TABLE OF CONTENTS - Lindbergh School District

TABLE OF CONTENTS 

SCIENCE K-12 CURRICULUM GUIDE 

Lindbergh School District 

Section I 

Section II 

Section III 

Section IV 

Section V 

Section VI 

Science Curriculum Committee 

Science Curriculum Guide Introduction 

Rationale 

Goals for Graduates 

Knowledge and Process Standards 

Integrated Standards 

Curriculum Document Format 

Elementary 

Kindergarten 

First Grade 

Second Grade 

Third Grade 

Fourth Grade 

Fifth Grade 

Middle School 

Sixth Grade 

Seventh Grade 

Eighth Grade 

High School 

Biology 

Biology – Honors 

Physical Science 

Physical Science – Honors 

Chemistry 

AP/IB Chemistry 1 

AP/IB Biology 1 

AP Physics 1 

Astronomy 



Earth Science 

Environmental Science 

Human Anatomy and Physiology 

Physics 

AP Physics 2 

Science Grade-Level Expectations 

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LINDBERGH SCHOOL DISTRICT 

SCIENCE CURRICULUM COMMITTEE 

Joan Hereford, Department Chair Lindbergh High School 

Steve Banning Lindbergh High School 

Douglas Barton Lindbergh High School 

Bryan Cintel Lindbergh High School 

Shana Franklin Lindbergh High School 

Kim Galakatos Lindbergh High School 

Kena Harrison Lindbergh High School 

Michelle Hrastich Lindbergh High School 

Tom Humphries Lindbergh High School 

Jane Jeep Lindbergh High School 

Amanda McKay Lindbergh High School 

Susanne Sawyer Lindbergh High School 

William Schwindt Lindbergh High School 

Steven Tomey Lindbergh High School 

Allen Russell, Department Chair Sperreng Middle School 

Sarah Sumner Sperreng Middle School 

Mary Palumbo Crestwood Elementary School 

Tracey Malke Kennerly Elementary School 

Nancy Steffel Kennerly Elementary School 

Janet Barber Long Elementary School 

Dawn McCoy Long Elementary School 

Carrie Launius , Elementary Coordinator Long Elementary School 

Kelly Powell Long Elementary School 

Rebecca Danze Truman Elementary School 

Craig Hamby Truman Elementary School 

Mike Kuhn Truman Elementary School 

Carol Stulce Truman Elementary School 

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Rationale for the Study of Science 

The purpose of the Lindbergh School District science program is to ensure that each student gains a working knowledge and skill set 

which they can apply to their daily living and to important issues facing our community, our society and our planet. The science 

program strives to nurture and enhance the students’ natural curiosity and enthusiasm, as well as to prepare them for future academic 

and professional pursuits. 

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Science Goals for Graduates 

Graduates will be scientifically literate citizens who: 

- demonstrate a positive disposition about science 

- apply technological and scientific tools 

- utilize the scientific method to analyze problems and arrive at reasonable, logical conclusions 

- communicate general science knowledge and related skills effectively 

- apply scientific concepts and skills appropriately 

- recognize science learning as a life-long endeavor 

Show-Me Knowledge Standards 

Students will acquire a solid foundation which 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 objects within it 

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

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

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Show-Me Performance Standards 

Goal 1 – Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas. 

Goal 2 - Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the 

classroom. 

Goal 3 - Students in Missouri public schools will acquire the knowledge and skills to recognize and solve problems. 

Goal 4 - Students in Missouri public schools will acquire the knowledge and skills to make decisions and act as responsible members 

of society. 

Integrated Standards (IS) 

District Character Education Traits State-required Equity and Skills 

C1 – Cooperation C7 – Courage G – Gender equity 

C2 – Respect C8 – Patience E – Ethnic/racial equity 

C3 – Responsibility C9 – Service D – Disability awareness and equity 

C4 – Peace C10 – Self-control T – Technology skills 

C5 – Caring C11 – Goal-setting R – Research/information-seeking skills 

C6 – Integrity C12 – Honesty W – Workplace/job-preparedness competencies 

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Science Curriculum Document Format 

The Lindbergh School District’s science curriculum contains the Missouri Department of Elementary and Secondary 

Education Grade-Level Expectations (GLEs) for science. The GLEs are aligned with the content and process standards of the Show- 

Me Standards and to benchmarks from the Frameworks for Curriculum Development. The Grade-Level Expectations are organized 

according to Strand (e.g., Properties and Principles of Matter and Energy, Properties and Principles of Force and Motion, etc.); Big 

Idea (e.g., 1. Changes in properties and states of matter provide evidence of the atomic theory of matter); Concept (e.g., A. Objects, 

and the materials they are made of, have properties that can be used to describe and classify them); and Grade (e.g., Grade 4). 

Each grade-level or course curriculum document is formatted into sections according to GLE Strands and Big Ideas and then 

into four columns: Major Objectives (the GLE Concepts), Integrated Standards, Suggested Activities and Suggested Assessments. 

The Major Objectives indicate what students are expected to know and be able to do once they have completed a course of 

study. These measurable objectives provide specific details of national, state and district content standards for the courses. 

The Integrated Standards column contains abbreviated notations for the District’s twelve Character Education Traits, as well 

as for the state-required Equity and Skills standards. These required standards focus on the personal development of students and are 

designed to ensure that the District is accomplishing its mission of developing competent and caring individuals. 

The Suggested Activities column provides details of lesson and unit plans for presenting content materials to students. These 

activities are to be used by teachers as a starting point for planning and are subject to continual revision. As new methodology and 

technologies become available, additional activities will be developed and implemented throughout the curriculum. Also, in this 

column will be found the codes which denote activity alignment with the Show-Me Knowledge Standards for Science and the Show- 

Me Performance Standards for the four areas of process competencies developed by the Missouri Department of Elementary and 

Secondary Education. 

The last column, Suggested Assessments, offers strategies to teachers for evaluating student learning. This helps to identify 

areas of strength in student learning as well as those in need of additional instruction in order for students to master the knowledge and 

skill content of the course. As with suggested activities, the assessments will be modified and enriched in order to help move students 

to higher levels of achievement and mastery. 

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Elementary School 

Rationale: 

The teaching of science is important in the elementary level to introduce children to the scientific method and process of problem 

solving. The acquisition of these skills will enable students to explore the world around them and learn techniques to protect that 

world. Students will learn about the earth and the scientific principals that make things around them work. 

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Kindergarten 

Rationale: 

The teaching of science is important in kindergarten to introduce children to the scientific method and process of problem solving. 

The acquisition of these skills will enable students to explore the world around them and learn techniques to protect the world. 

Students will learn about the earth and the scientific principals that make things around them work. 

Course Description: 

In Kindergarten, students will become active participants in the learning process. Students will describe relative motion, the specifics 

of forces/motions, and the interactions of forces/motion. Students will identify major structure/functions/characteristics of living 

systems, and the diversity of living systems. They will investigate the characteristics of heredity. 

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Strand 1: Properties and Principles of Matter and Energy 

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

Major Objectives IS Suggested Activities Suggested Assessments 

Concept A: Objects, and the materials they 

are made of, have properties that can be used 

to describe and classify them 

a. Describe physical properties of objects (i.e., 

size, shape, color, and mass) by using the 

senses, simple tools (e.g., magnifiers, equal 

arm balances), and/or nonstandard measures 

(e.g., bigger/smaller; more/less). 

C10 

a. Students will collect materials and sort them by 

common attributes. Students will use magnifying 

glasses to examine materials in the classroom and 

sort the materials by properties. Students will 

create measuring devices (string, hands etc) to 

measure common objects (1.3) 

a. Using hula hoops, students will sort 

materials and explain the sorting 

system. 

b. Identify materials (i.e., cloth, paper, wood, 

rock, metal) that make up an object, and 

some of the physical properties of the 

materials (e.g., color, texture, shiny/dull, 

odor, sound, taste, flexibility). 

C8 

b. Students will play the game “I see 

something……..” and have students guess what is 

being described. (1.3) 

b. Given a set of buttons, students will 

classify by characteristics. 

c. Sort objects based on observable physical 

properties (e.g., size, material, color, shape, 

and mass). 

C1 

c. Students will bring materials from home and sort 

them by characteristics. Students will use 

examples of things found in a grocery store 

(meats, fruits, dry goods, etc) and explain how 

different objects are alike and different. (1.3; 1.8) 

c. Students will devise a sorting system 

for rocks, leaves, animals, food, etc. 

Using a chart, students will compare 

similarities and differences of objects. 

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2. Energy has a source, can be transferred, and transformed into various forms but 

is conserved between and within systems 


Concept A: Forms of energy have a source, a 

means of transfer (work and heat) and a 

receiver 

a. Identify the sounds and their source of 

vibrations in our everyday life (e.g. alarms, 

car horns, animals, machines, musical 

instruments). 

C1 

D 

a. Students will gather musical instruments 

(maracas, bells) and construct (coffee can drum, 

coins in a can) working in pairs; one student will 

make a sound and the other will close their eyes 

and guess the sound. (1.3) 

a. Students will classify sounds according 

to their meanings (i.e.: sirens-warning, 

instruments-make music, animalscommunicate). 

b. Compare different sounds (i.e., loudness, 

pitch, rhythm). 

C3 

b. Using 3 jars the same size; students will measure 

different amounts of water to make sounds. (1.8) 

b. Students will compare different sounds 

and make a chart of whether sounds are 

natural, man made, loud, soft, pleaser, 

unpleasing. 

c. Recognize that the ear serves as a receiver 

of sound. 

C1 

C2 

c. Students will construct phones out of plastic cups 

and string. (2.5) 

c. Students will role play responses to 

different sounds. 

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 


Concept A: The motion of an object is 

described as a change in position, direction, 

and speed relative to another object (frame of 

reference) 

a. Describe an object’s position relative to 

another object (e.g., above, below, in front 

of, behind). 

T 

R 

a. Students will use a newspaper or the Internet to 

show how newspapers place most important 

stories on the front page. Point out that each 

story has a headline. Show the positions of 

different part of the newspaper. (1.4; 2.7) 

a. Students will make a name frame by 

placing their name in the center of a 

paper. Students will add words such as 

above, below, right, left, over, under. 

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2. Forces affect motion 


Concept A: Forces are classified as either 

contact forces (pushes, pulls, friction, 

buoyancy) or non-contact forces (gravity, 

magnetism) that can be described in terms of 

direction and magnitude 

a. Identify ways (push, pull) to cause some 

objects to move by touching them. 

C10 

a. Students will make a boat out of clay and show 

how one can move it in a push or pull. Teachers 

will play the “Pushes and Pulls” song on a CD. 

Teachers will group students and have them 

dramatize a verse. Students will role play being a 

magnet, moving around the room and showing 

what they are attracted to. (1.10; 1.5; 4.6) 

a. Students will go to the playground and 

show what pushes and what pulls. 

b. Recognize that magnets cause some objects 

to move without touching them. 

C10 

b. Using a magnet, students will pull materials that 

stick to it without touching the materials. (1.2) 

b. Using a strong magnet, students will 

hold a few sheets of paper over 

different materials. Students will 

identify which materials move. 

Strand 3: Characteristic and Interactions of Living Organisms 

1. There is a fundamental unity underlying the diversity of all living organisms 


Concept D: Plants and animals have different 

structures that serve similar functions 

necessary for the survival of the organism 

a. Observe and compare the structures and 

behaviors of different kinds of plants and 

animals. 

T 

C8 

a. Teachers will play CD Science Songs track 5. 

Students will take a nature walk and observe 

different types of plants. (1.4; 1.7; 1.8) 

a. Students will make a poster comparing 

similarities and differences of plants. 

Make a living and non-living poster. 

Students will draw pictures of people 

as living things. 

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3. There is a genetic basis for the transfer of biological characteristics from one generation 

to the next through reproductive processes 


Concept D: There is heritable variation 

within every species of organism 

a. Recognize that living things have offspring. 

T 

R 

C3 

a. Students will play a matching game, placing 

pictures of adult animals to their young (1.8; 1.4; 

2.7; 4.6) 

a. Students will create flashcards with 

adult animal pictures on one side and 

the young on the other. Students will 

use the Internet or magazines to acquire 

pictures. 

b. Recognize a parent – offspring relationship 

based on the organisms’ physical 

similarities and differences. 

T 

R 

C3 

b. Students will play a matching game, placing 

pictures of adult animals to their young. (1.8; 

1.4; 2.7; 4.6) 

b. Students will create flashcards with 

adult animal pictures on one side and 

the young on the other. Students will 

use the internet or magazines to acquire 

pictures. 

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Strand 4: Changes in Ecosystems and Interactions of Organisms with Their Environments 

1. Organisms are interdependent with one another and with their environment 


Concept A: All populations living together 

within communities interact with one another 

and with their environment in order to 

survive and maintain a balanced ecosystem 

a. Describe how the seasons affect the 

behavior of plants and animals. 

C3 

a. Teacher will use visuals to explain how plants 

and animal behavior changes with the seasons 

(hibernation, harvest, migration). (1.8; 4.6) 

a. Students will make a booklet 

displaying animal behavior in different 

seasons. 

b. Describe how the seasons affect the 

everyday life of humans (e.g., clothing, 

activities). 

C3 

b. Teacher will use visuals to discuss how some 

objects are used in only certain seasons (i.e. coat, 

snow shovel, swimming pool, jack o’lantern). 

(1.8; 4.6) 

b. Students will create a category chart 

classifying everyday items into what 

season they would be used in (i.e. sled, 

rake, beach ball, lawn mower). 

Strand 5: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) 

1. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) have common components and unique 

structures 


Concept C: The atmosphere (air) is composed 

of a mixture of gases, including water vapor, 

and minute particles 

a. Recognize that air is felt as wind. C10 a. Students will fill a balloon with water, one with 

sand, and one with air. Students will discuss the 

difference between the solid, liquid and gas. 

Students will discuss air and wind in our lives. 

(2.1) 

a. Students will create an illustration of 

air or wind and its affect on our lives. 

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2. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) interact with one another as they undergo 

change by common processes 


Concept F: Constantly changing properties of 

the atmosphere occur in patterns which are 

described as weather 

a. Observe and describe daily weather: 

precipitation (e.g., snow, rain, sleet, fog), 

wind (i.e., light breezes to strong wind), 

cloud cover and temperature. 

C3 

a. During calendar time, students will log the 

weather on the calendar board. (1.8; 4.6) 

a. Students will chart & graph weather 

data over a period of time. 

a. Observe and describe the general weather 

conditions that occur during each season . 

C3 

b. Students will discuss the different seasons and 

specify what type of weather is prevalent in each. 

(2.1) 

b. Students will create a booklet with 

illustrations of the weather for each 

season. 

Strand 6: Composition and Structure of the Universe and the Motion of the Objects within It 

1. The universe has observable properties and structure 


Concept A: The Earth, sun, and moon are 

part of a larger system that includes other 

planets and smaller celestial bodies 

a. Observe and describe the presence of the 

sun, moon and stars in the sky. 

C1 

C2 

a. Students will use the Internet or visuals to 

observe day and night skies. Students will 

discuss similarities and differences. (1.4; 2.7) 

a. In groups, students will create a 

diorama of the daytime sky and one for 

the nighttime sky. 

b. Recognize that there are more stars in the 

sky than anyone can easily count, but they 

are not scattered evenly and vary in 

brightness. 

C10 

b. Using a globe and flashlight, students will 

demonstrate how during rotation the sunlight is 

not hitting the entire earth. (1.8; 2.1) 

b. Students will create a flowchart 

demonstrating their observations about 

the path of the sun. 

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2. Regular and predictable motions of objects in the universe can be described 

and explained as the result of gravitational forces 


Concept A: The positions of the Sun and 

other stars, as seen from Earth, appear to 

change in observable patterns 

a. Describe the sun as only being seen in the 

daytime 

T 

C1 

a. Students will use the Internet or visuals to 

observe day and night skies. Students will 

discuss similarities and differences. (1.4; 2.7; 2.1) 

a. In groups, students will create a 

diorama of the daytime sky and one for 

the nighttime sky. 

b. Recognize that the sun appears to move 

across the sky from morning to night 

Concept B: The appearance of the moon that 

can be seen from Earth and its position 

relative to Earth changes in observable 

patterns 

C10 

b. Using a globe and flashlight, teacher will 

demonstrate how during rotation the sunlight is 

not hitting the entire earth. (1.3; 2.1) 

b. Students will create a flowchart 

demonstrating their observations about 

the path of the sun. 

a. Observe that the moon can be seen 

sometimes at night and sometimes during 

the daytime 

R 

C3 

a. Teacher will explain that during two phases of 

the moon it will appear before sunset. Students 

will check the calendar to see when the first and 

third quarter will be. Students will observe on 

those evenings. (2.1) 

a. Students will draw their observations. 

Comparing them to other phases of the 

moon. 

b. Recognize that the moon appears to change 

shape over the course of a month 

C10 

b. Using a lamp and tennis balls, students will hold 

the ball at arms length and observe. Then they 

will turn a little to the left and observe. Students 

will hold the ball above their head and observe. 

(1.3; 2.1) 

b. Students will sequence pictures of the 

phases of the moon. 

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Concept C: The regular and predictable 

motions of the Earth and moon relative to the 

sun explain natural phenomena on Earth 

such as the day, the month, the year, 

shadows, moon phases, eclipses, tides, and 

seasons 

a. Observe and describe the characteristics of 

the four seasons as they cycle through the 

year (summer, fall, winter, spring) 

C3 a. Teacher will use visuals to show the Earth’s 

position during the different seasons. (1.8; 2.1) 

a. Students will list & compare attributes 

of the different seasons. Students will 

draw conclusions as to why the 

attributes fit where they do. 

Strand 7: Scientific Inquiry 

1. Science understanding is developed through the use of science process skills and scientific knowledge in 

combination with scientific investigation, reasoning, and critical thinking 


Concept A: 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 

a. Pose questions about objects, materials, 

organisms and events in the environment 

C12 

a. Students will observe and predict which of 

several objects (leaves, books) will be longer or 

heavier. Students will measure the length and 

mass of different objects in standard and nonstandard 

units. (1.3; 3.7) 

a. Students will discuss whether or not 

predictions were correct. 

b. Conduct a simple investigation (fair test) to 

answer a question 

C12 

b. Students will observe and predict which of 




units. (1.3; 3.7) 

b. Students will discuss whether or not 

predictions were correct. 

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Concept B: Scientific inquiry relies upon 

gathering evidence from qualitative and 

quantitative observations 

a. Make qualitative observations using the five 

senses 

C10 

C5 

a. Teacher will provide students with a balloon, 

ice, and a cup of liquid. Students will use senses 

to determine if the objects are solids liquids or 

gas. (1.3; 1.8; 2.1; 4.6) 

a. Students will create a category chart 

and classify everyday items as a solid, 

liquid, or gas. 

b. Observe using simple tools and equipment 

(e.g., hand lenses, magnets, thermometers, 

metric rulers, balances, graduated cylinders) 




C10 

b. Students will create a terrarium using plastic 

cups, plants, rocks, soils, water, & tape. 

Students will observe with the naked eye and 

with a magnifying lens. (1.3; 1.8; 2.1; 4.6) 

b. Students will create a T-chart 

comparing the observations with the 

eye and the lens. Students will discuss 

which way gave us better observations. 

a. Measure length to the nearest centimeter, 

mass using grams, temperature using degrees 

Celsius, volume using liters 

C3 

C10 

a. Students will measure the length and mass of 

different objects (leaves, books) in standard and 

non-standard units. (1.3; 1.8; 2.1; 4.6) 

a. Students will create a bar graph 

comparing the different measurements. 

b. Compare amounts/measurements 

C10 

b. Teacher will give students a variety of objects 

and have them compare two at a time and decide 

which is heavy and which is light. (1.3; 1.8; 2.1; 

4.6) 

b. Students will create a T chart of heavy 

and light objects. 

e. Judge whether measurements and 

computation of quantities are reasonable 

C12 

e. Students will observe and predict which of 




units. (1.3; 1.8; 2.1; 2.6) 

e. Students will create a bar graph 

comparing the different measurements 

and discuss whether their 

measurements were correct and 

reasonable. 

