependent with one another and their environment


Science Curriculum


Standards

Integrated

Skills

Bloom

Level




Living

organisms

have the

capacity to

produce

populations

of infinite

size, but

environments

and

resources are

finite

1. identify and explain the limiting

factors that may affect the carrying

capacity of a population within an

ecosystem.

2. predict how populations within an

ecosystem change in number and/or

structure in response to hypothesized

changes in biotic and/or abiotic factors.

3.1, 3.5, 3.6

Know

ledge

Com

pre

hensio

n

Synth

esis

1. In laboratory groups, use

manipulatives to simulate the change in

a prey/predator population over several

generations. Graph the data collected.

Identify the factors that affect the

population size. Explain the changes in

numbers over time and predict future

changes based on limiting factors in the

environment. (See activity "Predator-

Prey Simulation")

Addresses Objectives 1 and 2


a unit test, graph normal

population growth and identify

carrying capacity and increasing

?? population growth.





Science Curriculum


Standards

Integrated

Skills

Bloom

Level



C The students will:

All

organisms,

including

humans, and

their activities

cause

changes in

their

environment

that affect the

ecosystem

1. devise a multi-step plan to restore

the stability and/or biodiversity of an

ecosystem when given a scenario

describing the possible adverse effects

of human interactions with that

ecosystem (e.g. destruction caused by

direct harvesting, pollution, atmospheric

changes).

2. predict and explain how natural or

human caused changes (biological,

chemical and/or physical) in one

ecosystem may affect other ecosystems

due to natural mechanisms (e.g. global

wind patterns, water cycle, ocean

currents).

3.1, 3.2, 3.3,

3.4, 3.6, 3.7,

3.8

Synth

esis

Com

pre

hensio

n

2. Research an environmental problem

and present the results in a paper and

class presentation detailing cause(s),

effect(s), and solution(s) to the problem.


a unit test, describe cause(s),

effect(s), and solution(s) to

major environmental problems.





Science Curriculum


Standards

Integrated

Skills

Bloom

Level




The diversity

of species

within an

ecosystem is

affected by

changes in

the

environment,

which can be

caused by

other

organisms or

outside

processes

1. predict the impact (beneficial or

harmful) a natural environmental event

(e.g. forest fire, flood, volcanic eruption,

avalanche) may have on the diversity of

different species in an ecosystem.

2. describe possible causes of

extinction of a population.

3.1, 3.4, 3.5,

3.6

Synth

esis

Com

pre

hensio

n 1. Evaluate data taken from three

different stages of succession following

a national disaster. Observe how

various parameters change and

determine the effects of different

species in the ecosystem.


a unit test, distinguish between

primary and secondary

succession.





Science Curriculum


Standards

Bloom

Level




As energy

flows through

the

ecosystem,

all organisms

capture a

portion of that

energy and

transform it to

a form they

can use

1. illustrate and describe the flow of

energy within a food web.

2. explain why there are generally more

producers than consumers in an energy

pyramid.

3. predict how energy distribution and

energy use will be altered due to

changes in a food web.

3.1, 3.2, 3.5

Com

pre

hensio

n

Synth

esis

1. Research the types of organisms

that live in a selected biome and identify

the trophic level each occupies. Use the

organisms to illustrate a food web

characteristic of the biome. Explain how

energy flows through the web and how

number of producers and consumers

relate to energy requirements within the

ecosystem. Predict the change within

the ecosystem that would result from

the removal/alteration of an organism

from the food web.

Addresses Objectives 1, 2, and 3.

2. Calculate numbers of energy units

and organisms at different trophic levels

on a food pyramid.


a unit test, illustrate a food web

from a given ecosystem, identify

which organisms (trophic levels)

would be most numerous and

explain why. Predict the result of

a specified change in the food

web.

2. In a constructed response

item on a unit test, calculate the

numbers of organisms and

energy units on different levels

of a food pyramid.

B

Matter is

recycled

through an

ecosystem

1. explain the processes involved in the

recycling of nitrogen, oxygen, and

carbon through an ecosystem.

2. explain the importance of the

recycling of nitrogen, oxygen, and

carbon within an ecosystem.

3.1, 3.3

Com

pre

hensio

n 1. In laboratory, make observations of

the process of fermentation by yeast

and apply the results to the carbon

cycle.

2. Draw the carbon and the nitrogen

cycles.

In a constructed response item

on a unit test, draw the carbon

and nitrogen cycles.



GLE 2: Matter and energy flow through the ecosystem


Science Curriculum


Standards

Integrated

Skills

Bloom

Level




Evidence for

the nature

and rates of

evolution can

be found in

anatomical

and

molecular

characteristic

s of

organisms

and in the

fossil record.

1. interpret fossil evidence to explain the

relatedness of organisms using the

principles of superposition and fossil

correlation.

3.1, 3.4, 3.5,

3.6, 3.7

Com

pre

hensio

n

Evalu

ation

B

Reproduction

is essential to

the

continuation

of every

species

1. define a species in terms of the

ability to breed and to produce fertile

offspring.

2. explain the importance of

reproduction to the survival of a species

(i.e. the failure of a species to reproduce

will lead to extinction of that species).