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Concept C: Evidence is used to formulate 

explanations 

a. Use quantitative and qualitative data to 

construct reasonable explanations. 

C12 

a. Students will observe and predict which of 




units. (1.3; 1.8; 2.1; 4.6) 

a. Students will create a bar graph 

comparing the different measurements. 

b. Use data to describe relationships and make 

predictions to be tested. 

C3 

C10 

b. Students will discuss the difference between 

rolling and sliding several different objects 

(cylinders, cube, ball, cone, pyramid). Students 

will predict whether they will roll, slide, or 

neither. (1.3; 1.8; 2.1; 4.6) 

b. Students will keep a chart or 

pictograph of which objects rolled, 

slid, or didn’t move. 





Concept E: The nature of science relies upon 

communication of results and justification of 

explanations 

a. Communicate observations using words, 

pictures, and numbers. 

C5 a. Students will create two terrariums using plastic 

cups, plants, rocks, soils, water, & tape. Students 

will place one in a sunny place and one in a dark 

place. Students will observe with a magnifying 

lens and measure the growth of the plants. (1.3; 

1.8; 2.1; 4.6) 

a. Students will chart the growth of the 

plants, illustrate the beginning and 

ending of the investigation, and write a 

summary of their findings. 

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Strand 8: Impact of Science, Technology and Human Activity 

1. The nature of technology is advanced by and can advance science as it seeks to apply scientific knowledge 

in ways that meet human needs 


Concept A: Designed objects are used to do 

things better or more easily and to do some 

things that could not otherwise be done at all 

a. Recognize that some objects occur in nature 

(natural objects); others have been designed 

and made by people. 

Concept B: Advances in technology often 

result in improved data collection and an 

increase in scientific information 

a. Describe how tools have helped scientists 

make better observations (i.e., magnifiers). 

C3 a. Students will use a visual to differentiate between 

natural and man-made objects. 

C5 a. Students will create a terrarium using plastic 

cups, plants, rocks, soils, water, & tape. Students 

will observe with the naked eye and with a 

magnifying lens. (1.3; 3.8; 4.7; 4.6) 

a. Students will classify items as natural 

or man-made. 

a. Students will create a T-chart 

comparing the observations with the 

eye and the lens. Students will discuss 

which way gave them better 

observations. 

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3. Science is a Human Endeavor 


Concept A: People, alone or in groups, are 

always making discoveries about nature and 

inventing new ways to solve problems and get 

work done 

a. Identify a question that was asked or could 

be asked or a problem that needed to be 

solved when given a brief scenario (fiction 

or nonfiction stories of individuals solving 

everyday problems or learning through 

discovery). 

C1 

C2 

C3 

R 

a. Students will discuss the importance of 

organization. Teacher will present the students 

the problem of organizing the art supplies. Put 

the students in groups to devise a solution. (2.1.; 

4.6; 1.2) 

a. Students will write or illustrate a 

solution to the art supply organization. 

b. Work with a group to solve a problem, 

giving due credit to the ideas and 

contributions of each group member 

(ASSESS LOCALLY). 

C1 

C2 

R 

b. Students will discuss the importance of 

organization. Teacher will present the students 

the problem of organizing the art supplies. Put 

the students in groups to devise a solution. (1.8; 

2.1; 4.6; 1.2) 

b. Students will write or illustrate a 

solution to the art supply organization. 

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First Grade 

Rationale: 

The teaching of science is important in first grade to introduce children to the scientific method and process of problem solving. The 

acquisition of these skills will enable students to explore the world around them and learn techniques to protect the world. Students 

will learn about the earth and the scientific principals that make things around them work. 


In first grade, students will become active participants in the learning process. Students will measure and compare measurements of 

objects. They will identify sources of energy and compare temperature and changes in temperature. Students will observe and 

compare changing properties of the weather. Students will observe position, direction, and speed of motion relative to another object. 

They will investigate the basic needs of plants and animals as well as the physical structures of living organisms. 

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Concept A: Objects, and the materials 

they are made of, have properties that 

can be used to describe and classify them 

a. Given an equal-arm balance and various 

objects, illustrate arrangements in which 

the beam is balanced. 

C1 

a. Demonstrate to children how to use a 

balance. Provide blocks of different masses 

and ask them to find blocks that are equal in 

mass. Students will predict which items will 

have the greatest mass, the least mass. (1.3) 

a. Students will place a block on each side of the 

balance so that the balance is equal. They will 

draw a picture of what they see and draw 

conclusions about why their predictions were 

correct or not. 

b. Measure and compare the mass of 

objects (more/less ). 

C3 

b. Students will measure select blocks or other 

objects that have different masses. 

Demonstrate to children in advance how to 

use a balance. 

b. Students will place a block on each side of the 

balance. They will draw a picture of what they 

see. Students will compare which block has 

more mass and which has less. 

c. Order objects according to mass. 

C1 

C2 

C3 

c. Select several objects for children to observe. 

Students will observe the objects and 

compare their sizes, shapes and colors. 

Students will classify the objects in three 

ways. (1.8) 

c. Students will draw a picture of the groups they 

made. 

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2. Energy has a source, can be transferred, and transformed into various forms but is 

conserved between and within systems 


Concept A: Forms of energy have a 

source, a means of transfer (work and 

heat) and a receiver 

a. Identify the source of energy that causes 

an increase in the temperature of an 

object (e.g. sun, stove, flame, light 

bulb). 

b. Compare the temperature of how hot or 

cold an object is using a simple 

thermometer. 

C8 

C1 

C8 

a. As a class, students will generate a chart 

identifying sources of energy that give you 

heat. (1.8) 

b. Student will work in pairs and with a 

thermometer at their desk. After a few 

minutes, students read the temperature in the 

room and make a graph of the temperatures. 

(1.6; 1.8; 2.7; 1.4) 

a. Students will together create a Venn Diagram 

showing which sources give heat, or light. 

b. Students will take the thermometers outside 

and read the temperature. They will color in a 

picture of a thermometer to match the outside 

temperature. 

c. Describe the change in temperature of 

an object as warmer or cooler. 

C1 

C8 

c. Place a stick of cold butter out in the 

classroom. Later in the day bring out a new 

cold stick of butter and compare the two. 

Describe the change in temperature from the 

first butter stick to the second. (1.6; 3.3) 

c. As a class, students will write a story about an 

object that changes temperature. Students will 

identify what causes it to change and how it 

changes. 





Concept C: Electromagnetic energy from 

the sun (solar radiation) is a major source 

of energy on Earth 

a. Identify light from the sun as a basic 

need of most plants. 

C8 a. Students will place a plant in the sun and a 

plant in a dark place. They will observe over 

several days to see what happens to the two 

plants. Students will draw and write about 

what happened to the two plants. (1.8) 

a. Students will create a mind map of how the 

sun is important to us. 

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described as a change in position, 

direction, and speed relative to another 

object (frame of reference) 

a. Compare the position of an object 

relative to another object (e.g., left of or 

right of). 

C1 

C8 

a. Using two blocks of different colors, 

students will place one colored block to the 

left of, right of, above or below the other 

block. (4.8) 

a. Give an oral direction like draw a circle on 

your paper. Students will make a square to the 

left of their circle and make a triangle to the 

right. 

b. Describe an object’s motion as straight, 

circular, vibrational (back and forth), 

zigzag, stopping, starting, or falling. 

C8 

C10 

b. Students will have several objects. For 

example, some small balls, a plastic egg, a 

toy car, a pinwheel, a block, a straw, a paper 

towel tube and a book. Students will move 

each object and observe the way it moves. 

They will classify the objects by the ways 

they move. (1.8; 1.3) 

b. As a class, students will make a chart 

classifying the objects by the ways they 

moved. 

c. Compare the speeds (faster vs. slower) 

of two moving objects. 

C1 

c. Students will roll two objects comparable in 

size down a ramp and compare the 

differences in speed as faster or slower. 

(1.6) 

c. Students will work in groups to roll different 

round or square objects down a ramp; they 

will record which ones moved slower or 

faster. 

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magnetism) that can be described in 

terms of direction and magnitude 

a. Identify the force (i.e., push or pull) 

required to do work (move an object). 

Concept D: The interaction of mass and 

forces can be explained by Newton’s Laws 

of Motion that are used to predict changes 

in motion 

C10 a. Students will act out the flowing motions. 

After each pantomime, students will identify 

which force they were using: push or pull. 

For example, throwing a baseball (pushing) 

mowing the lawn (push), dragging a wagon 

(pull), rolling a suitcase (pull). (1.8) 

a. Students will make a chart of other activities 

that use a pulling or pushing motion. 

a. Describe ways to change the motion of 

an object (i.e., how to cause an object to 

go slower, go faster, go farther, change 

direction, or stop). 

C1 

C8 

a. Students will roll a ball to a classmate. They 

will answer, How can you change the speed, 

direction or make it stop Students will 

investigate as they roll the ball to each other 

and describe the ways they can change the 

motion. (1.8) 

a. Students will generate a list of ways to change 

the motion of a bike. 

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Concept A: Organisms have basic needs 

for survival 

a. Identify the basic needs of most animals 

(i.e., air, water, food, and shelter). 

C5 

a. Students will observe an animal home. 

Students will put soil, a twig, a leaf, rocks 

and water (in a bottle cap) into a plastic box 

and add some small animals such as 

ladybugs. Students will draw what they see. 

(1.3) 

a. Students will draw a picture of an animal and 

their home. They will draw their basic needs. 

b. Identify the basic needs of most plants 

(i.e., air, water, light). 

C5 

C3 

b. Students will label two plants, one water and 

one no water. Placing both plants in a sunny 

place, they will water only one plant and 

predict what will happen. Students will 

predict what other things beside water a 

plant needs and write about their prediction 

and the outcome of their investigation. (1.3; 

4.6) 

b. Students will work together to write directions 

for growing a plant. They will include the 

basic needs of most plants. 

c. Predict and investigate the growth of 

plants when growing conditions are 

altered (e.g. dark vs. light, water vs. no 

water). 

C8 

c. Students will extend on the above activity by 

placing one plant in the sun and one plant in 

darkness. Predict and observe. (1.3; 2.5) 

c. Students will pretend they are a plant and 

answer, What do you look like when you have 

sunlight and What do you look like when it is 

dark Teachers should turn off lights for the 

2 nd question. 

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Concept D: Plants and animals have 

different structures that serve similar 

functions necessary for the survival of the 

organism 

a. Identify and compare the physical 

structures of a variety of plants (e.g. 

stem, leaves, flowers, seeds, and roots) 

C3 

a. Students will use a hand lens to observe the 

parts of a plant. They will draw what they 

see and write about their picture. (1.4; 2.7) 

a. Students will construct a plant out of 

construction paper and label the parts. 

b. Identify and compare the physical 

structures of a variety of animals (e.g. 

sensory organs – eyes, beaks, 

appendages, body covering) (Do NOT 

assess terms: sensory organs, 

appendages). 

C10 

C8 

b. Students will o on an animal scavenger hunt 

and talk about what animals they might see. 

Students will look for animals and discuss 

the animal’s appearance. Students will 

classify the animals into groups, either with 

pictures or small plastic animals, and explain 

how they classified the animals in each 

group. (1.3; 1.8; 1.5; 4.1) 

b. Students will create a Venn Diagram that 

compares and classifies the physical structures 

of animals. 

c. Identify the relationships between the 

physical structures of plants and the 

function of those structures (e.g., 

absorption of water, support, absorbing 

light energy, reproduction). 

C10 

c. Students will suck some water through a 

straw. Explain that this is what a stem does: 

it sucks the water from the roots and brings 

it to the flower. Students will bend their 

straw and try to suck again. Discuss why the 

water does not come up. Also, discuss the 

function of other parts. (1.8; 1.5) 

c. Students will create a chart of plant parts and 

their jobs. 

d. Identify the relationships between the 

physical structures of animals and the 

function of those structures (e.g., taking 

in water, support, movement, obtaining 

food, reproduction). 

Concept E: Biological classifications are 

based on how organisms are related 

C1 

C2 

d. Students will draw a picture of an animal. 

Place pictures in pocket chart for all to see. 

Sort the animals by the number of legs each 

animal has. Students will discuss reasons for 

the different number of legs. (This can be 

done with body coverings, size, color of 

animals, etc.) 

d. Students will draw a picture of an animal and 

tell two body parts that help the animal 

survive. 

a. Distinguish between plants and animals 

based on observable structures and 

behaviors. 

C8 a. Observe a plant and an animal. Look for the 

similarities and differences between plants 

and animals. (1.6; 1.8) 

a. Complete a T-Chart showing the ways they 

are the same and the ways they are different. 

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Strand 4: Changes in Ecosystems and Interactions 

of Organisms with Their Environments 




within communities interact with one 

another and with their environment in 

order to survive and maintain a balanced 

ecosystem 

a. Identify ways man depends on plants 

and animals for food, clothing, and 

shelter. 

C1 

C2 

C5 

G 

E 

a. Ask the children what people get from plants 

and animals. Students will make a chart 

together to list what we get from plants and 

what we get from animals. (2.5) 

a. Students will draw a picture of a plant or 

animal and what we get from that plant or 

animal. (It can be multiple things from one 

source.) 

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

(Geosphere, Atmosphere and Hydrosphere) 

2. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) interact with one another as 

they undergo change by common processes 


Concept F: Constantly changing 

properties of the atmosphere occur in 

patterns which are described as weather 

a. Observe, measure and record weather 

data throughout the year (i.e., cloud 

cover, temperature, precipitation, wind 

speed) by using thermometers, rain 

gauges and wind socks. 

R 

T 

W 

a. Each day students will measure the weather 

in the following way: chart observations of 

cloud cover, temperature by using a 

thermometer, precipitation by using a rain 

gauge, and wind speed and direction by 

using a windsock. Students will discuss the 

job of a meteorologist and how they help us 

understand weather. (2.5; 4.8; 4.3) 

a. Students will create a windsock. They will 

take it outside and measure the wind direction 

and speed by using their windsock. Students 

will create a rain gauge and take it outside to 

measure precipitation. 

b. Compare temperatures in different 

locations (e.g., inside, outside, in the 

sun, in the shade). 

C8 

b. Students will go outside and take two 

thermometers. They will place one in the 

shade and one in the sun. After some time, 

students will observe both thermometers. 

Compare the temperatures. Students will 

draw two thermometers and draw the 

temperature in the shade and in the sun. (1.5) 

b. Students will place one thermometer inside 

and one outside. They will compare the 

temperatures of the two locations. 

c. Compare weather data observed at 

different times throughout the year (e.g., 

hot vs. cold, cloudy vs. clear, types of 

precipitation, windy vs. calm). 

C8 

c. Students will observe and chart the weather 

for a period of time. Students will compare 

the weather data that has been gathered. 

Each day ask the children if it is hot or cold, 

cloudy or clear, windy or calm. (2.1; 2.5) 

c. Students will draw a picture and write weather 

words for each season of the year. 

d. Recognize patterns indicating 

relationships between observed weather 

data and weather phenomena (e.g., 

temperature and types of precipitation, 

clouds and amounts of precipitation) . 

C1 

d. Students will inquire about the different 

kinds of clouds. They will research the 

Internet to find out characteristics of clouds 

and observe clouds each day to chart what 

kind they are. Students will also measure the 

amount of precipitation. (1.6; 1.3; 1.2; 1.8) 

d. Students will graph the types of clouds seen 

each day and the types of precipitation or 

amount of precipitation. Students will 

compare the type of cloud to the amount of 

precipitation. 

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


Concept A: Earth’s materials are limited 

natural resources that are affected by 

human activity 

a. Observe and describe ways that water, 

both as a solid and liquid, is used in 

every day activities at different times of 

the year (e.g., bathe, drink, make ice 

cubes, build snowmen, cook, swim). 

C1 a. Students will describe ways that water is 

used in daily life. Students will discuss and 

generate a chart. (1.1; 2.5) 

a. Students will draw a picture of one way to use 

water each season of the year. 


1. Science understanding is developed through the use of science process skills and scientific 

knowledge in combination with scientific investigation, reasoning, and critical thinking 





appropriate investigative methods in 

order to obtain evidence relevant to the 

explanation 


organisms, and events in the 

environment. 

C1 

C8 

a. Students will place a plant in the sun and a 



plants. (3.1; 3.3; 3.4: 2.1) 

a. Students will draw and write about what 

happened to the two plants. 

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. Plan and conduct a simple investigation 

(fair test) to answer a question. 

C1 

C8 

b. Students will place a plant in the sun and a 



plants. (3.1; 3.3; 3.4; 2.1) 

b. Students will draw and write about what 

happened to the two plants. 








a. Make qualitative observations using the 

five senses 

C1 

a. Students will pop popcorn and discuss how 

they use each of the five senses when making 

and eating popcorn. (1.2, 1.5) 

a. Show students three objects. Students will 

have them draw/write which senses they 

would use to observe each object. 

b. Observe using simple tools and 

equipment (e.g., magnifiers/hand lenses, 

magnets, equal arm balances, 

thermometers). 

C3 

b. Demonstrate to children how to use a balance. 

Provide blocks of different masses and 

students will find blocks that are equal in 

mass. (1.2, 1.3) 

b. Students will place a block on each side of 

the balance so that the balance is equal. 

Students will draw a picture of what they 

see. 

c. Measure length, mass, and temperature 

using standard and non-standard units. 

C1 

C2 

C3 

c. Students will work with a partner. Each child 

draws three lines on a piece of paper. Students 

will guess how many inches and centimeters 

long the lines are and then use a ruler to 

measure each line. They will record 

measurements and compare differences in 

lengths. Then they will switch papers with 

their partner and measure to see if both 

student’s measurements are the same.(1.2, 1.7) 

c. Students will have one object to measure 

using paper clips, an inch ruler, and 

centimeter ruler. Students will document 

their measurements and discuss the 

differences in measurements. 

d. Compare amounts/measurements. 

C1 

C8 

d. Students will measure the difference between 

the temperature of a cold juice box and a warm 

juice box. They will place the thermometer in 

the cold juice box and record the temperature. 

Then they will repeat using the warm juice. 

Illustrate the two thermometers showing the 

difference in temperatures (1.1,1.3) 

d. Show the class two thermometers with 

different temperatures. Students will write 

the temperatures and tell what the difference 

is between the measurements. 

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explanations 

a. Use observations to construct 

reasonable explanations. 

b. Use observations to describe 

relationships and make predictions to be 

tested. 

C1 

C3 

C5 

C3 

C8 

R 

a. Students will take a nature walk, sit, and 

observe nature. Students will draw two living 

things and two non-living things they see 

while on their walk. (1.2, 1.3 ) 

b. Students will observe two potted plants. They 

will draw what they look like on the first day. 

Then they will water one plant and not the 

other. Over a period of four days, students will 

observe the two plants and predict what will 

happen to the plant without water. After four 

or so days, students will draw the plants again. 

They will write what changes they observe and 

tell what plants need to survive. (1.1, 1.2, 1.3) 

a. Students will draw a picture of a park 

setting. Students will include three living and 

three non-living objects in their picture. 

Students will label each item living or nonliving. 

b. Students will write a plan. Tell them they 

have a plant that does not look healthy. How 

could they make it healthy again Students 

will tell what they would do and draw a 

picture to go with their plan. 





Concept D: Scientific inquiry includes 

evaluation of explanations (hypotheses, 

laws, theories) in light of scientific 

principles (understandings) 

a. Compare explanations with prior 

knowledge. 

C1 

C3 

C10 

a. Magnets attract metal objects with iron in 

them. Students will be given a group of 

objects that are attracted and not attracted to 

magnets. They will use magnets to see which 

objects magnets can pull and discuss the 

differences between objects that attract and 

repel magnets. (1.2, 1.4) 

a. Students will find four things the classroom 

that are attracted to magnets and draw a 

picture of each object or list the objects, 

telling why these objects attract magnets. 

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Concept E: The nature of science relies 

upon communication of results and 

justification of explanations 

a. Communicate simple procedures and 

results of investigations and 

explanations through: 

* oral presentations 

* drawings and maps 

* data tables 

* graphs (bar, pictographs) 

* writings. 