3.1, 3.5

Know

ledge

Com

pre

hensio

n 1. In classroom discussion, go over

examples of hybrids between two

different species and emphasize the

hybrids inability to reproduce.

2. See 1., 3., 5. under Concept C (next

page).

1. On a unit test, have students

describe the ability to produce

fertile offspring as a defining

characteristic of species.

2. See 1., 3., 5. under Concept

C. (next page).



GLE 3: Genetic variation sorted by the natural selection process explains evidence of biological evolution


Science Curriculum


Standards

Integrated

Skills

Bloom

Level




Natural

selection is

the process

of sorting

individuals

based on

their ability to

survive and

reproduce

within their

ecosystem

1. describe how variation in

characteristics provides populations an

advantage for survival.

2. identify examples of adaptations that

may have resulted from variations

favored by natural selection (e.g. long-

necked giraffes, long-eared jack

rabbits).

3. explain how genetic homogeneity

may cause a population to be more

susceptible to extinction (e.g.

succumbing to a disease for which there

is no natural resistance).

4. explain how environmental factors

(e.g. habitat loss, climate change,

pollution, introduction of non-native

species) can be agents of natural

selection.

5. given a scenario describing an

environmental change, hypothesize why

a given species was unable to survive.

3.1, 3.2, 3.3,

3.4, 3.5, 3.6,

3.7

Synth

esis

Know

ledge

Com

pre

hensio

n

1., 3., 5. In laboratory, collect data by

the students acting as predators hunting

for prey. Alter parameters of both

predator and prey to illustrate the

environmental impact as well as the

interspecific and intraspecific

competition impacts on evolution of

populations.

1., 3., 5. In a constructed

response on a unit test, when

given a scenario, explain how a

specified adaptation is related

environmental conditions and

differential reproduction within

the species. Predict the effect

of an environmental change on

the survival of the population.



GLE 3: Genetic variation sorted by the natural selection process explains evidence of biological evolution


Science Curriculum


Standards

Integrated

Skills

Bloom

Level




The

hydrosphere

is composed

of water (a

material with

unique

properties)

and other

materials

recognize the importance of water as a

solvent in the environment as it relates

to karst topography (cave formation),

acid rain, and water pollution.

1.4, 1.5, 1.8,

2.1, 2.3, 3.6,

4.6, 3.8

Know

ledge thro

ugh E

valu

ation

1, See Standard 4, Concept D

C

The

atmosphere

(air) is

composed of

a mixture of

gases,

including

water vapor,

and minute

particles

1. relate the composition of gases and

temperature of the layers of the

atmosphere (i.e., troposphere,

stratosphere, ionosphere) to cloud

formation and transmission of radiation

(e.g., ultraviolet, infrared).

2. describe the causes and

consequences of observed and

predicted changes in the ozone layer.

1.4, 1.5, 1.8,

2.1, 2.3, 3.6,

4.6, 3.8K

now

ledge thro

ugh E

valu

ation

1, See Standard 4, Concept D


Content Standard 5: Processes and Interactions of the Earth's Systems (Geosphere, Atmosphere, and Hydrosphere)

GLE 1: Earth's Systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures


Science Curriculum


Standards

Integrated

Skills

Bloom

Level




Earth's

materials are

limited

natural

resources

affected by

human

activity

1. distinguish between renewable and

nonrenewable energy resources.

2. recognize the finite availability of

fresh water for use by living organisms.1.1, 1.5, 2.1,

2.3, 3.6, 3.8

Know

ledge thro

ugh E

valu

ation

1. In class discussing, distinguish

between renewable and nonrenewable

resources.

3. See Standard 4, Concept D

1. Provide examples of

renewable and nonrenewable

resources.

GLE 3: Human activity is dependent upon and affects Earth's resources and systems


Content Standard 5: Processes and Interactions of the Earth's Systems (Geosphere, Atmosphere, and Hydrosphere)


Science Curriculum


Standards

Integrated

Skills

Bloom

Level




Scientific inquiry

includes the ability

of students to

formulate a

testable question

and explanation,

and to select

appropriate

investigative

methods in order

to obtain evidence

relevant to the

explanation

1. formulate testable questions and

hypotheses.

2. analyzing an experiment, identify

the components (i.e. independent

variable, dependent variables, control

of constants, multiple trials) and

explain their importance to the design

of a valid experiment.

3. design and conduct a valid

experiment.

4. recognize it is not always possible,

for practical or ethical reasons, to

control some conditions (e.g. when

sampling or testing humans, when

observing animal behaviors in nature).

1.1, 1.2, 1.3,

1.4, 1.5, 1.6,

1.7, 1.8,

1.10, 2.1

Know

ledge thro

ugh E

valu

ation

1-3. Test various household

substances (e.g. salt, cayenne pepper,

etc.) as ant repellants.

1-3. Students write a Formal

Lab Report explaining

experimental procedure and

identifying control group,

independent variables,

dependent variables, and

controlled variables.