C3 

C8 

a. Students will plant a seed on the side of a 

clear cup. Students will observe seeds each 

day and draw pictures on a chart to show the 

sequence of changes in their seed. (1.2) 

a. Students will write to tell the sequence of how 

a plant grows. 


1. The nature of technology is advanced by and can advance science as it seeks to apply 

scientific knowledge in ways that meet human needs 


Concept A: Designed objects are used to 

do things better or more easily and to do 

some things that could not otherwise be 

done at all 

a. Recognize that some objects occur in 

nature (natural objects); others have 

been designed and made by people . 




a. Describe how tools have helped 

scientists make better observations (e.g., 

magnifiers, balances, thermometers). 

D 

C5 

C7 

C9 

W 

T 

a. Students will use a visual to classify objects 

as either natural or manmade. Students will 

discuss how modern technology helps health 

issues. 

a. Students will look at a piece of lettuce 

carefully and draw it. They will place the 

lettuce under a magnifying glass and draw 

how the lettuce looks under the lens. They 

will compare and discuss the two pictures. 

Students will tell why it is good for scientists 

to use magnifying glasses while making 

observations. (1.4) 

a. Students will create a T-chart that categorizes 

objects in the classroom into natural or 

manmade. Students will make a list of ways 

modern technology has helped health 

problems. 

a. Students will tell when it might be a good idea 

for a scientist to use a magnifying glass. 

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always making discoveries about nature 

and inventing new ways to solve problems 

and get work done 

a. Identify a question that was asked or 

could be asked or a problem that needed 

to be solved when given a brief scenario 

(fiction or nonfiction stories of 

individuals solving everyday problems 

or learning through discovery). 

C1 

C3 

R 

T 

a. Students will identify where animals go 

when their home is taken away when a forest 

cut down. Where will the animals go when 

their home is taken away (4.6) 

a. Students will use the Internet to research 

animal habitats. As a group, students will 

create a mural explaining the solution to the 

problem. 



contributions of each group member. 

(ASSESS LOCALLY) 

C1 

C2 

C3 

C8 

C10 

R 

b. Students will explain to students who has 

just arrived at our school is not familiar with 

the four seasons needs to know about the 

seasons: the names of each season, the type 

of weather to expect and what to wear during 

each of the four seasons. (2.3, 4.1, 4.5, 4.6) 

b. Students will work in groups to make a poster 

of the four seasons. Each season should 

include: weather, people dressed for the 

season, and activities people do during each 

season. 

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Second Grade 

Rationale: 

The teaching of science is important in second grade to introduce children to the scientific method and process of problem solving. 

The acquisition of these skills will enable students to explore the world around them and learn techniques to protect the world. 

Students will learn about the earth and the scientific principles that make things around them work. 


In second grade, students will become active participants in the learning process and investigate to find answers to questions. Students 

will explore properties and states of matter. Students will identify sources of energy and how it can be transferred or transformed. 

Students will investigate how forces affect motion. They will observe animal life cycles. Students will describe the physical 

properties of Earth’s surface and how it changes over time. Students will integrate and infuse technology and scientific inquiry into all 

science disciplines. 

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are made of, have properties that can be 

used to describe and classify them 

a. Describe and compare the physical 

properties of objects by using simple 

tools (i.e. thermometer, magnifier, 

centimeter ruler, balance, magnet). 

C3 

R 

T 

a. Using four objects and a balance with 

weights, students will first predict the order 

of the objects (according to weight) and then 

use the balance to see if they are correct. 

They can make corrections as they find and 

compare the masses. (1.2; 1.5; 4.1) 

a. Using different objects and a balance with 

weights, students will complete an individual 

chart by listing each object and measuring 

and recording the mass of each. 

b. Classify objects as “one kind of material” 

or a mixture. 

Concept B: Properties of mixtures depend 

upon the concentrations, properties and 

interactions of particles 

C3 

C10 

b. Students will be asked to bring in individual 

ingredients such as cereal, pretzels, peanuts, 

M&M’s, etc. (to eventually make a Trail 

Mix). Students will use a magnifier and 

observe each individual ingredient to infer it 

is “one kind of material.” (1.5; 4.1) 

b. Looking around the classroom, students will 

identify objects and classify that object as 

being “one kind of material.” Students will 

record findings on a classroom chart. 

a. Observe and describe how mixtures are 

made by combining solids. 

C1 

C7 

a. Students will use the above materials to 

combine and make into a trail mix. They 

will use the magnifier to observe and 

describe the mixture in small group 

discussions. (2.1; 4.1; 4.6) 

a. Students will select four arts and crafts 

materials and design an art project. In small 

groups, students will give an oral description 

of how they combined their solids to create a 

mixture. 

b. Describe ways to separate the 

components of a mixture by their 

physical properties (i.e., sorting, magnets 

or screening). 

C1 

C10 

b. Students will use the Trail Mix from above 

and sort it back to its original individual 

ingredients and use the magnifier to observe 

and describe the individual ingredient in 

small group discussions. (1.5; 2.2) 

b. Using the above art project, students will 

write a description about each individual 

material selected. 

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2. Energy has a source, can be transferred, and transformed into various forms 

but is conserved between and within systems 


Concept A: Forms of energy have a source, 

a means of transfer (work and heat) and a 

receiver 

a. Recognize that sound travels through 

different mediums (i.e., air, water, solids). 

C1 

C8 

R 

a. Using a variety of materials, with a partner, 

students will be given opportunities to 

explore sound traveling through different 

mediums (i.e. tuning fork vibrating in water, 

string telephone, etc.). (1.2; 3.3) 

a. Students will illustrate two pictures showing 

how sound travels through two different 

mediums. 

b. Describe different ways to change the 

pitch of a sound (i.e., changes in size such 

as length or thickness and in 

tightness/tension of the source). 

C8 

C10 

b. Students will experiment with various 

instruments to determine changes in pitch 

(due to thickness/thinness of guitar strings, 

levels of water in bottles, different lengths of 

straw horns, etc.). (1.3; 3.3) 

b. Using a shoe-box guitar, students will 

demonstrate which string will make the 

highest pitch and which will make the lowest 

pitch. 

c. Describe how the ear serves as a receiver 

of sound (i.e., sound vibrates eardrum). 

C3 

T 

c. Using a model or diagram of the inner ear, 

students will identify the tiny bones and 

eardrum that vibrate to cause sound. (1.5) 

c. Given a diagram of the inner ear, students 

will identify and label the parts that serve as a 

receiver of sound (i.e. tiny bones and 

eardrum). 

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magnetism) that can be described in 

terms of direction and magnitude 

a. Recognize that magnets attract and 

repel each other and certain materials. 

C3 

R 

T 

a. Using magnets with north and south poles, 

students will explore how magnets attract or 

repel each other and certain materials (i.e.,. 

metal, aluminum, plastic, cloth, etc.). (1.2; 

1.3; 3.2) 

a. Students will complete a T-chart identifying 

which poles attract or repel. Given a set of 

materials and magnets, students will separate 

into two groups: those that attract and those 

that repel. 

b. Describe magnetism as a force that can 

push or pull other objects without 

touching them. 

C3 

C12 

T 

b. Using magnets with north and south poles 

and a toy metal truck, students will explore 

how to pull the truck forward (attract) or 

push the truck back (repel) without 

touching the magnet to the truck. (1.8; 3.3; 

4.4) 

b. Given two separate diagrams of a magnet in 

front of a truck, students will label and color 

the magnet to indicate which pole will push 

the truck and a second diagram to indicate 

which pole will pull the truck. 

c. Measure (using nonstandard units) and 

compare the force (i.e., push or pull) 

required to overcome friction and move 

an object over different surfaces (i.e. 

rough, smooth). 

Concept B: Every object exerts a 

gravitational force on every other object 

C3 

C4 

C10 

c. Using cardboard, rough sandpaper, cloth, 

and a toy truck, students will explore which 

surface allows the truck to travel the 

farthest. Students will push the truck over 

each surface using the same amount of 

force. (1.3; 1.8; 2.3; 3.3) 

c. Students will measure and record their 

findings on a chart. 

a. Describe Earth’s gravity as a force that 

pulls objects on or near the Earth 

toward the Earth without touching the 

object. 

C3 a. On the playground, students will use a ball 

and place it on the top, flat part of the slide 

(no movement). They will then place the 

ball where it starts to incline (movement 

will occur). (1.3; 2.3) 

a. Students will record their observations and 

conclude that a force (gravity) pulls the ball 

toward the Earth. 

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of Motion that are used to predict 

changes in motion 

a. Describe the direction and amount of 

force (i.e., direction of push or pull, 

stronger/weaker push or pull) needed to 

change an object’s motion (i.e., 

faster/slower, change in direction). 

C3 

a. Students will push a book gently across a 

table. Then they will push a pile of two or 

three books across the table and determine 

how much force was needed to move each 

pile of books. This can be repeated using 

different objects. (1.3; 1.8) 

a. Create a comparison/contrast chart where 

students will predict which number of objects 

will take the most force to move (i.e. a box 

with one rock, two rocks, three rocks). 

b. Describe and compare the distances 

traveled by heavier/lighter objects after 

applying the same amount of force (i.e., 

push or pull) in the same direction. 

C10 

C12 

R 

b. Using two balls of different weight and 

size, students will drop both at the same 

time and observe which one reaches the 

ground first. This activity should be 

repeated using other objects. (1.2; 1.3; 3.3; 

4.4) 

b. Given two new items, students will correctly 

predict which item will reach the ground first. 

c. Describe and compare the distances 

traveled by objects with the same mass 

after applying different amounts of 

force (i.e., push or pull) in the same 

direction. 

C1 

C3 

C7 

C10 

R 

c. Using a rubber playground ball, students 

will bounce the ball to several different 

heights, comparing how high the ball will 

go depending on how much force they use. 

(1.2; 1.3; 2.1; 4.6) 

c. Students will discuss in small groups what 

they discovered about how the ball bounced 

higher and then share with the whole class. 

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Concept F: Simple machines (levers, 

inclined planes, wheels & axles, and 

pulleys) affect the forces applied to an 

object and/or direction of movement as 

work is done 

a. Compare and describe the amount of 

force (i.e., more, less, or same push or 

pull) needed to raise an object to a 

given height with or without using 

inclined planes (ramps) of different 

slopes. 

C1 

C3 

C7 

C10 

R 

a. Using a ruler placed partly under a book 

and hanging over the desk, with their hands, 

students will experiment lifting one book, 

then two, then three. Using a variety of 

sizes (of books), students will predict and 

record how much force (in number of 

hands) is required to lift the book(s) off the 

desk. (1.2; 1.3; 2.3; 4.6) 

a. Students will discuss and compare the amount 

of force used when each book was added. In 

small groups, students will tell how many 

hands were needed to push down on the books 

to lift them. 

b. Compare and describe the amount of 

force (i.e., more, less, or same push or 

pull) needed to raise an object to a 

given height with or without using 

levers. 

C3 

R 

b. Using spades/trowels in an outdoor 

environment, students will experiment 

lifting soil under different conditions (soft 

soil, compacted soil, soil mixed with roots). 

(1.2; 1.3; 2.3; 3.3) 

b. Students will observe and discuss the amount 

of force used to lift the soil under different 

conditions. 

c. Apply the use of an inclined plane 

(ramp) and/or lever to different real life 

situations in which objects are being 

raised. 

C2 

C3 

C4 

W 

R 

c. Taking a walk around the school 

building/grounds, students will discover 

ways inclined planes and /or levers are used 

in real life situations. (1.2; 2.3) 

c. Students will draw and label one example of 

an inclined plane or lever that was discovered 

on the walk. 

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Concept B: Organisms progress through 

life cycles that are unique to different 

types of organisms 

a. Recognize that animals progress 

through life cycles of birth, growth and 

development, reproduction, and death. 

C3 

a. Using pictures of animals from magazines 

including mammals, reptiles, birds, 

amphibians and insects (butterfly) at various 

stages of development, students will generate 

discussion of life cycles (similarities and 

differences). (1.3; 2.3) 

a. Given a set of picture cards, students will sort 

the pictures into animal groups, then sequence 

each group to show the stages in the animal’s 

life cycles. 

b. Record observations on the life cycle of 

different animals (e.g. butterfly, frog, 

chicken). 

C3 

C5 

b. Students will observe caterpillars/butterflies 

going through life cycles (or frogs, chicks, 

mealworms, etc.). (1.3; 1.8; 2.3) 

b. Students will record observations using 

journals, graphs, illustrations, etc. 

c. Sequence the stages in the life cycle of 

animals (i.e. butterfly, frog, chicken). 

C3 

C6 

c. Using picture cards showing various stages of 

development, students will sequence the 

cards from birth to adult stages. (1.8; 1.10) 

c. Students will draw and label the four stages of 

a butterfly (or frog, chicks, mealworms, etc.). 

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

one generation to the next through reproductive processes 




a. Identify and relate the similarities and 

differences between animal parents and 

their offspring. 

C3 

a. Using the picture cards of animals in various 

stages, students will sort the cards into two 

groups: parent and offspring. They will 

discuss similarities and differences between 

each group while the teacher records 

responses (chart paper, chalkboard, etc.). 

(1.8; 1.10) 

a. Students will complete a T-chart showing 

similarities and differences between parents 

and their offspring from their picture cards. 

b. Observe similarities and differences 

among multiple offspring of an animal 

parent. 

C3 

b. Using picture cards of adult animals and 

their multiple offspring, students will discuss 

similarities and differences between the 

siblings of mammals, reptiles, and birds. 

(1.8; 1.10) 

b. Students will complete a T-chart showing 

similarities and differences between the 

offspring. 

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1. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) have 

common components and unique structures 


Concept A: The Earth’s crust is 

composed of various materials including 

soil, minerals, and rocks with 

characteristic properties 

a. Observe and describe the physical 

properties (e.g., odor, color, appearance, 

relative grain size, texture and 

absorption of water) and different types 

of soil components (i.e., sand, clay and 

humus) of soils. 

C3 

C8 

C10 

T 

a. Using a hand lens and several soil samples, 

students will compare and contrast the 

physical properties (i.e. odor, color, 

appearance, size, etc.) of the soil samples. 

(1.3; 1.8) 

a. Given two soil samples, students will 

complete a Venn diagram comparing and 

contrasting the two samples. 

b. Observe and describe the physical 

properties of rocks (e.g., size, shape, 

color, presence of fossils). 

C1 

C3 

C10 

T 

b. Using a hand lens and several types of rocks, 

students will compare and contrast the 

physical properties (i.e. size, shape, color, 

etc.) of the rocks. (1.3; 2.3; 4.6) 

b. In small groups, students will categorize a 

group of rocks according to physical 

properties, then identify how they 

characterized the rocks by sharing their 

physical property. 

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Concept A: The Earth’s materials and 

surface features are changed through a 

variety of external processes 

a. Observe and recognize examples of 

slow changes in the Earth’s surface and 

surface materials (e.g., rock, soil layers) 

due to processes such as decay (rotting), 

freezing, thawing, breaking, or wearing 

away by running water or wind. 

C2 

C3 

C10 

R 

a. Students will take a nature walk around the 

school grounds looking for examples of 

weathering/erosion. They will observe and 

brainstorm why and how weathering/erosion 

would occur. (1.2; 1.10; 3.1) 

Students will illustrate a picture of a hillside and 

the changes that would occur over time due to 

weathering/erosion. 

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a. Observe and describe ways that humans 

use Earth materials like soil and rocks in 

daily life. 

C3 

W 

R 

a. Students will brainstorm and make a web of 

how humans use soil and rocks in daily life. 

They will find pictures in magazines of 

people using soil and rocks in daily life. (1.2; 

1.8; 2.3) 

a. Students will illustrate and write two ways 

humans use soil and/or rocks in daily life. 

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explanation 


organisms and events in the 

environment. 

C2 

C10 

R 

During a nature walk when looking for examples 

of weathering/erosion, students will pose 

questions as to how/why this occurred. (1.2; 

3.1) 

a. Students will conduct an investigation to 

answer questions posed. 

b. Plan and conduct a simple investigation 

(fair test) to answer a question. 

C3 

C11 

Students will plan and conduct a simple 

investigation to answer a question posed 

from weathering/erosion activity. Students 

will set up a mock erosion experiment using 

sand or soil and water. (1.3; 1.8) 

b. Students will record observations. 

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five senses. 

C3 

C10 

a. Using Jelly Bellies, students will use their 

sense of sight, sound, smell, and touch to 

predict what flavor (taste) each Jelly Belly 

will have. (1.3; 2.3; 4.6) 

a. Students will complete a five senses chart and 

correctly predict the flavor. 

b. Make observations using simple tools and 

equipment (e.g., magnifiers/hand lenses, 

magnets, equal arm balances, 


C2 

C3 

T 

b. Students will place one thermometer in the 

classroom and one thermometer outside the 

window. They will observe and compare 

temperatures in both settings. (1.3; 1.8; 1.10; 

2.3) 

b. Students will record the temperatures and 

discuss why the temperatures may be different. 

c. Measure length, mass, and temperature 

using standard and non-standard units. 

C3 

T 

c. Students will measure three different items 

using a ruler (standard) and unifix cubes 

(non-standard). They will also measure 

three different items using a scale (standard) 

and a balance (non-standard). (1.3; 4.1) 

c. Given two new items to measure, students will 

demonstrate the ability to use standard and 

non-standard units. 


C2 

C3 

d. Students will use a balance to compare two 

different objects. (1.3; 4.1) 

d. Students will draw and label the objects to 

show how they affected the balance. 

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explanations 

a. Use observations to construct reasonable 

explanations. 

C2 

C3 

R 

T 

a. Using a balance to compare two different 

objects, students will draw conclusions 

about the mass of the objects based on their 

observations (For example, Which will be 

lighter/heavier). (1.2; 1.3; 1.8; 4.1) 

a. Students will write their conclusion based on 

their observations. 

b. Use observations to describe relationships 

and make predictions to be tested. 

C2 

C3 

R 

T 

b. Using a balance, students will continue to 

compare two or more different objects and 

make predictions on how to change the 

outcome on the above observation (For 

example, How could you make the weight 

even/balanced). (1.2; 1.3; 1.8; 4.1) 

b. Students will write conclusions based on 

observations/predictions. 

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Compare explanations with prior knowledge. C3 Students will complete the KW part of a KWL 

chart on an animal (or dinosaur, rocks, etc.) 

to record prior knowledge. (1.3; 2.3; 4.6) 




a. Students will complete the L part of the KWL 

chart. 

Communicate simple procedures and results 

of investigations and explanations 

through: 

⇛ oral presentations 

⇛ drawings and maps 

⇛ data tables 

⇛ graphs (bar, pictographs) 

⇛ writings. 

C3 

C7 

R 

a. Students will choose an animal to 

investigate. They will write a report, draw a 

picture of the animal and a map of where it 

lives, fill out a data table indicating type of 

animal, body coverings, body parts, etc., and 

create a classroom graph showing the 

different animal groups. (1.2; 1.3; 1.8) 

Students will make an oral presentation on their 

animal that includes a drawing, map, and data 

table. 

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done at all 

a. Design and construct a musical 

instrument using materials (e.g., 

cardboard, wood, plastic, metal) and/or 

existing objects (e.g. toy wheels, gears, 

boxes, sticks) that can be used to 

perform a task. (ASSESS LOCALLY) 




C3 

C6 

C10 

a. Using a cardboard shoebox and three rubber 

bands of various thicknesses, students will 

construct a shoebox guitar (See Standard 1, 

#2, Concept A/b). (1.3; 3.3) 

a. Using a shoe-box guitar, students will 

demonstrate which string will make the 

highest pitch and which will make the lowest 

pitch. 

a. Describe how tools have helped 

scientists make better observations, 

measurements, or equipment for 

investigations (e.g., magnifiers, 

balances, stethoscopes, thermometers). 

C1 

C3 

T 

a. Using the naked eye and a magnifier, 

students will observe a single item (i.e. rock, 

bug, flower petal, etc.) to compare what they 

observed with each. (1.3; 1.8; 2.3) 

a. On a paper folded in half, students will draw 

their observations and in small groups discuss 

why scientist would choose a magnifier over 

the naked eye to gather information for reallife 

situations (For example, crime scenes). 

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Standard 8: Impact of Science, Technology and Human Activity 










(fiction or nonfiction stories of 

individuals solving everyday problems 

or learning through discovery). 

C1 

C2 

C3 

C10 

G 

E 

a. Students will listen to a short story about a 

character who had to solve a problem (For 

example, Thomas Edison, George 

Washington Carver, Rachel Carson). (1.5; 

2.3; 3.1; 4.6) 

a. In small groups, students will analyze 

information learned through discussion and 

conclude how that character solved his/her 

problem. 





C1 

C2 

C3 

C12 

b. In small groups, students will be assigned 

jobs (i.e. recorder, presenter, material 

manager, and questioner). Each group will 

be given a pile of rocks and decide how they 

will classify the rocks by properties. (1.3; 

2.3; 4.3; 4.4; 4.6) 

b. Students will fill out a self-evaluation sheet on 

how well the group worked together to solve a 

problem. 

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Third Grade 


In third grade, students will become active participants in the learning process by implementing processes of scientific inquiry. 

Students will acquire a solid foundation of the Earth’s systems, states of matter, plants and food chains. Students will gain knowledge 

of how the impact of science, technology and human activity effects the universe. They will explain motions, common components, 

and unique structures of the sun, moon, and Earth. Students will investigate properties and principles of matter and energy. They will 

identify major structure/functions/characteristic of living systems, and the processes and adaptations of living systems. Students will 

identify ecological interactions of living and nonliving things. 

Rationale: 

The teaching of science is important in third grade to introduce children to the scientific method and process of problem solving. The 

acquisition of these skills will enable students to explore the world around them and learn techniques to protect that world. Students 


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Concept D: Physical changes in the state of 

matter that result from thermal changes 

can be explained by moving particles (The 

kinetic theory of matter) 

a. Compare the observable physical 

properties of solids, liquids, or gases (air) 

(i.e. visible vs. invisible, changes in 

shape, and changes in the amount of 

space occupied). 

R 

C10 

a. Using three (clear) containers that are 

different shapes, students will show how 100 

milliliters of water consumes the individual 

containers. Students will make predictions 

on what several different containers will or 

will not hold. (1.2) 

a. Students will draw conclusions and 

summarize their findings. 

b. Identify everyday objects/substances as 

solid, liquid or gas (e.g., air, water). 

R 

b. Students will identify objects in the 

classroom/school as a solid, liquid, or gas. 

(1.8; 1.10) 

b. Students will create a three column chart. 

They will label the columns solid, liquid, and 

gas. Students will classify various objects 

accordingly. 

c. Recognize that water evaporates (liquid 

water changes into a gas as it moves into 

the air). 

R 

T 

c. Students will boil water to show steam as a 

gas. (1.2; 1.10) 

c. Students will discuss and illustrate situations 

that occur daily that are associated with 

evaporation. 

d. Measure and compare the temperature of 

water when it exists as a solid to its 

temperature when it exists as a liquid 

(cold vs. warmer). 

R 

T 

C8 

d. Using warm tap water, ice cubes, and a 

thermometer, students will record the 

temperature of water with and without ice, 

noting the differences. Students will place a 

cup of water in the freezer (checking the 

temperature every ten minutes). (1.2; 1.6) 

d. Students will evaluate the differences in 

temperature and form. (May need to be done 

as homework.) 

e. Investigate and recognize that water can 

change from a liquid to a solid (freeze) 

and back again to a liquid (melt) as the 

result of temperature changes. 

R 

e. Students will melt ice cube(s) and refreeze. 

(1.8; 1.10) 

e. Students will diagram the occurrences on a 

cycle graph showing the different events that 

take place. 

f. Describe the changes in the physical 

properties of water (i.e., shape, volume) 

when frozen or melted. 

R 

f. Students will melt ice cube(s) and refreeze. 

(1.2; 1.5; 3.1) 

f. In a written response, students will explain 

the physical change that occurred. 

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g. Predict and investigate the effect of heat 

energy (i.e., change in temperature, 

melting, evaporation) on objects and 

materials. 

R g. Teacher will place ice cubes in a sealed bag 

and pass around to students until the ice 

melts. (1.1; 1.5) 

g. Students will make a list of objects that will 

change and will not change with temperature 

differences. 





Concept A: Forms of energy have a source, a means of 

transfer (work and heat) and a receiver 

a. Identify sources of thermal energy (e.g., sun, stove, 

fire, body) that can cause solids to change to liquids 

and liquids to change to gas. 


transfer (work and heat) and a receiver 

R 

T 

a. Students will place ice cubes in 

a cup, with a thermometer, 

outside in the sun. Students will 

use the thermometer to record 

your temperature. (1.2; 2.7) 

a. Students will create a flow chart to show how 

the thermal energy sources moves through the 

objects. 

a. Identify sources of light energy (e.g., sun, bulbs, 

flames). 

W 

a. Students will brainstorm a list 

that demonstrates sources of 

light energy. (1.9; 2.4) 

a. Students will relate (show uses) on how these 

sources are used in our every day life 

b. Recognize that light can be transferred from the 

source to the receiver (eye) through space. 

R 

T 

b. Using a flashlight or overhead, 

students will shine light on 

objects in the classroom. (2.7; 

3.2) 

b. Students will draw how the light looks when 

it’s shining it on an object. 

c. Identify the three things (light source, object, and 

surface) necessary to produce a shadow. 

R 

T 

c. Students will shine a flashlight 

on an object to show a shadow. 

(2.7; 3.2) 

c. Students will illustrate a shadow using the sun 

as a light source. 

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Concept C: Electromagnetic energy from the sun 

(solar radiation) is a major source of energy on Earth 

a. Recognize that the sun is the primary source of light 

and food energy on Earth. 

R a. Students will create a flow chart 

beginning with the sun to show 

how energy flows. (1.10) 

a. Students will create a paper chain to show the 

flow of energy. 




Concept A: Organisms have basic needs for survival 

a. Describe the basic needs of most plants (i.e., air, 

water, light, nutrients and temperature. 

Concept B: Organisms progress through life cycles 

that are unique to different types of organisms 

R 

C-8 

a. Students will plant seeds in sand, soil, and 

gravel. They will water each and make 

observations.(1.2; 1.8) 

a. Students will graph and draw the 

results. 

a. Recognize that plants progress through life cycles of 

seed germination, growth and development, 

reproduction, and death. 

R 

C-8 

a. Using paper towel and seeds, students will 

plant seeds in paper towels. (Works best if 

placed in direct sunlight). ( 1.2; 1.8) 

a. Students will create a cycle chart 

to show the different stages plant 

life encounters. 

b. Observe and describe the life cycle of a flowering 

plant. 

c. Sequence and describe the stages in the life cycle of a 

flowering plant. 

R 

C-8 

R 

C-8 

b. Using paper towels and seeds, students will 

watch seeds grow and change through a life 

cycle. (1.2; 1.8) 

c. Using paper towels and seeds, students will 

watch seeds grow and change through a life 

cycle. (1.2; 1.8) 

b. Students will create a cycle chart 

to show the different stages of the 

plant life cycle, noting the 

different stages. 

c. Students will create a cycle 55 chart of 367 

to show the different stages of the 

plant life cycle, noting the 

different stages.


structures that serve similar functions necessary for 

the survival of the organism 

a. Identify the major organs (roots, stems, flowers and 

leaves) and their functions in vascular plants (e.g., 

absorption, transport, reproduction) (Do NOT assess 

the term vascular). 

R a. Students will dissect a flower. (1.2; 1.5) a. Students will draw and label a 

picture of a flower noting the 

major organs. 


2. Living organisms carry out life processes in order to survive 


Concept C: Complex multicellular organisms have 

systems that interact to carry out life processes 

through physical and chemical means. 

a. Illustrate and trace the path water and nutrients take 

as they move through the transport system of a plant. 

R a. Students will place celery or 

white flowers in water with 

food coloring. Students will 

make visible observations. (2.4) 

a. Students will provide a written explanation of 

how water travels through a flower/celery. 

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Concept D: There is heritable variation within every 

species of organism 

a. Identify and relate the similarities and differences 

between plants and their offspring (i.e., plants). 

R 

W 

a. Students will compare and 

observe fruit from the same 

plant. Students will note how 

they are similar, but not 

identical. (3.1; 4.8) 

a. Students will record their findings and share 

observations, relating them to real world. 


2. Matter and energy flow through an ecosystem 


Concept A: As energy flows through the ecosystem, 

all organisms capture a portion of that energy and 

transform it to a form they can use 

a. Identify sunlight as the primary source of energy 

plants use to produce their own food. 

R a. Students will plant a seed in two 

different cups. Place one cup in 

a sunny area, one in a dark area. 

Students will predict effects that 

might occur on each of the 

plants. (1.5; 1.8) 

a. Students will create a Venn Diagram to 

compare & contrast their findings. 

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a. Classify populations of organisms as producers or 

consumers by the role they serve in the ecosystem. 




R a. Using pictures of animals, 

students will record words that 

describe the teeth each possess. 

Students will observe and infer 

the differences of the individual 

animal’s teeth. (1.6; 1.8) 

a. Students will create a T-chart listing producers 

and consumers based on their findings. 

a. Sequence the flow of energy through a food chain 

beginning with the sun. 

R 

a. Students will demonstrate the 

flow of the suns energy to all 

living things. (1.2; 1.8)f 

a. Students will create a paper chain 

demonstrating a food chain. 

b. Predict the possible effects of removing an organism 

from a food chain. 

R 

b. Students will modify different 

habitats, demonstrating what an 

unbalanced effect could have on 

different elements that 

incorporate those habitats. 

Students will discover what 

missing link is in sample 

habitat. (3.4; 3.6) 

b. Students will document what would happen to 

the particular environment without a link. 

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1. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) have common components 

and unique structures 


Concept C: The atmosphere (air) is composed of a 

mixture of gases, including water vapor, and minute 

particles 

a. Recognize that liquid water can change into a gas 

(vapor) in the air. 

R 

a. Students will fill two jars with 

water and place one in a warm 

area and one in a cooler area. 

Students will note differences 

that occur over time. (1.2; 1.8) 

a. Create a graph that indicates differences in 

water levels that occurred over the allotted 

time. 

b. Recognizes that clouds and fog are made of tiny 

droplets of water. 

Concept C: The atmosphere (air) is composed of a 

mixture of gases, including water vapor, and minute 

particles 

R 

b. Students will place a wet cotton 

ball in a small sealed plastic bag. 

Students will place it in a warm 

area for a few days (until 

condensation occurs). It may be 

helpful to tape bags to windows. 

(1.2; 1.8; 1.9) 

b. Have students create a web that shows ways 

condensation occurs in their daily lives. 

a. Recognize that air is a substance that surrounds us, 

takes up space, and moves around us as wind. 

R 

T 

a. Using cardboard strips and small 

cups, students will create a 

simple weather vain. (1.2; 4.8) 

a. Students will go outside and measure wind 

direction. 

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Concept E: Changes in the form of water 

as it moves through Earth’s systems are 

described as the water cycle 

a. Describe clouds and precipitation as 

forms of water. 

R a. Students will explain the difference between 

cirrus, cumulus, and stratus clouds. Using 

paint or cotton, students will demonstrate 

different cloud formations. (1.8; 1.10; 2.5) 

a. Students will fold a piece of paper into four 

equal parts and label each section with the 

seasons. Students will draw what types of 

precipitation would fall during each season. 







a. Describe our sun as a star because it 

provides light energy to the solar 

system. 

R 

a. Students will brainstorm the differences 

between stars and planets. Students will 

document those characteristics. (1.6; 2.3) 

a. Students will develop a graphic organizer and 

identify specific differences among stars and 

planets. 

b. Recognize that the moon is a reflector of 

light. 

R 

b. Students will bounce a shadow off the earth 

(using a flashlight) to show that the moon is 

a reflector. Students will document moon 

phases for a specific period of time. (1.2; 

1.8) 

b. Students will diagram phases of the moon. 

Students should have knowledge of lunar and 

solar eclipses. 

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a. Illustrate and describe how the sun 

appears to move slowly across the sky 

from east to west during the day. 

Concept B: The appearance of the moon 

that can be seen from Earth and its 

position relative to Earth changes in 

observable patterns 

R 

C-8 

C-12 

a. At three different times during the day, 

students will note where the sun is in the 

sky. (1.2; 1.10) 

a. Students will draw a picture detailing how the 

sun appears to move across the sky. 

a. Illustrate and describe how the moon 

appears to move slowly across the sky 

from east to west during the day and/or 

night. 

R 

T 

a. Using a flashlight and volleyball, students 

will position a student in the center of the 

classroom with a flashlight and move the 

volleyball to show the phases of the moon. 

(1.2; 1.10) 

a. Students will draw a picture detailing how the 

moon moves across the sky. 

b. Observe the change in the moon’s 

appearance relative to time of day and 

month over several months and note the 

pattern in this change. 

R 

C-3 

C-11 

C-12 

b. Students will observe the moon each night. 

(1.4; 1.10) 

b. Students will record the findings in a 

pictograph. 

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motions of the Earth and moon relative to 

the sun explain natural phenomena on 

Earth such as the day, the month, the 

year, shadows, moon phases, eclipses, 

tides, and seasons 

a. Recognize that there is a day/night cycle 

every 24 hours. 

R 

a. Students will brainstorm daily occurrences 

that happen in nature in the world. (1.2; 

1.10) 

a. Students will create a cycle chart to show a 

day/night cycle. 

b. Describe the changes in length and 

position (direction) of shadows from 

morning to midday to afternoon. 

R 

T 

b. Using a meter stick, graph paper, flashlight, 

and marker, students will shine the light 

straight down on the graph paper and circle 

the light on the paper. They will then hold 

the flashlight on an angle and circle the light 

on the paper. (1.8; 1.10) 

b. Students will infer how their shadow looks at 

different times of the day. 

c. Describe how the sun’s position in the 

sky changes the length and position of 

shadows. 

R 

T 

c. Using a meter stick, graph paper, flashlight, 

and marker, students will shine the light 

straight down on the graph paper and circle 

the light on the paper. They will then hold 

the flashlight on an angle and circle the light 

on the paper. (1.4; 3.5) 

c. Students will infer how their shadow looks at 

different times of the day. 

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explanation 


organisms, and events in the 

environment. 

R 

W 

C-12 

a. Teacher will present negative “effects” 

certain things might have on our 

environment. Students will predict and infer 

what an oil spill does to water, what litter 

does to a park, and what exhaust fumes 

(from an automobile or airplane) do to our 

air. (1.8; 4.7) 

a. Students will construct a three-fold pamphlet 

and list the different ways pollution effects our 

environment. Teacher grades for authenticity. 

b. Plan and conduct a fair test to answer a 

question. 

R 

C-1 

b. Students will, working in groups, predict 

what they could do with small containers, 

soap, water, and a straw. Students will make 

and blow bubbles. 

b. Students will write a short summary detailing 

their findings. 

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five senses. 

R 

C-2 

a. Students will fill bags with object(s) that 

would pertain to all their senses. Students 

will use their senses to predict what the 

objects are. (Students should not see the 

objects until after making/logging several 

predictions.) (1.3; 1.5) 

a. Students will look at objects to classify and 

record observable information. 

c. Measure length to the nearest centimeter, 

mass using grams, temperature using 

degrees Celsius, volume using liters. 

R 

T 

C-1 

c. Students will work with yarn to measure 

scales to weigh, thermometers to register 

temperature, and containers to analyze 

volume. (2.7) 

c. Students will record data in charts and graphs. 


R 

T 

d. Students will work with yarn to measure 

scales to weigh, thermometers to register 

temperature, and containers to analyze 

volume. (2.7) 

d. Students will record data in charts and graphs. 


computation of quantities are reasonable. 

R 

e. Students will predict lengths, widths, and 

volume of different types of objects and 

containers. They will take appropriate 

measurements. 

e. Students will record data in charts and 

graphs. 

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explanations 



W 

R 

C-7 

a. Students will take a survey in the class. 

Students will use verbal responses on likes 

and dislikes on such objects as favorite soda, 

television show, or sport. Students will 

perform the same type of survey, having the 

student’s fill out a form to dictate their 

responses. (2.1; 4.8). 

a. Students will orally present survey results and 

document findings with a rating scale. 

b. Use data to describe relationships and 

make predictions to be tested. 

R 

b. Students will perform a taste test (using 

drink/food) and document results on an ongoing 

basis while testing. (1.8; 2.5) 

b. Students will present results showing 

measurable differences in products or items. 

(Bar graph, line graph, circle graph) 









a. Make predictions supported by scientific 

knowledge/explanations. 

R 

a. Students will perform a taste test (using 

drink/food) and document results on an ongoing 

basis while testing. (1.8; 2.5) 

a. Students will present results showing 

measurable differences in products or 

items.(Bar graph, line graph, circle graph) 

b. Evaluate the reasonableness of an 

explanation. 

R 

W 

C-2 

b. Students will pose a question to the class 

such as, “Why is grass green or how does the 

television work” Students will brainstorm 

all possible explanations. (1.1; 4.1) 

b. Students will make a T-chart with reasonable 

and unreasonable columns. Students will lace 

the ideas in columns. Evaluate responses. 

c. Analyze whether evidence supports 

proposed explanations 

R 

W 

c. Students will pose a question to the class 

such as, “Why is grass green or how does the 

c. Students will make a T-chart with reasonable 

and unreasonable columns. Students will 

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C-2 television work” Students will brainstorm 

all possible explanations. (1.1; 4.1) 

place the ideas in columns. Evaluate 

responses. 

a. Investigations and explanations through: 

• oral presentations 

• drawings and maps 

• data tables 

• graphs (bar, single line, 

pictographs) 

• writings. 

R 

W 

C-1 

C-6 

a. Incorporated throughout the year: 

• Students will orally present survey 

results and document findings with 

a rating scale. 

• Students will make a T-chart with 

reasonable and unreasonable 

columns. 

• Students will place the ideas in 

columns. 

• Students will evaluate responses. 

• Students will draw a picture 

detailing how the moon moves 

across the sky. (1.8; 2.1; 2.5; 2.6) 

a. Students will provide a written explanation 

on how water travels through a flower/celery. 

Students will present results showing 



b. Interpret data presented in writings, 

tables, graphs (bar, single line, 

pictographs), and drawings. 

R 

W 

C-1 

C-6 

b. Incorporated throughout the year: Students 

will orally present survey results and 

document findings with a rating scale. 

Students will make a T-chart with reasonable 

and unreasonable columns. Students will 

place the ideas in columns. Students will 

evaluate responses. Students will draw a 

picture detailing how the moon moves across 

the sky. (1.8; 2.1; 2.5; 2.6) 

b. Students will provide a written explanation 

on how water travels through a flower/celery. 

Students will present results showing 



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done at all 

a. Recognize that some objects (i.e., Sun) 

occur in nature (natural objects); others 

(e.g., bulbs, candles, lanterns) have been 

designed and made by people to solve 

human problems and enhance the 

quality of life (manmade objects). 




T a. Students will place objects such as lanterns, a 

light bulbs, a telescope, magnifying glass, 

and glasses on a table. Discuss with students 

the importance of the invention and specific 

applications of the particular items. (1.4; 

1.8; 2.6) 

a. Students will create a T-chart and compare 

manmade objects to natural objects. Students 

will explain the benefits the inventions have 

promoted to making life better/easier. 

a. Describe how new technologies have 

helped scientists make better 

observations and measurements for 

investigations (e.g., telescopes, 

magnifiers, balances, microscopes, 

computers, stethoscopes, 


T 

C-6 

a. Students will compare and contrast old 

technology with new. Students will 

brainstorm technologies that have made our 

lives more productive, informative, and 

safer. They will relate new technologies to 

actual applications (i.e., cell phones, 

solar/wing energy, laptop computers, or 

satellite communications). (1.1; 1.4; 2.2; 

4.8) 

a. Students will present orally or in written form, 

“Is our society better off” Explain why or 

why not. 