Content Standard 7: Scientific Inquiry

GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking


Science Curriculum


Standards

Integrated

Skills

Bloom

Level




Scientific inquiry

includes the ability

of students to

formulate a

testable question

and explanation,

and to select

appropriate

investigative

methods in order

to obtain evidence

relevant to the

explanation

5. acknowledge some scientific

explanations (e.g. explanations of

astronomical or meteorological

phenomena) cannot be tested using

the standard experimental "scientific

method" due to the limits of the

laboratory environment, resources,

and/or technologies.

6. Evaluate the design of an

experiment and make suggestions for

reasonable improvements. Know

ledge thro

ugh E

valu

ation

6. See 1-3, Concept A 6. See 1-3, Concept A





Science Curriculum


Standards

Integrated

Skills

Bloom

Level




Evidence is used

to formulate

explanations

1. use quantitative and qualitative

data as support for reasonable

explanations (conclusions).

2. analyze experimental data to

determine patterns, relationship,

perspectives, and credibility of

explanations (e.g.

predict/extrapolate data, explain

the relationship between the

independent and dependent

variable).

3. identify the possible effect of

errors in observations,

measurements, and calculations,

on the validity and reliability of data

and resultant explanations

(conclusions).

1.1, 1.2, 1.3,

1.4, 1.5, 1.6,

1.7, 1.8,

1.10, 2.1

Know

ledge thro

ugh E

valu

ation



1-3. See ant repellant activity, Concept A.



Science Curriculum


Standards

Integrated

Skills

Bloom

Level




Scientific inquiry

includes

evaluation of

explanations

(hypotheses, laws,

theories) in light of

scientific

principles

(understandings)

1. analyze whether evidence (data)

and scientific principles support

proposed explanations

(hypotheses, laws, theories).

2. evaluate the reasonableness of

an explanation (conclusion).

1.1, 1.2, 1.3,

1.4, 1.5, 1.6,

1.7, 1.8,

1.10, 2.1

Know

ledge thro

ugh E

valu

ation

1-3. See ant repellant activity, Concept A.





Science Curriculum


Standards

Integrated

Skills

Bloom

Level



E The students will:

The nature of

science relies

upon

communication of

results and

justification of

explanations

1. communicate the procedures

and results of investigations and

explanations through: oral

presentations, drawings and maps,

data tables (allowing for the

recording and analysis of data

relevant to the experiment such as

independent and dependent

variables, multiple trials, beginning

and ending times or temperatures,

derived quantities), graphs (bar,

single, and multiple line), equations

and writings.

2. communicate and defend a

scientific argument.

3. explain the importance of the

public presentation of scientific

work and supporting evidence to

the scientific community (e.g. work

and evidence must be critiqued,

reviewed, and validated by peers;

needed for subsequent

investigations by peers; results can

influence the decisions regarding

future work).

1.1, 1.2, 1.3,

1.4, 1.5, 1.6,

1.7, 1.8,

1.10, 2.1

Know

ledge thro

ugh E

valu

ation

1-3. See activity, Standard 4, Concept C.





Science Curriculum


Objective

Process

Standards

Integrated

Skills

Bloom

Level




Advances in

technology often

result in

improved data

collection and an

increase in

scientific

information

1. recognize the relationships

linking technology and science

(e.g., how technological problems

may create a demand for new

science knowledge, how new

technologies make it possible for

scientists to extend research and

advance science).

2.4, 2.7, 4.1

Know

ledge thro

ugh E

valu

ation

C

Technological

solutions to

problems often

have drawbacks

as well as

benefits

1. identify and evaluate the

drawbacks and benefits of

technological solutions to a given

problem.

2.4, 2.7, 4.1

Know

ledge thro

ugh

Evalu

ation


Content Standard 8: Impact of Science, Technology and Human Activity

GLE 1: The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs.

*See Rationale

See Activity, Standard 4, Concept C.


Science Curriculum


Objective

Process

Standards

Integrated

Skills

Bloom

Level




Scientific

theories are

developed

based on the

body of

knowledge that

exists at any

particular time

and must be

rigorously

questioned and

tested for validity

1. identify and describe how

explanations of scientific

phenomena have changed over

time as a result of new evidence.

2. identify and analyze current

theories that are being questioned

, and compare them to new

theories that have emerged to

challenge older ones.

2.4, 2.7, 4.1

Know

ledge thro

ugh E

valu

ation

1. Through class discussion, students

will focus on how scientific views on the

evolution of species have changed.

1. In a constructed response

item on a unit test, students will

distinguish between Lamarkian

and Darwinian views on the

evolution of species.



GLE 2: Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and

technology evolve over time


Science Curriculum


Objective

Process

Standards

Integrated

Skills

Bloom

Level




Social, political,

economic,

ethical and

environmental

factors strongly

influence, and

are influenced

by, the direction

of progress of

science and

technology

1. analyze the roles of science

and society as they interact to

determine the direction of scientific

and technological progress.

2. identify and describe major

scientific and technological

challenges to society and their

ramifications for public policy.

2.4, 2.7, 4.1

Know

ledge thro

ugh E

valu

ation

1 & 2. See Standard 4, Concept D.


GLE 3: Science and technology affect, and are affected by, society



science curriculum - cape girardeau public schools · science curriculum concepts measurable ......

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