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2. A historical perspective of scientific explanations helps to improve understanding of the nature of science 

and how science knowledge and technology evolve over time 


Concept A: People from various cultures, races, and 

of different gender have contributed to scientific 

discoveries and the invention of technological 

innovations 

a. Research biographical information about various 

scientists and inventors from different gender, ethnic 

and cultural backgrounds and describe how their 

work contributed to science and technology. 


C-2 

C-3 

C-6 

C-11 

E 

G 

R 

T 

a. Collect a variety of books about 

male, female, and culturally 

diverse scientists from the 

school library. Display and 

briefly discuss several scientists 

and how they have contributed 

to our world. Research using 

technology and books. (1.7; 2.1; 

4.3; 4.4; 4.5) 

a. Students will write a report on a specific 

scientist and their accomplishments. 




Concept A: People, alone or in groups, are always 

making discoveries about nature and inventing new 

ways to solve problems and get work done 

a. Identify a question that was asked or could be asked 

or a problem that needed to be solved when given a 

brief scenario (fiction or nonfiction stories of people 

working alone or in groups solving everyday 

problems or learning through discovery). 

C-2 

C-4 

C-5 

C-7 

W 

a. Using a character education 

issue, students will solve a 

“fictitious” problem in the 

school (for example, bulling, 

cheating, lying, stealing, etc.). 

(2.5; 3.7; 3.8; 4.2; 4.4) 

a. Students will evaluate a situation, write a 

solution, and perform the scenario to the 

problem. 

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. Work with a group to solve a problem, giving due 

credit to the ideas and contributions of each group 

member. (ASSESS LOCALLY) 

C-1 

C-9 

R 

b. In groups, students will 

brainstorm a problem or issue 

the school (or class) is having. 

Students will debate problemssolving 

strategies. Ideas and 

solutions are documented. (1.8; 

3.8; 4.2; 4.4.4;4.6) 

b. Students will present the solutions. The class 

(or groups) will vote on the decision. 

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Fourth Grade 


In fourth grade, students will become active participants in the learning process. Students will use specific measurements and 

computations of quantities and investigate answers to questions. They will investigate to find answers to questions. Students will 

identify the specifics of matter and energy, and the interactions between matter and energy. They will investigate processes of the 

Earth’s systems. They will identify diversity of living systems and the characteristics of heredity. 

Rationale: 

The teaching of science is important in forth grade to introduce children to the scientific method and process of problem solving. The 

acquisition of these skills will enable students to explore the world around them and learn techniques to protect that world. Students 


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are made of, have properties that can be 

used to describe and classify them 

a. Describe and compare the masses of 

objects to the nearest gram by using 

balances. 

R 

C1 

C8 

C10 

a. Using two soccer balls, one inflated and one 

not, students will measure the mass of both 

balls using a balance scale (using grams). 

Students will write down what you have 

discovered. (1.2; 2.3) 

a. Students will share their findings with their 

classmates. 

b. Describe and compare the volumes (the 

amount of space an object takes up) of 

objects using a graduated cylinder. 

R 

C1 

C3 

b. Students will think of ways they could 

measure volume, using items they have at 

home or in the classroom (spoon, cups, 

beakers, etc). To measure a liquid, place the 

graduated cylinder on a flat surface. The 

volume is the marking that is closest to the 

top of the liquid. Students will place a marble 

into the cylinder containing water, measuring 

the volume. (1.2) 

b. Students will share with the classroom their 

findings. Teacher will evaluate. 

c. Recognize that no two objects can occupy 

the same space at the same time (e.g., 

water level rises when an object or 

substance such as a rock is placed in a 

quantity of water). 

R 

T 

C11 

c. Using a graduated cylinder, students will put 

50 drops of water in it and measure the 

volume. Students will place a marble into the 

cylinder and measure again. (1.2) 

c. Students will explain what happens when a 

marble is placed into a cylinder containing 

water. Teacher will evaluate. 

d. Classify types of materials (e.g., water, 

salt, sugar, iron filings, salt water) into 

substances (materials that have specific 

physical properties) or mixtures of 

substances by using their characteristic 

properties. 

R 

C1 

C2 

C3 

d. Teacher will give students samples of salt, 

sugar, iron filings, and other substances. 

Students will examine materials and sort 

them by properties: magnetic (iron), solvency 

(sugar and salt), color, particle size, etc. 

(1.5) 

d. Students will use a T-chart graphic organizer 

to list similarities and differences between the 

properties. 

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a. Identify water as a solvent that dissolves 

materials (Do NOT assess the term 

solvent). 

R 

C1 

C2 

C8 

a. In a beaker of water, students will add sugar 

and stir. Students will find out what 

happened to the sugar; then boil the mixture 

and explain the results. (1.3; 2.3) 

a. Students will share with the class their 

findings. 

b. Observe and describe how mixtures are 

made by combining solids or liquids, or a 

combination of these. 

R 

C3 

b. Using vegetable soup and water, students 

will observe when these are combined. They 

can separate the vegetables from the soup. 

(2.1; 3.5) 

b. Students will record their findings and plan 

and present them to the class. 

c. Distinguish between the components in a 

mixture (e.g. trail mix, conglomerate 

rock, salad). 

R 

C3 

c. Students will combine nuts, oatmeal flakes, 

raisins, and dried cranberries. The mixture 

contains different substances. (2.2) 

c. Students will separate, classify into groups 

and summarize the results. Students will 

compare results with a cooperative group, 

reviewing and revising the classifications. 

d. Describe ways to separate the 


properties (i.e., sorting, filtration, 

magnets, or screening). 

R 

C3 

C11 

d. Students will mix water and sand together. 

Students will stir their mixture. (3.7) 

d. Students will decide how to remove the sand 

from the water and evaluate the effectiveness 

of the solution. 




Concept A: Mass is conserved during any 

physical or chemical change 

a. Describe ways to separate the 


properties (i.e., sorting, filtration, 

magnets, or screening). 

R 

C1 

C3 

a. Students will mix a pile of rocks, dust, dirt, 

salt, and bits of iron. The rocks are screened 

out first. A magnet takes away bits of iron. 

Water is added then the filter removes dust 

and dirt. Salt water is heated. The water is 

boiled and only salt is left behind. (2.5) 

a. Students will draw the pile of rocks and 

process for separating the components; 

Students will interpret the results of their 

activity. 

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Concept A: Forms of energy have a 

source, a means of transfer (work and 

heat) and a receiver 

a. Construct and diagram a complete 

electric circuit by using a source (e.g., 

battery), a means of transfer (e.g., 

wires), and a receiver (e.g., resistance 

bulbs, motors, fans). 

C7 

R 

T 

a. Using wire, battery, and bulb, students will 

make a closed circuit. Students will make a 

diagram of their circuit. (2.4) 

a. Students will demonstrate to the class how 

their electrical circuit works. 

b. Observe and describe the evidence of 

energy transfer in a closed series circuit 

(e.g., lit bulb, moving motor or fan). 

C1 

R 

T 

b. In cooperative groups, using wire, battery, 

and bulb, students will make a closed circuit. 

Students will make a diagram of their circuit. 

(4.6) 

b. Students will test your electrical circuit to see 

if the bulb lights up. 

c. Classify materials as conductors or 

insulators of electricity when placed 

within a circuit (e.g. wood, pencil lead, 

plastic, glass, aluminum foil, lemon 

juice, air, water). 

C1 

C8 

R 

c. Students will make a T- chart and decide if 

the objects are conductors or insulators of 

electricity. Attach salt water to the electrical 

circuit. Students will continue with other 

items wood, pencils, glass etc. (1.2; 2.6) 

c. Students will decide the best manner for the 

cooperative group to share results with the 

class. 





Concept F: Energy can change from one 

form to another within systems but the 

total amount remains the same 

a. Identify the evidence of energy 

transformations (temperature change, 

light, sound, motion, and magnetic 

effects) that occur in electrical circuits. 

C9 

R 

T 

a. Students will create an electrical circuit an 

tell why the bulb lights up. (2.5) 

a. Students will demonstrate how the light bulb 

lights up. Teacher checks for understanding. 

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described as a change in position, 

direction, and speed relative to another 

object (frame of reference) 

a. Classify different types of motion 

(straight line, curved, back and forth). 

R 

C1 

a. Students will manipulate marbles, including 

a steel marble, and roll the marble in a 

straight line, curved line and back-and-forth 

with a friend. (1.2) 

a. Students will define the motion in cooperative 

groups. 

b. Describe an object’s motion in terms of 

distance and time. 

R 

C1 

b. In pairs, using a whiffle ball, whiffle bat, and 

stopwatch, students will take turns hitting the 

ball and measuring the time from impact of 

ball on bat to position in field. Distance is 

also measured from home plate to ball’s final 

resting position. Students are responsible for 

taking on roles of batter and of measuring 

time and distance. (4.3) 

b. Students will discuss the terms of distance and 

time. 

c. Measure and record in words, tables, 

and graphs the motion of an object. 

R 

C1 

c. Students will bounce a kickball off the side 

of the school building; they will measure 

distance bounced and record data. Students 

will then bounce a handball or tennis ball in 

the same manner and record. Comparisons 

are made between the larger and smaller 

balls’ trajectories and distance traveled. 

Students are responsible for taking on roles 

of ball-thrower and of measuring time and 

distance. (1.2; 1.8; 3.3; 4.3) 

c. Students will develop strategies to make the 

two balls bounce the same distance. Students 

will create a data table and bar graph 

comparing the two balls. 

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magnetism) that can be described in terms 

of direction and magnitude 

a. Identify the forces acting on the motion 

of objects traveling in a straight line. 

C1 

C8 

R 

a. Students will use a magnet to affect the 

straight line movement of the steel marble 

(curved line). Students will also drop the 

marble onto a soft surface to represent 

gravity’s force. (1.2) 

a. Students will identify how the movement was 

affected by the magnet and the drop. 

b. Recognize friction as a force that slows 

down or stops a moving object that is 

touching another object or surface. 

C1 

C8 

R 

b. Students will take turns rolling metal toy 

cars across smooth, carpeted, and sandpaper 

surfaces. Students will the roll car from the 

same starting point and measure the distance 

it travels over the different surfaces. (1.8; 

4.8) 

b. Students will consider possible future road 

surfaces that would make roads safer. 

Students will create data table or 

measurements from activity. 

c. Compare the forces (measured by a 

spring scale in Newtons) required to 

overcome friction when an object moves 

over different surfaces (i.e., 

rough/smooth). 

C1 

C8 

R 

c. Students will drag balls across smooth, 

carpeted, and sandpaper surfaces with spring 

scale. Students will record scale 

measurement for each ball and surface. (1.8) 

c. Students will create data table and graph to 

compare differences between the balls and 

surfaces. 



a. Determine the gravitational pull of the 

Earth on an object (weight) using a 

spring scale. 

C1 

C8 

R 

a. Students will weigh different balls using 

spring scale. Relations between the ball’s 

composition, size, and material construction 

are recorded. (1.8) 

a. Students will use a comparison graphic 

organizer to show the differences between 

balls. 

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in motion 

a. Recognize that balanced forces do not 

affect an object’s motion. 

C12 

R 

a. Students will take turns throwing a Frisbee 

at an empty trash can. Note the Frisbee will 

“fly” when it’s balanced (not wobbling). 

(1.2; 4.7) 

a. Informal assessment of activity. 

b. Describe how unbalanced forces acting 

on an object changes its speed 

(faster/slower), direction of motion or 

both. 

C12 

R 

b. Students will take turns throwing a Frisbee 

at an empty trash can. Note the Frisbee will 

wobble when it’s not balanced. Students 

will create safety rules before the event. (1.2; 

4.7) 

b. Informal assessment of activity. 

c. Explain how increasing or decreasing the 

amount of force on an object affects the 

motion of that object. 

C1 

C12 

R 

c. Students will roll a basketball (bowling ballstyle) 

at an empty Pringles can. First, the 

student only uses two index fingers to push 

the ball. Then, student uses both hands to 

roll the ball at the “pin.” Students will 

invent rules for the game, and revise them as 

suggestions are made. (2.2; 4.5) 

c. Students will write notes in journals about the 

difference outcomes of each push (index 

finger v. hands). 

d. Explain how the mass of an object (e.g., 

cars, marbles, rocks, boulders) affects 

the force required to move it. 

C1 

C3 

R 

d. Using a skateboard, students will push 

textbooks (stacked on the skateboard) to a 

certain point. Books are added or deleted 

from the stack. Students will develop safety 

rules for event. (4.7) 

d. Informal assessment of activity 

e. Predict how the change in speed of an 

object (i.e., faster/slower/remains the 

same) is affected by the amount of force 

applied to an object and the mass of the 

object. 

C1 

C8 

R 

e. Students will use a golf putter (or putter-like 

object) to hit a basketball across a certain 

point. Students will then hit a tennis ball 

across the same point. Students will decide 

whether they would prefer to “be” the 

basketball or tennis ball and give reasons for 

their choice. (3.6) 

e. Students will write notes comparing the 

different outcomes of hitting each ball. 

f. Predict the effects of an electrostatic 

force (static electricity) on the motion of 

C4 

R 

f. Teacher will comb hair and uses it to 

“magically” pick up bits of paper from a 

f. Students will describe how electrostatic force 

affected the activity. 

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objects (attract or repel). 

desktop. Tell students that there is no 

science involved—just magic! Have 

students evaluate the credibility of that 

statement. (1.2; 1.7) 





within communities interact with one 

another and with their environment in 

order to survive and maintain a balanced 

ecosystem 

a. Identify the ways a specific organism 

may interact with other organisms or 

with the environment (e.g., pollination, 

shelter, seed dispersal, camouflage, 

migration, hibernation, defensive 

mechanism). 

C1 

R 

a. Students will research specific biomes and 

focus on a specific organism that is adapted 

to that biome, listing facts about the 

interactions of that organism and its 

environment. (1.6; 2.3) 

a. Students will share their findings. 

b. Recognize that different environments 

(i.e., pond, forest, and prairie) support 

the life of different types of plants and 

animals. 

C1 

R 

b. Students will research specific biomes and 

focus on a specific animal and plant that are 

adapted to that biome. (1.6; 2.3) 

b. Students will share their findings. 

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Concept D: The diversity of species within 

an ecosystem is affected by changes in the 

environment which can be caused by other 

organisms or outside processes 

a. Identify examples in Missouri where 

human activity has had a beneficial or 

harmful effect on other organisms (e.g., 

feeding birds, littering vs. picking up 

trash, hunting/conservation of species, 

paving/restoring greenspace). 

C3 

C5 

C9 

R 

a. Students will clean the school grounds of 

litter and create peanut butter/pinecone bird 

feeders. Focus on students’ responsibilities 

concerning citizenship and integrity with the 

environment. (4.2; 4.3, 4.4) 

a. Informal assessment. 

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Concept A: As energy flows through the 

ecosystem, all organisms capture a 

portion of that energy and transform it to 

a form they can use 

a. Classify populations of organisms as 

producers, consumers, decomposers by 

the role they serve in the ecosystem. 

C2 

C3 

R 

a. Students will create a breakfast cereal for 

each group (producers, consumers, 

decomposers). The cereal will indicate the 

appropriate title, ingredients, and nutrition 

facts related to the specific organism. (1.6; 

1.8) 

a. Students classify pictures of organisms into 

groups of producers, consumers, and 

decomposers. 

b. Differentiate between the three types of 

consumers (herbivore, carnivore, 

omnivore). 

C1 

R 

b. Students will create circuit board matching 

game showing drawings of modern Missouri 

animals which are marked to photos of fossil 

impressions. (1.2; 2.1, 2.4, 2.5) 

b. Students will create a lunch bag puppet of a 

consumer (herbivore, carnivore, or omnivore) 

and write a one-minute play in which the 

consumer describes its favorite meal. 

c. Categorize organisms as predator or 

prey in a given ecosystem. 

C3 

R 

c. Students will choose a specific predator or 

prey, and play game of “guess the animal.” 

Clues are revealed to help the class guess 

whether the animal is a predator or prey, and 

the animal’s name. (1.2) 

c. Informal assessment. 

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


Concept A: Evidence for the nature and 

rates of evolution can be found in 

anatomical and molecular characteristics 

of organisms and in the fossil record 

a. Compare and contrast common fossils 

(i.e., trilobites, ferns, crinoids, 

gastropods, bivalves, fish, mastodons) 

found in Missouri to organisms that are 

present on Earth today. 

C3 

R 

a. Students will create fossils by pressing 

objects into clay. Classmates take turns 

guessing which object made the impressions, 

and justifying reasons for that guess. (1.3; 

2.3; 2.5; 4.1) 

a. Informal assessment. 

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Concept C: Natural selection is the 

process of sorting individuals based on 

their ability to survive and reproduce 

within their ecosystem 

a. Identify specialized structures and 

describe how they help plants survive in 

their environment (e.g., root, cactus 

needles, thorns, winged seed, waxy 

leaves). 

C1 

R 

a. Students will create a unique plant, drawing 

a colorful diagram of the plant and labeling 

its parts, describing how it survives in its 

environment. (1.8; 2.5) 

a. Students will share their plants with the class. 

b. Identify specialized structures and 

senses and describe how they help 

animals survive in their environment 

(e.g., antennae, body covering, teeth, 

beaks, whiskers, appendages). 

C3 

R 

b. Students will dress as an animal or insect 

with special features that help them survive 

in a certain environment. Student will plan 

how to best express the animal’s or insect’s 

specialized structure. (2.1; 2.5; 4.5) 

b. Students will present their character to the 

class, and have the class tell how their special 

structure or senses are beneficial to them. 

Teacher will check for understanding. 

c. Recognize internal cues (e.g., hunger) 

and external cues (e.g. changes in the 

environment) that cause organisms to 

behave in certain ways (e.g., hunting, 

migration, hibernation). 

C11 

R 

c. Teacher will ask the class,” What happens to 

you when you are hungry, tired, or cold” 

Students will compare these internal cues 

with that of a Mallard duck using a fish bone 

graphic organizer. (1.1; 1.8) 

c. Students will share their results with the class. 

d. Predict which plant or animal will be 

able to survive in a specific environment 

based on its special structures or 

behaviors. 

C3 

R 

d. Using different resources, students will find 

out how the polar bear, or any other plant or 

animal, exists in its environment. Students 

will identify its specific adaptations and 

validate credible sources of information 

using bibliography. (1.7; 2.7) 

d. After results are acquired, students will share 

findings with class. 

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Concept A: The Earth’s crust is 

composed of various materials including 

soil, minerals, and rocks with 

characteristic properties 

a. Identify the components of soil (e.g. 

plant roots and debris, bacteria, fungi, 

worms, types of rock) and its properties 

(e.g., odor, color, resistance to erosion, 

texture, fertility relative grain size, 

absorption rate). 

C3 

R 

a. Students will examine local soil samples to 

observe the organic matter that supplies 

much of the nutrients for plant growth. 

Students will develop questions about how 

societies of long ago may have used the soil 

in that area (e.g. farming, clearing trees, and 

building shelter). (1.10; 3.2) 

a. Students will identify what they see in the soil. 

b. Compare the physical properties (i.e. 

size, shape, color, texture, layering, 

presence of fossils) of rocks (mixtures 

of different Earth materials, each with 

observable physical properties). 

C3 

R 

b. Get a cupful of soil from outside. Students 

will examine it closely with a hand lens. 

They will describe what they see and answer 

the question: “What would happen if there 

were no soil” (3.8) 

b. Students will list what they have found in the 

cup of soil. 

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2. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) interact with 

one another as they undergo change by common processes 





a. Observe and describe the breakdown of 

plant and animal material into soil 

through decomposition processes (i.e., 

decay, rotting, composting, digestion). 

R 

C3 

a. Students will make a compost bin outside 

their school. Students will save uneaten food 

from lunch to add to the compost. Students 

will identify possible problems with the 

compost bin. Students will work in groups 

to create posters describing which foodstuffs 

are able to be composted. (2.5; 3.1; 4.5; 4.6) 

a. Students will continue to monitor the compost 

throughout the school year. 

b. Identify the major landforms on Earth 

(i.e., mountains, plains, oceans, river 

valleys, coastlines, and canyons). 

R 

C3 

b. Students will create a play dough map of 

Missouri, making rivers, mountains, plains, 

and valleys. Students will label their map 

and write where each formation is located. 

(1.8; 2.4; 2.5) 

b. Teacher will check to see if all of the maps 

have correct labels. Students will display 

projects. 

c. Describe how weathering agents (e.g., 

water, temperature, wind, and plants) 

cause surface changes that create and/or 

change earth’s surface materials and/or 

landforms. 

R 

C10 

c. Students will go out onto the playground and 

look for signs of erosion. They will also 

check for cracks in the sidewalk. Students 

will write how weathering agents affected 

the playground /side walk and create “before 

and after” erosion picture. (1.2; 2.5; 3.5) 

c. Teacher will check for understanding. 

d. Describe how erosional processes (i.e., 

action of gravity, waves, wind, rivers, 

and glaciers) cause surface changes that 

create and/or change earth’s surface 

materials and/or landforms. 

R 

C10 

d. Students will create an erosion model by 

using dirt, sand, rocks, shells, and leaves. 

Students will predict what will occur when 

water is poured on the model. Students will 

pour water on model and write down what 

happens. (1.2; 2.5) 

d. Students will find out how the Great Lakes 

were formed and what they left behind. They 

will describe how the Colorado River flows 

and describe the erosion process that it makes. 

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a. Propose ways to solve simple 

environmental problems (e.g., recycling, 

composting, ways to decrease soil 

erosion) that result from human activity. 

C1 

C3 

R 

a. Students will answer the question, “What 

will happen to the deer population when a 

new subdivision is built in a wooded area” 

Student research local events concerning 

deer overpopulation. (1.1; 1.2) 

a. Students will compare a human and an animal 

seeking a new habitat. How are they the same 

and how they are different 

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explanation 

a. Formulate testable questions and 

explanations (hypotheses). 

C3 

R 

T 

a. Teacher will present the class with three 

options for keeping a sandwich freshest: a 

Ziploc bag, aluminum foil, or a paper bag. 

Students will create a list of pros and cons 

for each wrapping. Students will write 

hypotheses for a potential lab experiment. 

(1.3; 3.3; 3.5; 3.7) 

a. Students will complete a lab using all three 

wrappings and testing their hypotheses. After 

the lab, students will apply the best strategy 

for maintaining food freshness. 

b. Recognize the characteristics of a fair 

and unbiased test. 

C4 

C8 

C10 

R 

b. Students will apply knowledge of fair/unfair 

games in mathematics with unbiased/biased 

scientific testing: students are divided into 

teams and play tic-tac-toe; one team gets 

four O’s, and the other team gets three X’s to 

use. (3.3; 4.4; 4.6) 

b. Students will play the game. Students are 

encouraged to then create fair rules. 

c. Conduct a fair test to answer a question. 

C4 

C8 

C10 

R 

c. Students will use spinners (spinner is divided 

into equal sections) to answer their 

prediction: “How many times will the 

pointer land on a certain color” (1.10; 4.4; 

4.6) 

c. Students will play the game and record results. 

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five senses. 

C1 

C2 

C3 

C6 

R 

a. In pairs, students will rotate between five 

stations; each has a different “sense” 

orientation. (4.6) 

a. Students will log a qualitative statement for 

each station. 

b. Observe using simple tools and 

equipment (e.g., hand lenses, magnets, 

thermometers, metric rulers, balances, 

graduated cylinders, spring scale). 

C1 

C2 

C3 

C6 

R 

b. In pairs, students will rotate between five 

stations; each has a different “sense” 

orientation. (4.6) 

b. Students will log a quantitative measurement 

for each station. 

c. Measure length to the nearest centimeter, 

mass using grams, temperature using 

degrees Celsius, volume to the nearest 

milliliter, weight to the nearest Newton. 

C1 

C2 

C3 

C6 

C10 

C12 

R 

c. Students will use centers to measure length 

of a chain of paperclips, the mass of a 

classroom item, the ambient temperature of 

the classroom, the volume of the plastic 

soda bottle cap, and use a spring scale to 

measure the weight of a padlock (to the 

nearest Newton). (1.2: 2.3) 

c. Students will record data in their science 

journal and compare data. 


C1 

C3 

C10 

T 

d. Students will work at centers to measure 

length of a pencil, the mass of a classroom 

item, the outdoor temperature, the volume of 

the Styrofoam cup, and use a spring scale to 

measure the weight of the teacher’s room 

key (to the nearest Newton). (4.6) 

d. Students will record data in their science 

journal and compare to previous 

measurements. Students will share results in 

small groups. 




explanations 

R 

C3 

e. Students will review ten measurements and 

ten pictures of various objects. Students 

will math the measurement to the picture of 

a given object. (1.2) 

e. Teacher will review answers with students. 

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C1 

C11 

R 

a. Students will construct a survey of likes and 

dislikes. Students will record results and 

report back to classroom. Students will 

build data tables based on survey results. 

(2.2; 2.4; 2.6) 

a. Students will describe their survey; surveys 

are compared. 



R 

C3 

b. Students will predict the number of 

chocolate chips in a cookie. Students will 

break cookie apart, and using a toothpick, 

“excavate” the cookie of its chocolate chip 

“fossils.” Students will predict the number 

of chips in the cookie. Students evaluate the 

problem-solving process by adapting their 

predictions as they excavate the cookie. (3.3; 

3.4) 

b. Students will compare quantitative data to 

predictions. 

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C1 

C3 

R 

a. Students will observe a diagram of taste 

buds on the tongue (sweet, sour, bitter, 

salty). Students will predict where on their 

own tongues they will taste cocoa, salt, 

sugar, and lemon. (1.2; 1.8) 

a. Students will compare predictions to actual 

results and draw a diagram of their tongue 

showing where they tasted cocoa, salt, sugar, 

and lemon. 


explanation. 

C3 

R 

b. Teacher will relate story of the moon as 

made of blue cheese. Students will discuss 

why people may have considered that a 

possibility, and how the moon landing 

confirmed a reasonable explanation of the 

moon’s composition. (3.5) 

b. Informal assessment. 


proposed explanations. 

C3 

R 

T 

c. Teacher will relate story of the moon as 

made of blue cheese. Students will discuss 

why people may have considered that a 

possibility, and how the moon landing 

confirmed a reasonable explanation of the 

moon’s composition. (1.10) 

c. Informal assessment. 

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a. Communicate the procedures and results 


through: 





pictographs) 

• writings. 

C3 

C7 

C12 

R 

T 

a. Incorporated throughout the year: 1.8; 2.1; 

4.6) 

• Students will create data tables and 

graphs to show quantitative data. 

• Students will use a science journal to 

record notes, diagrams, and content. 

• Students will share knowledge 

through cooperative groups and oral 

presentations. 

a. Students will describe science process skills; 

through written work results of experiments 

are demonstrated through data tables and 

graphs. 

b. Interpret data in order to make and 

support conclusions. 

C3 

C7 

C12 

R 

T 

b. Incorporated throughout the year: (1.3; 1,8; 

2.1) 

• Students will create data tables and 

graphs to show quantitative data. 

• Students will use a science journal to 

record notes, diagrams, and content. 

• Students will share knowledge through 

cooperative groups and oral 

presentations. 

b. Students will describe science process skills; 

through written work results of experiments 

are demonstrated through data tables and 

graphs. 

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Concept A: Designed objects are used to do things 

better or more easily and to do some things that could 

not otherwise be done at all 

a. Design and construct an electrical device using 

materials and/or existing objects that can be used to 

perform a task. (ASSESS LOCALLY) 

Concept B: Advances in technology often result in 

improved data collection and an increase in scientific 

information 

C3 

R 

T 

a. Using Lindbergh’s PRISM 

guidelines for Invention projects, 

students will create an invention 

which performs a task. The device 

must use electricity in some 

manner. (1.8) 

a. Projects evaluated using the PRISM 

scoring rubric for Invention projects. 

a. Describe how new technologies have helped 

scientists make better observations and measurements 

for investigations (e.g., telescopes, magnifiers, 

balances, microscopes, computers, stethoscopes, 


C3 

R 

T 

a. Students will select a technological 

instrument to research.(1.8; 2.7) 

a. Students will use “fishbone” graphic 

organizer to list facts about their 

technological instrument. 

Concept C: Technological solutions to problems often 

have drawbacks as well as benefits 

a. Identify how sometimes the effects of inventions or 

technological advances (e.g., different types of light 

bulbs, semiconductors/integrated circuits and 

electronics, satellite imagery, robotics, 

communication, transportation, generation of energy, 

renewable materials) can be helpful and sometimes 

they are harmful. (ASSESS LOCALLY) 

C1 

C3 

C11 

R 

T 

a. Students will compare and contrast 

old technology with new. They 

will brainstorm technologies that 

have made our lives more 

productive, informative, and safer. 

Students may investigate the 

history of quackery, and useless 

devices created to “solve” health 

issues. Students will relate 

possible detriments of the 

machines. (1.9; 2.7) 

a. Students will relate new technologies to 

actual applications (i.e., Cell phones, 

solar/wind energy, laptop computers, or 

satellite communication). Students will 

present orally or in written form, 

answering the questions: “Is our society 

better off” Explain. 

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Concept A: People from various cultures, 

races, and of different gender have 

contributed to scientific discoveries and 

the invention of technological innovations 

a. Research biographical information 

about various scientists and inventors 

from different gender, ethnic and 

cultural backgrounds and describe how 

their work contributed to science and 

technology. (ASSESS LOCALLY) 

E 

G 

R 

W 

C3 

C11 

a. Students will research a scientist from a 

different culture, ethnicity, and/or gender. 

Students will write one-page biographies of 

their subjects. Students will share details of 

science careers. (1.2; 2.1) 

a. Teacher will use a scoring rubric for research 

papers. 




Concept A: People, alone or in groups, 

are always making discoveries about 

nature and inventing new ways to solve 

problems and get work done 


could be asked or a problem that 

needed to be solved when given a brief 

scenario (fiction or nonfiction stories of 

people working alone or in groups 

solving everyday problems or learning 

through discovery). 

C1 

C3 

C6 

R 

a. Students will work in cooperative groups to 

formulate a problem or question, and then 

create a flowchart, using time-order words, to 

show a possible solution. (1.5; 1.8: 4.6) 

a. Informal peer- and self-evaluation. 

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a. Work with a group to solve a problem, 




C1 

C3 

C6 

R 

a. Students will work in cooperative groups to 

formulate a problem or question, and then 

create a flowchart, using time-order words, to 

show a possible solution. (1.5; 1.8: 4.6) 

a. Informal peer- and self-evaluation. 

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Fifth Grade 

Rationale: 

The teaching of science is important in fifth grade to introduce children to the scientific method and process of problem solving. The 

acquisition of these skills will enable students to explore the world around them and learn techniques to protect the world. Students 



In fifth grade, students will become active participants in the learning process. Students will investigate to find answers to questions. 

Students will identify the specifics of matter and energy, and the interactions between matter and energy. They will investigate the 

characteristics of the universe. They will investigate physical systems. Students will identify ecological interactions. 

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Strand1: Properties and Principles of Matter and Energy 



Concept C: Properties of matter can be 

explained in terms of moving particles too 

small to be seen without tremendous 

magnification 

a. Recognize how changes in state (i.e., 

freezing/melting condensation/ 

evaporation) provide evidence that matter 

is made of particles too small to be seen. 


matter that result from thermal changes can 

be explained by moving particles (The 


C1 a. Students will act as the different parts of an 

atom. Each student is an electron, proton, 

or neutron. Students will group together as 

several water molecules and act out their 

behavior as a solid, liquid or gas. (1.10; 4.3; 

4.6) 

a. Students will create a diagram of an atom and 

water molecule labeling all parts. 

a. Classify matter as a solid, a liquid, or a gas 

as it exists at room temperature using 

physical properties (i.e., volume, shape, 

ability to flow). 


matter that result from thermal changes can 

be explained by moving particles (The 


C10 

T 

a. Students will place a few ping pong balls in 

a large Ziploc bag and shake rapidly to 

model a gas. Place a few more balls in and 

shake less rapidly to model a liquid. Place 

more balls in until they barely move to 

model a solid. Students will make 

observations about the three states. (1.4; 

1.8; 2.7) 

a. Students will create a table with 

characteristics of each state including shape, 

volume, distance between particles, and 

particle movement. 

a. Physical properties of water as it changes 

to and from a solid, liquid, or gas (i.e., 

freezing/melting, 

evaporation/condensation). 

C3 

T 

a. Students will predict what will occur when 

water is boiled, frozen, or ice cubes set out. 

(1.4; 1.8; 2.7) 

a. Students will create a cycle graph (GO5) 

showing the effects of heat on the three states 

of matter in water. 

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Concept I: Mass is conserved during any 


a. Students will recognize that the mass of 

water remains constant as it changes 

state (as evidenced in a closed 

container). 

C8 a. Students will place ice cubes in a Ziploc bag 

and record its mass. Students will set the 

bag in a warm place and record mass after 

they are melted. They will compare and 

discuss the two measurements. (1.3; 2.4) 

a. Students will design a lab using different 

liquids to prove that the mass of an object does 

not change depending on its state. 


2. Energy has a source, can be transferred, and transformed into various forms 





receiver 

a. Recognize that light can be transferred 

from the source to the receiver (eye) 

through space in straight lines. 

C10 

C12 

a. Using a light source, students will project light 

to a specific target. This activity can be done as 

a game with teams pointing the light source at a 

target before turning it on and measuring the 

distance from the target. Laser pointers will 

work better than flashlights for this activity. 

(1.3; 4.6) 

a. Using a mirror, students will bend light to hit a 

target and predict the angle at which the light 

will be reflected. This activity can be done as a 

game with teams pointing the light source and 

setting up the reflective source at a target before 

turning it on and measuring the distance from the 

target. This much is like light reflection darts. 

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receiver 

a. Recognize how an object (e.g., moon, 

mirror, objects in a room) can only be 

seen when light is reflected from that 

object to the receiver (eye). 




a. Using a light source, students will project light 

to a specific target. They will remove the light 

source and observe the target and make 

qualitative observations in a light and dark 

room. (1.3; 1.6; 4.6) 

a. Students will compare and contrast the 

appearance or reflective property of different 

objects with and without a light source. Students 

will create a t-chart comparing observations in 

the light and dark rooms. 

a. Recognize the sun as the primary source 

of energy for temperature change on 

Earth. 

C2 

C3 

a. Students will place a thermometer in a sunny 

window and one in a dark place. After a period 

of time, students will observe the temperatures. 

(1.3; 1.8) 

a. Students will infer or draw conclusions to 

explain the results. They will create a target 

chart (GO12) or cause and effect chain listing the 

effects the sun has on the Earth. 









a. Identify the forces acting on a load and 

use a spring scale to measure the weight 

(resistance force) of the load. 

C2 

C3 

C10 

a. Using a spring scale, students will measure a 

shoe box. Add blocks or weights to gain 

mass and measure again. Students will 

record observations on a chart/graph. (1.3; 

1.8) 

a. Students will create a drawing to convey the 

results and summarize what is communicated 

in the drawing. 

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in motion 

a. Compare the effect of simple machines 

on the effort force (measured using a 

spring scale to the nearest Newton) 

needed to lift a load. 

b. Describe how friction affects the amount 

of force needed to do work over 

different surfaces or through different 

media. 


inclined planes, wheels & axles, and 

pulleys) affect the forces applied to an 

object and/or direction of movement as 

work is done 

a. Explain how work can be done on an 

object (force applied and distance 

moved). (No formula calculations at this 

level.) 

D 

C2 

C3 

C10 

C2 

C3 

C2 

C3 

T 

a. Students will use a spring scale to lift an 

object two feet into the air and measure. 

Using the spring scale, they will pull the 

same object up a two foot tall ramp and 

measure. Use ramps of different angles and 

observe changes. Students will record 

observations on a chart/graph. (1.3; 1.8; 

1.10) 

b. Using a spring scale, students will pull a 

shoe box on a flat surface. Add blocks or 

weights to gain mass and measure again. 

Students will place an array of pencils 

underneath the box and measure, recording 

measurements in a chart. (1.3; 1.8; 1.10) 

a. Students will place a book on the end of a 

meter stick and record the placement of the 

fulcrum. Pull down on the end of the meter 

stick with a spring scale. Record 

measurements. Students will move fulcrum 

nearer and further from the load and take 

measurements. (1.3; 1.8; 4.6) 

a. Students will create a list of machines that can 

help lift objects and how they are used in 

everyday life. 

b. Using a spring scale, students will pull a block 

up a wooden ramp and measure. They will 

cover the ramp with aluminum foil and repeat. 

Replace the foil with sandpaper and repeat. 

Students will compare their observations and 

change the angle of the ramp and test again. 

a. Students will create a chart and bar graph of 

the measurements. They will write a summary 

of their results and create a list of levers that 

students use everyday. 

b. Recognize that simple machines change 

the amount of effort force and/or 

direction of force. 

C3 

R 

b. Students will describe a situation where a 

pulley is needed. They will lift an object up 

to the top of the blackboard using a pulley. 

Students will look around the classroom and 

school property for simple machines. (1.2; 

1.10) 

b. Students will create a chart with simple 

machines and their uses. 

c. Identify the simple machines in common 

tools and household items. 

C10 

c. Students will dismantle an old or broken 

appliance and identify all of the simple 

machines that comprise it. 

c. Students will list all simple machines that are 

present in the classroom or home and their 

uses. 

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organism 

a. Compare structures (e.g. wings vs. fins 

vs. legs; gills vs. lungs; feathers vs. hair 

vs. scales) that serve similar functions 

for animals belonging to different 

vertebrate classes. 



C3 a. Teacher will employ visuals of many 

different animals. Students will observe the 

similarities and differences of the creatures. 

Students will classify animals into groups 

dependant upon their structures. (1.8; 2.3) 

a. Students will create Venn diagrams (GO2) 

comparing structures that serve similar 

functions. 

a. Explain how similarities are the basis for 

classification. 

b. Distinguish between plants (which use 

sunlight to make their own food) and 

animals (which must consume energyrich 

food). 

c. Classify animals as vertebrates or 

invertebrates. 

C3 

C10 

C3 

T 

C3 

a. Students will take off one shoe and place it 

into a pile. They will observe characteristics 

of the shoes and create a list of criteria to 

divide the shoes into groups. Students will 

continue to classify the shoes into smaller 

groups. (Instead of shoes, other classroom 

items can be used.) (1.3; 4.6; 1.8) 

b. Students will compare cell structures of a 

plant and an animal. Students will discuss 

the similarities and differences of producers 

and consumers. (1.8; 2.4) 

c. Teacher will model or describe a backbone 

to the class using pipe cleaners and lifesavers 

candy. Give students visuals of many 

different animals. Students will classify 

animals into two groups, those with and 

those without backbones. (1.3; 1.8) 

a. Give each group a pile of mismatched 

buttons or beads. Students will write the 

characteristics they are using to classify the 

buttons and create a ladder chart (GO1) 

showing how classifications go from general 

to specific. Students will write each 

characteristic used and which or how many 

items met those criteria. 

b. Students will invent a species and explain 

why it is a plant or animal using proper 

characteristics. They will create a diagram of 

their species listing the criteria that specify it 

as a producer or consumer. 

c. Students will create a t-chart (GO3) or Venn 

diagram (GO2) classifying the animals as 

vertebrates or invertebrates. 

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a. Classify vertebrate animals into classes 

(amphibians, birds, reptiles, mammals, 

and fish) based on their characteristics. 

b. Identify plants or animals using simple 

dichotomous keys. 

C3 a. Teacher will employ visuals of many 

different animals. Students will observe the 

similarities and differences of the creatures 

and categorize animals into classes. (1.3) 

b. Using everyday classroom objects, students 

will create a dichotomous key or tree chart 

(GO4) to identify a certain object. (1.8; 2.3) 

a. Given a list of attributes, students will write a 

list of guidelines for classifying vertebrates. 

They will create a series of Venn diagrams 

comparing the 5 types of vertebrates. 

b. Students will compose their own 

dichotomous key or tree chart (GO4) to 

identify a certain object. Other groups then 

use the keys to conclude what the object is. 




Concept C: Complex multicellular 

organisms have systems that interact to 

carry out life processes through physical 

and chemical means. 

a. Recognize the major life processes 

carried out by the major systems of 

plants and animals (e.g., support, 

reproductive, digestive, 

transport/circulatory, excretory, 

response) Do NOT assess naming of 

organs within each system or 

explanation of the processes carried out 

by those system. 

C3 a. Students will outline the life processes 

(getting energy, using energy, getting rid of 

waste, reproducing, growing, & reacting to 

change) of several different living and nonliving 

things. (1.8) 

a. Students will create a compare & contrast 

chart (GO7) with an animal, plant, and a 

machine categorizing the life processes. 

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1. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) have common components 

and unique structures 


Concept B: The hydrosphere is composed 

of water (a material with unique 

properties), gases, and other materials 

a. Classify major bodies of surface water 

(e.g., rivers, lakes, oceans, glaciers) as 

fresh or salt water, flowing or 

stationary, large or small, solid or 

liquid, surface or groundwater. 

b. Relate the type of water body to the 

process by which it was formed. 

Concept C: The atmosphere (air) is 

composed of a mixture of gases, including 

water vapor, and minute particles 

C3 

T 

C3 

T 

a. Students will create guidelines for 

classifying bodies of water. They will use 

visuals to categorize bodies of water 

according to their criteria. (1.3; 1.8) 

b. Students will create guidelines for 

classifying bodies of water according to how 

they are formed. Students will use visuals to 

categorize bodies of water according to their 

criteria. (1.3; 1.8) 

a. Students will create a Venn diagram (GO2) or 

a compare & contrast chart (GO7) classifying 

different bodies of surface water (lakes, 

oceans, rivers, seas, etc.). 

b. Students will create a Venn diagram (GO2) or 

a compare & contrast chart (GO7) classifying 

different bodies of surface water. 

a. Recognize the atmosphere is composed 

of a mixture of gases, water and minute 

particles. 

C3 

C10 

a. Students will fill a beaker with liquids of 

differing density (water, corn oil, shampoo, 

dish soap, anti-freeze, maple syrup) to show 

how gases or liquids with different 

compositions & temperatures remain 

divided. (1.3; 2.4) 

a. Students will design a poster illustrating the 

layers of the atmosphere providing data for 

each layer. 

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Concept E: Changes in the form of water 

as it moves through Earth’s systems are 


a. Describe and trace the path of water as 

it cycles through the hydrosphere, 

geosphere and atmosphere (i.e., the 

water cycle: evaporation, condensation, 

precipitation, groundwater/surface runoff). 

C3 

C10 

a. Students will pour water into a cup and place 

cup into a sealed bag. Place the bag in a 

sunny window and observe for 3-4 days. 

Students will measure the amount of water 

left in the cup and infer how water came out 

of the cup. Students will discuss how the bag 

relates to the water cycle on Earth. (1.3; 2.6) 

a. Students will create a diagram or cycle graph 

(GO5) illustrating the path of water through 

the water cycle. They will write a paragraph 

describing the sequence of events that 

happens to a water molecule during the water 

cycle including evaporation, condensation, 

precipitation, and collection. 

b. Identify the different forms water can 

take (e.g., snow, rain, sleet, fog, clouds, 

dew) as it moves through the water 

cycle. 

Concept F: Constantly changing 

properties of the atmosphere occur in 

patterns which are described as weather 

C3 

C8 

C10 

b. Students will heat some water in a pan and 

chill an object in the freezer. They will hold 

the chilled object over the heated object. 

Condensation should form then water 

droplets should fall off. Students will list 

other forms of precipitation. (1.3; 4.6) 

b. Students will mist a piece of wax paper (the 

cloud) with a spray bottle. Students will move 

the paper around to demonstrate the action of 

water in a cloud. 

a. Identify and use appropriate tools (i.e., 

thermometer, anemometer, wind vane, 

hygrometer, barometer, rain gauge, 

satellite images, weather maps) to 

collect weather data (i.e., temperature, 

wind speed and direction, relative 

humidity, air pressure, precipitation, 

cloud type and cover. 

C12 

R 

T 

a. Students will use a weather station to gather 

data about weather conditions for 5-10 days. 

They will record precipitation, temperature, 

humidity, wind speed and direction, and air 

pressure. Students will observe and record 

cloud conditions and compare weather station 

findings to data on www.accuweather.com. 

(1.2; 1.8) 

a. Students will use the recorded weather data to 

create a series of graphs showing patterns in 

the weather over the collection period. They 

will analyze the data and make a prediction 

on the next day’s weather. 

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a. Explain how major bodies of water are 

important natural resources for human 

activity (e.g., food, recreation, habitat, 

irrigation, solvent, transportation). 

b. Describe how human needs and 

activities (e.g., irrigation, damming of 

rivers, waste treatment, sources of 

drinking water) have affected the 

quantity and quality of major bodies of 

fresh water. 

c. Propose solutions to problems related to 

water quality and availability that result 

from human activity. 

C1 

C1 

C10 

a. In pairs, students will research rivers, lakes, 

and oceans. They will chart the food, 

recreation, irrigation, solvent and 

transportation (GO9) and compare results. 

(1.2; 1.8) 

b. In pairs, students will research rivers, lakes, 

and oceans. They will chart the food, 

recreation, irrigation, solvent and 

transportation (GO9) and compare results. 

(1.2; 3.2) 

c. Students will create a water filtration system 

with coffee filters, cotton balls, charcoal, & 

gravel. They will try different combinations 

and observe. (1.3; 3.4) 

a. Students will create a mind map (GO8) of uses 

of water in their life. 

b. Students will create a poster for saving a 

major body of water. 

c. Students will record observations in a senses 

chart (GO6) minus the taste and sound 

columns. 

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a. Recognize that the Earth is one of 

several planets within a solar system 

that orbits the sun. 

T 

a. Students will classify the planets of our solar 

system by size, distance from the sun, 

composition, and number of satellites. (1.3; 

1.4; 1.8; 2.7) 

a. Students will create a concept map for each 

planet with the aforementioned categories. 

b. Recognize that the moon orbits the 

Earth. 

c. Recognize that planets look like stars 

and appear to move across the sky 

among the stars. 

Concept B: The Earth has a composition 

and location that is suitable to sustain life 

C10 

T 

b. In a dark room with a single lamp 

representing the sun, a basketball as the 

Earth, and a ping pong ball as the moon, 

observe where the shadow of the Earth falls 

upon the moon as it rotates around the Earth. 

(1.8; 1.10) 

c. Students will go outside at night and observe 

the sky. They will look for planets, different 

colored stars, and number of stars. Students 

will brainstorm natural objects that appear to 

move in the sky. (1.2; 1.8) 

b. Students will design a diagram illustrating the 

phases of the moon. Keep a daily log of the 

phase of the moon. 

c. Students will pick a visible planet (Mars, 

Venus, Saturn) and chart its path across the 

sky for a period of time. They will use the 

internet if necessary to check the planet’s 

position. 

a. Describe physical features of the planet 

Earth that allows life to exist (e.g., air, 

water, temperature) and compare these 

to the physical features of the sun, the 

moon and other planets. 

C3 a. Students will create a comparison chart GO 

7) with Earth and the other planets 

comparing atmosphere, temperature, gravity, 

etc. (2.6) 

Students will create a story explaining what the 

sun, moon, or planet would need to have life 

exist. 

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a. Sequence images of the lit portion of 

the moon seen from Earth as it cycles 

from day-to-day in about a month in 

order of occurrence (DO NOT assess 

cause of moon phases. 







C10 

C3 

a. In a dark room with a single lamp 

representing the sun, a basketball as the 

Earth, and a ping pong ball as the moon, 

students will observe where the shadow of 

the Earth falls upon the moon as it rotates 

around the Earth. (1.3; 1.8) 

a. Students will Design a diagram illustrating the 

phases of the moon. They will keep a daily 

log of the phase of the moon. 

a. Recognize that the Earth rotates once 

every 24 hours. 

C3 

a. Students will use a flashlight and a globe to 

demonstrate sunrise and sunset on the earth. 

(1.8; 1.4; 2.7) 

a. Students will graph the times of sunrise and 

sunset over a period of time. 

b. Relate changes in the length and 

position of a shadow to the time of day 

and apparent position of the sun in the 

sky as determined by Earth’s rotation. 

C3 

b. Students will use a sundial or place a dowel 

in the ground in a flat area. They will 

observe the length and position of the 

dowel’s shadow throughout the day. (1.10; 

3.7) 

b. Students will chart the length and position of 

the shadow over a period of time and draw 

conclusions from their observations, 

explaining the importance of these findings. 

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c. Relate the apparent motion of the sun, 

moon, and stars in the sky to the 

rotation of the Earth. 

C1 

C3 

C10 

c. Students will use a beach ball (sun), 

basketball (Earth), and ping pong ball 

(moon) to demonstrate the revolution and 

rotation of each object in comparison to the 

others. (2.5) 

c. Students will compose a puppet show 

demonstrating eclipses, rotation, and 

revolution. 

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explanation 


explanations (hypotheses). 

b. Recognize the characteristics of a fair 

and unbiased test. 

c. Conduct a fair test to answer a question. 

d. Make suggestions for reasonable 

improvements or extensions of a fair 

test. 

C12 

C3 

C3 

C12 

C3 

a. Given a specified set of materials (paper 

towels, bowls, cylinders, etc.), students will 

develop a testable question. Using shaving 

cream and food color. They will 

hypothesize what will happen when primary 

colors are mixed. Continue mixing colors. 

(1.3) 

b. Students will decide procedures for the 

shaving cream test and discuss how results 

will be fair and the same, by deciding on 

independent, dependent, constants and 

controlled variables. (1.3; 3.1) 

c. As a class, students will create a testable 

question and hypothesis for a lab using 

shaving cream and food color or any set of 

materials readily available. (1.3; 3.1) 

d. Students will design a variety of paper 

airplanes. They will develop a testable 

question (which will fly the farthest) and 

test. Students will discuss and list variables, 

constants and controls. They will collect and 

analyze data. (1.3; 3.1) 

Students will put a dot of washable marker on filter 

paper and add the tip in water. They will 

hypothesize what will happen to the different 

color markers. 

Students will discuss the different variables in the 

lab using filter paper, water, and markers. 

They will justify how the testing will be fair 

and the amount of trials that need to occur. 

Students will create a testable question and a fair 

test for the lab using markers, filter paper and 

water. Investigation PRISM projects will also 

be used. 

Students will replicate the test at home with a 

different variety of planes or materials. 

Collect and analyze data. Students will write 

how variables affected a comparison of the 

data. 

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five senses. 

C3 

C10 

a. Students will be taken to an area where items 

are set up to be measured with the 5 senses (i.e. 

music playing, things to taste, items to touch, 

art work on the walls, scented candles). After 

being dividing in groups, students will record 

as many qualitative observations as possible. 

(1.3; 1.8) 

a. Students will create a senses chart (GO6) to 

record data. Groups of students will then 

compare their collected data against that of other 

groups. 

b. Determine the appropriate tools and 

techniques to collect data. 

T 

C1 

C3 

C10 

b. Students will create three paper airplanes and 

select an area to fly the planes. They will make 

predictions about the length and times flight. 

Students will determine what tools will be 

needed to take appropriate measurements. Do 

multiple trials and list all variables. (1.3; 1.8) 

b. Students will record all data in a chart and 

display it on a graph. 

c. Use a variety of tools and equipment to 

gather data (e.g., hand lenses, magnets, 

thermometers, metric rulers, balances, 

graduated cylinders, spring scales. 

T 

C1 

C3 

C10 

c. Students will use a balance to measure 100ml 

of water in a graduated cylinder. Measure the 

mass of 100ml of corn syrup and predict the 

mass of other liquids or mixtures of liquids. 

(1.3; 1.8) 

c. Students will create a bar graph of collected 

data. 

d. Measure length to the nearest 

centimeter, mass to the nearest gram, 

volume to the nearest milliliter, 

temperature to the nearest degree 

Celsius, weight to the nearest Newton. 

T 

C1 

C3 

C10 

d. Observe an empty balloon. Measure its length, 

circumference, and mass. Inflate the balloon 

and take the same measurements. (1.3; 1.8) 

d. Create a comparison chart (GO7) and a graph to 

display data. 

e. Compare amounts/measurements. 

T 

C1 

C3 

C10 

e. Students will use a balance to measure 100ml 

of water in a graduated cylinder. Students will 

measure the mass of 100ml of corn syrup and 

predict the mass of other liquids or mixtures of 

liquids. (1.3; 1.8) 

e. Students will create a bar graph of collected 

data. 

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f. Judge whether measurements and 

computation. 


explanations 

C3 f. Students will be given a variety of Oreo 

cookies (see great Oreo experiment) and be 

required to collect different forms of data. 

Students will then determine what kind of 

measurements to make and/or use computation 

to find appropriate data (i.e. taste, appearance, 

thickness, mass, buoyancy, circumference, 

surface area, diameter, odor). (1.3; 1.8) 

Complete great Oreo experiment (see appendix). 



W 

R 

T 

C1 

C3 

C10 

a. Students will use a weather station to gather 

data about weather conditions for 5-10 days. 

They will record precipitation, temperature, 

humidity, wind speed and direction, and air 

pressure. Students will observe and record 

cloud conditions. (1.3; 1.8) 

a. Students will use the recorded weather data to 

create a series of graphs showing patterns in the 

weather over the collection period. Students will 

analyze the data and make a prediction on the 

next day’s weather. 



W 

R 

T 

C1 

C3 

C10 

b. Use a weather station to gather data about 

weather conditions for 5-10 days. Record 

precipitation, temperature, humidity, wind 

speed and direction, and air pressure. Observe 

and record cloud conditions. (1.3; 1.8) 

b. Students will use the recorded weather data to 

create a series of graphs showing patterns in the 

weather over the collection period. Students will 

analyze the data and make a prediction on the 

next day’s weather. 

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T 

C1 

C3 

C10 

a. Students will create three paper airplanes 

and select an area to fly the planes. Students 

will make predictions about the length and 

times of flight and determine what tools will 

be needed to take appropriate 

measurements. Students will do multiple 

trials and list all variables. (1.3; 1.8) 

a. Students will record all data in a chart and 

display on a graph. 


explanation. 

C1 

C3 

C10 

b. Students will use a cup of cold water and 

begin adding salt to it one teaspoon at a 

time, stirring after each addition and making 

observations. Keep adding and stirring until 

the salt will no longer disappear. They will 

repeat using other liquids or temperatures. 

(1.8; 3.8) 

b. Students will draw conclusions by creating a 

cause and effect fishbone chart (GO11). 


proposed explanations. 

C1 

C3 

C10 

c. Students will use a cup of cold water and 

begin adding salt to it one teaspoon at a 

time, stirring after each addition and making 

observations. Keep adding and stirring until 

the salt will no longer disappear. They will 

repeat using other liquids or temperatures. 

(1.8; 3.8) 

c. Students will draw conclusions by creating a 

cause and effect fishbone chart (GO11). 

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through: 





pictographs) 

• writings. 

T 

C1 

C3 

C10 

a. Students will measure the absorption of 

three brands of paper towels. They will 

make predictions about which brand will 

absorb the most and determine what tools 

will be needed to take appropriate 

measurements, how many trials are needed, 

and what their variables are. (1.3; 1.8) 

a. Students will record all data in a chart and 

display it on a graph. 

b. Interpret data in order to make and 

support conclusions. 

T 

C1 

C3 

C10 

b. Students will create three paper airplanes 

and select an area to fly the planes. They 

will make predictions about the length and 

times of flight and determine what tools will 

be needed to take appropriate 

measurements. Students will do multiple 

trials and list all variables. (1.2; 1.8) 

b. Students will record all data in a chart and 

display it on a graph. They will draw 

conclusions on how variables affect the 

outcome of the experiment. Students will 

perform the activity with different variables 

and compare results. 


1. The nature of technology is advanced by and can advance science as it seeks to apply 






done at all 

a. Design and construct a machine using 

materials and/or existing objects that 

can be used to perform a task. (ASSESS 

LOCALLY) 

R 

T 

C6 

a. Students will gather recyclable materials and 

invent an object that can be used to perform 

a task. Simple machines are good for this 

activity. (1.2; 1.4; 2.3; 2.7; 4.6) 

a. Students will test and critique others 

inventions and make suggestions on how to 

improve each. 

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a. Describe how new technologies have 

helped scientists make better 

observations and measurements for 

investigations (e.g., telescopes, 

magnifiers, balances, microscopes, 

computers, stethoscopes, 


R 

C3 

a. In groups, students will research different 

scientific tools and how they have helped 

progress science. (1.2; 1.8; 2.3; 4.8) 

a. Students will construct a timeline (GO10) of 

inventions and decide describe how each have 

benefited scientific research. Students will 

construct a classroom timeline. 





Concept A: People from various cultures, 

races, and of different gender have 

contributed to scientific discoveries and 

the invention of technological innovations 

a. Research biographical information 

about various scientists and inventors 

from different gender, ethnic and 

cultural backgrounds and describe how 

their work contributed to science and 

technology. (ASSESS LOCALLY) 

G 

E 

T 

W 

R 

C3 

a. Students will brainstorm and discuss 

different scientist and inventors as well as 

their impact on the community. Teacher will 

invite in community members such scientists 

or contacts in outreach program like the 

Pfizer Education Outreach program for guest 

speakers. (1.2; 1.4; 2.7; 4.8) 

a. Students will complete a Powerpoint 

presentation on a scientist or inventor. 

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(fiction or nonfiction stories of people 

working alone or in groups solving 

everyday problems or learning through 

discovery). 

C9 

T 

R 

a. Teacher will present students with the 

problem or story about a shortage in the 

water supply or no more landfill space. (1.2; 

2.4; 3.7) 

a. Students will create a brochure or poster and 

present a detailed solution to the problem. 





C1 

R 

T 

b. As a group, students will conduct an 

investigation collecting qualitative and 

quantitative data. Each group member 

should have certain responsibilities during 

the investigation. (1.2; 1.8; 4.6) 

b. Students will share the analysis of the data 

with the group with a series of graphic 

organizers or visual aids. 

• GO1 = Ladder Chart 

• GO2 = Venn Diagram 

• GO3 = T-chart 

• GO4 = Tree Chart 

• GO5 = Cycle Graph 

• GO6 = Senses Chart 

• GO7 = Compare & Contrast Chart 

• GO8 = Mind Map 

• GO9 = Concept Map 

• GO10 = Timeline 

• GO11 = Fish Bone Chart 

• GO12 = Target Chart 

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Middle School 

Rationale: 

The importance of middle school science education is in its ability to help students gain confidence and interest in their explorations of 

scientific issues and problems. The vigor, excitement, and wonder of science become apparent to students as they investigate and 

participate in hands-on inquiry concerning the natural and physical worlds surrounding them. Science education empowers students 

for the future by addressing technology, demonstrates the interrelatedness living and nonliving systems, and helps them refine their 

critical thinking skills. 

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Sixth Grade 

Rationale: 

Science at the sixth grade level is important in that it provides the students the opportunity to discover the chemical and physical 

properties of matter with relation to change, to investigate life processes and systems of living organisms, to experiment with and 

understands the various forms of energy. Concepts introduced in sixth grade area vital in that they serve as the building blocks for 

increasingly more complex investigations in the later years. 

Course Descriptions: 

The sixth grade science curriculum will reinforce basic science concepts introduced in the elementary grades, introduce higher level 

science concepts and vocabulary, and provide for a transition from elementary science to middle school science. 



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Concept A: Objects, and the materials 

they are made of, have properties that can 

be used to describe and classify them 

Scope and Sequence – Properties of and 

Changes in Matter 

Grade 8 

a. Recognize that matter is anything that 

has mass and volume. 

R 

a. Students will measure the mass and volume 

of matter. (1.1, 1.2, 1.3, 1.5, 1.6, 1.8, 2.3) 

a. Students will define and describe matter. 

b. Describe and compare the volumes (the 

amount of space an object takes up) of 

objects or substances directly using a 

graduated cylinder and/or indirectly 

using displacement methods. 

R 

W 

C1-12 

b. In a measurement lab, students will estimate 

volumes of objects and substances. They 

will compare estimate to actual 

measurements in activities like Metric 

Olympics. (1.1, 1.2, 1.4, 1.5, 1.6, 1.8, 2.3, 

4.1, 4.3, 4.6, 4.7) 

b. Students will measure the volume of a 

substance to the nearest milliliter. 

c. Describe and compare the masses 

(amount of matter) of objects to the 

nearest gram using a balance. 

R 

W 

C1-12 

c. In a measurement lab, students will estimate 

masses of objects. They will compare 

estimates to actual measurements in 

activities like Metric Olympics. (1.1, 1.2, 

1.4, 1.5, 1.8, 2.3, 4.1,4.3, 4.6, 4.7) 

c. Students will measure the mass of an 

object to the nearest gram. 

d. Classify the types of matter in an object 

into pure substances or mixtures using 

their specific physical properties . 

R 

W 

C1-12 

d. Students will identify mixtures and pure 

substances in a laboratory investigation.(1.1, 

1.2, 1.3, 1.8, 2.1,4.1, 4.3, 4.6, 4.7) 

d. Students will classify examples as pure 

substances or mixtures. 

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a. Describe the properties of each 

component in a mixture/solution and 

their distinguishing properties (e.g. salt 

water, oil and vinegar, pond water, Kool- 

Aid). 

R 

a. Students will make mixtures like salt water 

and blue food coloring and water. Students 

will identify the solute and solvents. (.1, 1.2, 

1.3, 1.8, 2.1, 2.2, 4.1, 4.3, 4.6, 4.7) 

a. Students will classify solutes and solvents 

and their relative properties in a variety of 

mixtures and solutions. 

b. Describe appropriate ways to separate 

the components of different types of 

mixtures (sorting, evaporation, filtration, 

magnets, boiling, chromatography or 

screening). 

R 

C1-12 

b. Students will separate mixtures using 

filters/screens, magnets, sorting areas, 

chromatography paper, and 

evaporation/boiling. (1.1, 1.2, 1.3, 1.8, 2.1, 

2.3, 4.1, 4.3, 4.6, 4.7) 

b. Students will identify methods used to 

separate different types of mixtures. 

c. Predict how various solids 

(soluble/insoluble) behave (e.g. dissolve, 

settle, float) when mixed with water. 

R 

c. Students will observe various solids mixed 

with water as they dissolve, settle, or float. 

Students will draw and describe the result as 

soluble or insoluble. (1.1, 1.2, 1.3, 1.8, 2.1, 

2.3, 4.1, 4.3, 4.6, 4.7) 

c. Students will classify solids as soluble or 

insoluble when mixed with water. 

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magnification 



Grade 8 

a. Recognize evidence (e.g., diffusion of 

food coloring in water, light reflecting 

off of dust particles in the air, 

condensation of water vapor by 

increased pressure or decreased 

temperature) that supports the theory that 

matter is composed of small particles 

(atoms, molecules) that are in constant, 

random motion. 


matter that result from thermal changes 

can be explained by the Kinetic Theory of 

Matter 

Scope and Sequence – Earth’s Resources 

R 

a. Students will demonstrate random, constant 

motion (Brownian motion) of small particles 

called atoms and molecules by dropping 

food coloring into water and observing 

diffusion and looking at light reflecting off 

dust particles. (1.1, 1.2, 1.3, 1.8, 2.1, 2.3, 

4.1) 

Grades 7 & 8 

a. Given an example like water molecules, 

students will draw and describe particle 

motion. They will explain why the blue 

food coloring moves randomly and 

constantly. 

a. Describe the relationship between the 

change in the volume of water and 

changes in temperature as it relates to the 

properties of water (i.e., water expands 

and becomes less dense when frozen). 

Concept E: The atomic model describes 

the electrically neutral atom 

Concept F: The periodic table organizes 

the elements according to their atomic 

structure and chemical reactivity 

R 

T 

a. Teacher will demonstrate water phase 

changes and temperatures for boiling, 

freezing, and melting. They will observe ice 

floating in liquid water and create the crystal 

pattern at 4 degrees Celsius.(1.1, 1.2, 1.3, 

1.8, 2.1, 2.3, 4.1, 4.3, 4.6) 

Grade 8 

Not assessed at this grade level 

a. Students will draw and describe the 

molecules of water during phase changes 

and label phase change temperatures. 

Students will explain why ice floats in 

liquid water. 

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Concept G: Properties of objects and states 

of matter can change chemically and/or 

physically 



a. Recognize and classify changes in matter 

as chemical and/or physical. 

T 

R 

a. Students will observe physical and chemical 

changes in a laboratory setting. (i.e., 

Weather rock in a rock tumbler, crush cans, 

cut paper, boil water, melt ice, and freeze 

water to demonstrate physical changes). 

Students will burn a match, put wet steel 

wool in a bag to rust, toast a marshmallow, 

rot a fruit, and use litmus paper to 

demonstrate chemical changes like 

oxidation, burning, rusting, decomposition, 

decaying, and baking. (1.4, 1.5, 1.6, 1.10, 

2.1, 2.3, 2.7, 4.1, 4.3, 4.6) 

a. Students will create a booklet of chemical 

and physical change examples by drawing, 

describing, and classifying physical and 

chemical changes. 

b. Identify chemical changes (i.e. rusting, 

oxidation, burning, decomposition by 

acids, decaying, baking) in common 

objects (i.e. rocks such as limestone, 

minerals, wood, steel wool, plants) as a 

result of interactions with sources of 

energy or other matter that form new 

substances (compounds) with different 

characteristic properties. 

b. Students will identify chemical changes and 

the new substances that result the previous 

laboratory setting. (1.4, 1.5, 1.6, 1.10, 2.1, 

2.3, 2.7, 4.1, 4.3, 4.6) 

b. Students will create a booklet of chemical 




c. Identify physical changes in common 

objects (e.g. rocks, minerals, wood, water, 

steel wool, plants) and describe the 

processes which caused the change (e.g. 

weathering, erosion, cutting, dissolving). 

c. Students will identify physical changes and 

the results in the above laboratory setting. 

(1.4, 1.5, 1.6, 1.10, 2.1, 2.3, 2.7, 4.1, 4.3, 

4.6) 

c. Students will create a booklet of chemical 




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Concept H: Chemical bonding is the 

combining of different pure substances 

(elements, compounds) to form new 

substances with different properties 






a. Demonstrate and provide evidence that 

mass is conserved during a physical 

change. 

R a. Students will demonstrate mass being 

conserved during physical changes by 

measuring an object before and after 

breaking, cutting, or freezing. (1.1, 1.2, 1.3, 

1.8, 2.1, 2.3, 4.1, 4.6) 

a. Given examples of physical changes like 

cutting, breaking, or freezing, students 

should indicate no loss in mass. 


2. Energy has a source, can be transferred, and can be transformed into various forms but is 



Concept A Forms of energy have a source, 


receiver 

Scope and Sequence –- Forms of Energy: 

Light 

a. Identify sources of visible light (e.g., the 

sun and other stars, flint, bulb, flames, 

lightning). 

T 

R 

a. Students will brainstorm/ research sources 

of light. (1.4, 1.5, 1.6, 2.3, 2.7, 4.1) 

a. Students will draw and or describe sources 

of visible light. 

b. Describe evidence (i.e., cannot bend 

around walls) that visible light travels in a 

straight line using the appropriate tools 

(i.e., pinhole viewer, ray box and/or laser 

pointer). 

T 

b. Teacher will use a laser pointer and 

appropriate technology to demonstrate that 

light moves in a straight line. (1.4, 1.5, 1.6, 

2.3, 2.7, 4.1) 

b. Draw and describe light moving in a straight 

line. 

c. Compare the reflection of visible light by 

various surfaces (i.e. mirror, smooth and 

R 

C1-12 

c. Students will use convex and concave 

mirrors, rough and smooth surfaces, shiny 

c. Students will diagram light being reflected 

off different surfaces. 

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ough surfaces, shiny and dull surfaces, 

moon). 

and dull surfaces, and illuminated objects 

like the moon to investigate the way light 

rays reflect off surfaces (1.1, 1.2, 1.3, 1.8, 

2.1, 2.3, 4.1, 4.6) 

d. Compare the refraction of visible light 

passing through different transparent and 

translucent materials (e.g. prisms, water, a 

lens). 

R 

C1-12 

d. Students will use laboratory investigations 

with prisms, water, and a lens to identify 

the way light passes through transparent 

and translucent materials. (1.1, 1.2, 1.3, 1.8, 

2.1, 2.3, 4.1, 4.6) 

d. Students will draw and describe light rays 

refracted through transparent and 

translucent materials. 

e. Predict how visible light behaves 

(reflects, refracts, absorbs, transmits) 

when it interacts with different surfaces 

(transparent, translucent, opaque). 

R 

e. Students will use opaque, transparent, and 

translucent materials like aluminum foil, 

saran wrap, and wax paper to demonstrate 

the effect of light rays reflecting, refracting, 

transmitting, and absorbing..(1.1, 1.2, 1.3, 

1.8, 2.1, 2.3, 4.1, 4.6) 

e. Students will diagram light rays reflecting, 

refracting, transmitting, and absorbing as 

light hits transparent, translucent, and 

opaque materials. 

f. Identify receivers of visible light energy 

(e.g., eye, photocell). 

R 

f. Students will demonstrate with models the 

eye and photocells as receivers of visible 

light energy. Students will investigate 

objects in light and in darkness and relate to 

how only luminous or illuminated objects 

may be “seen” when received by the eye or 

registered by a photocell. (1.1, 1.2, 1.3, 1.8, 

2.1, 2.3, 4.1, 4.6) 

f. Students will diagram light rays from 

illuminated or luminous objects being 

received by the eye or a photocell. 

g. Recognize that an object is “seen” only 

when the object emits or reflects light to 

the eye. 

R 

g. Students will investigate objects in light and 

in darkness and relate to how only luminous 

or illuminated objects may be “seen” when 

received by the eye or registered by a 

photocell. 

g. Students will diagram light rays from 

illuminated or luminous objects being 

received by the eye or a photocell. Students 

will identify visible objects and classify 

visible objects as luminous or illuminated. 

h. Recognize that differences in wavelength 

within that range of visible light that can 

be seen by the human eye are perceived 

as differences in color. 

R 

h. Students will use laboratory investigations 

with prisms to relate wavelength of visible 

light to color perceived by the eye. (1.1, 

1.2, 1.3, 1.8, 2.1, 2.3, 4.1, 4.6) 

h. Students will draw visible light wavelengths 

as colors refracted through a prism from the 

longest to shortest wavelength. 

Scope and Sequence – Forms of Energy: 

Sound 

i. Describe how sound energy is transferred 

by wave-like disturbances that spread 

i. Teacher will demonstrate sound waves 

using a slinky as a model of the 

i. Students will diagram sound waves moving 

through a medium. 

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away from the source through a medium. 

j. Predict how the properties of the medium 

(e.g., air, water, empty space, rock) affect 

the speed of different types of mechanical 

waves (i.e., earthquake, sound). 

compressions and rarefactions of the sound 

wave. (1.1, 1.2, 1.3, 1.8, 2.1, 2.3, 4.1, 4.6) 

j. Students will listen to sound through the air, 

through metal, and through string Model 

variations in sound wave disturbances 

moving at different rates through different 

mediums.. Students will relate models to 

other mechanical waves like seismic waves. 

(1.1, 1.2, 1.3, 1.8, 2.1, 2.3, 4.1, 4.6) 

j. Students will create a chart for the speed of 

sound through different mediums. They will 

explain the differences in speed and apply to 

seismic waves. 


2. Energy has a source, can be transferred, and can be transformed into various forms but is conserved 

between and within systems 


Concept B: Mechanical energy comes from 

the motion (kinetic energy) and/or position 

(potential energy) of an object 





Scope and Sequence –- Forms of Energy: 

Light 

Grade 7 

a. Recognize that the energy from the Sun is 

transferred to Earth in a range of 

wavelengths including visible light, 

infrared radiation, and ultraviolet 

radiation. 

R 

a. Students will investigate wavelengths of 

visible light, infrared radiation, and 

ultraviolet radiation transferred to the Earth 

from the Sun. (1.1, 1.2, 1.4, 1.8, 2.1, 2.3, 

4.1) 

a. Students will draw and label a diagram 

describing wavelengths for infrared 

radiation, ultraviolet radiation, and visible 

light. 

Scope and Sequence – Characteristics of 

Living Organisms 

a. Recognize that the sun is the source of 

almost all energy used to produce the 

food for living organisms. 

R 

a. Students will create food chains and webs 

starting with producers and explain the 

importance of the sun as an energy source 

for plants through the process of 

a. Students will identify the sun as the source 

of energy for the start of most food 

chains/webs, producers. They will explain 

the importance of the sun for the food chain 

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photosynthesis. Students will use food 

chains/webs to demonstrate the suns energy 

used by all other parts of the web/chain. 

(1.1, 1.2, 1.4, 1.8, 2.1, 2.3, 4.1) 

and web. 

Concept D: Chemical reactions involve 

changes in the bonding of atoms with the 

release or absorption of energy 


Concept E: Nuclear energy is a major 

source of energy throughout the universe 


Concept F: Energy can change from one 

form to another within systems but the 

total amount remains the same 

Grades 7 & 8 

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described as a change in position, direction, 

and speed relative to another object (frame 

of reference) 

Grade 8 

Concept B: An object that is accelerating is 

speeding up, slowing down, or changing 

direction 

Concept C: Momentum depends on the 

mass of the object and the velocity with 

which it is traveling 











Grade 7 



Grade 7 

Concept C: Magnetic forces are related to 

electrical forces as different aspects of a 

single electromagnetic force 


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Concept D: Newton’s Laws of Motion 

explain the interaction of mass and forces, 

and are used to predict changes in motion 

Grade 7 

Concept E: Perpendicular forces act 

independently of each other 



inclined planes, wheels and axles, pulleys) 

affect the forces applied to an object and/or 

direction of movement as work is done 

Grade 7 




Concept A: Organisms have basic needs 

for survival 



Grade 8 

a. Describe the common life processes of 

living organisms (i.e. growth, 

reproduction, life span, response to 

stimuli, energy use, exchange of gases, 

use of water, and eliminate of waste). 

Concept B: Organisms progress through 

life cycles that are unique to different 

types of organisms 

R 

a. Students will identify characteristics of 

living things. They will brainstorm and 

research common life processes. (1.1, 1.2, 

1.3, 1.8, 2.1, 2.3, 4.1, 4.6) 


a. Students will classify examples as living 

(biotic) or nonliving (abiotic) based on the 

life processes. 

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Concept C: Cells are the fundamental 

units of structure and function of all 

living things 



a. Recognize that all organisms are 

composed of cells, the fundamental 

units of life, which carry on all life 

processes. 




organism 

R a. Students will use class resources like 

microscopes and video equipment to get a 

visual understanding of the cell as the 

basic unit of life. Students will show plant 

cells on a video camera etc. (1.1, 1.2, 1.3, 

1.8, 2.1, 2.3, 4.1, 4.6) 

Grade 8 

a. Students will identify the cell as the basic 

unit of living things. 




Living 

a. Recognize that most of the organisms 

on Earth are unicellular (e.g., bacteria, 

protists) and other organisms, including 

humans, are multi-cellular. 

R 

a. Students will investigate charts and graphs 

and use mathematical demonstration of 

the speed of bacteria growth to 

demonstrate the vast number of 

unicellular organisms on Earth. (1.1, 1.2, 

1.3, 1.8, 2.1, 2.3, 4.1, 4.6) 

a. Students will identify the vast number of 

unicellular organisms on Earth. 

b. Identify examples of unicellular (e.g., 

bacteria, some protests, and fungi) and 

examples of multi-cellular organisms 

(e.g., some fungi, plants, animals). 

R 

b. Students will develop and use a 

classification key that can be used to place 

common organisms into proper kingdoms 

by such characteristics as unicellular and 

multi-cellular types. (1.1, 1.2, 1.3, 1.8, 

2.1, 2.3, 4.1, 4.6) 

b. Students will classify sample living things 

into kingdoms and justify the classification. 

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Concept A: The cell contains a set of 

structures called organelles that interact 

to carry out life processes through 

physical and chemical means 



Grade 8 

a. Compare and contrast the following 

plant and animal cell structures: cell 

membrane, nucleus, cell wall, 

chloroplast and cytoplasm. 

R 

a. Students will conduct investigations and 

research on the structures and functions of 

various plant and animal cell parts 

including the cell membrane, nucleus, cell 

wall, chloroplast, and cytoplasm. (1.1, 1.2, 

1.3, 1.8, 2.1, 2.3, 4.1, 4.6) 

a. Students will compare and contrast plant 

and animal cell parts and functions. 

b. Recognize the chloroplast as the cell 

structure where food is produced in 

plants and some unicellular organisms 

(e.g., algae, some protists). 

R 

b. Students will observe plant and animal 

cell parts under a microscope. (1.1, 1.2, 

1.3, 1.8, 2.1, 2.3, 4.1, 4.6) 

b. Students will recognize plant parts like the 

chloroplast and relate to other organisms in 

other kingdoms like monera and protist. 

Concept B: Photosynthesis and cellular 

respiration are complementary processes 

necessary to the survival of most 

organisms on Earth 



Grade 8 

a. Recognize that plants use energy from 

the sun to produce food and oxygen 

through the process of photosynthesis. 

R 

a. Students will use classroom materials like 

diagrams and technology to define and 

describe the process of photosynthesis. 

(1.1, 1.2, 1.3, 1.8, 2.1, 2.3, 4.1, 4.6) 

a. Students will draw and label a diagram to 

model the process of photosynthesis 

identifying the sun as the energy source. 

Concept C: Complex multicellular 

organisms have systems that interact to 

carry out life processes through physical 

and chemical means. 

Grade 8 

Concept D: Cells carry out chemical 

transformations that use energy for the 


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synthesis or breakdown of organic 

compounds 

Concept E: Protein structure and 

function are coded by the DNA 

(Deoxyribonucleic acid) molecule 





Concept F: Cellular activities and 

responses can maintain stability 

internally while external conditions are 

changing (homeostasis) 

Grade 8 

Concept G: Life processes can be 

disrupted by disease (intrinsic failures of 

the organ systems or by infection due to 

other organisms) 

Grade 8 


3. There is a genetic basis for the transfer of biological characteristics from one generation to 

the next through reproductive processes 


Concept A: Reproduction can occur 

asexually or sexually 

Grade 8 

Concept B: All living organisms have 

genetic material (DNA) that carries 

hereditary information 


Concept C: Chromosomes are 

components of cells that occur in pairs 

and carry hereditary information from 

one cell to daughter cells and from parent 

Grade 8 

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to offspring during reproduction 



Grade 8 

Concept E: The pattern of inheritance 

for many traits can be predicted by using 

the principles of Mendelian genetics 





Concept A: All populations living 

together within communities interact 

with one another and with their 

environment in order to survive and 

maintain a balanced ecosystem 

Scope and Sequence – Ecosystems and 

Populations 

a. Identify the abiotic factors (populations 

of organisms) and a biotic factors (e.g., 

quantity of light and water, range of 

temperatures, soil composition) that 

make up an ecosystem. 

R 

C1-12 

a. Using life process investigations, students 

will investigate biotic and abiotic factors 

in lab groups observing aquariums, 

biospheres, terrariums, photos, videos. 

(1.1, 1.2, 1.4, 1.8, 2.1, 2.3, 4.1, 4.6) 

a. Given ecosystem examples, students will 

classify the ecosystem parts as biotic and 

abiotic. 

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Concept B: Living organisms have the 

capacity to produce populations of 

infinite size but environments and 

resources are finite 


Populations 

a. Identify populations within a 

community that are in competition with 

one another for resources. 

R 

Given different ecosystem examples, students 

will investigate populations and 

competition for resources like habitat, 

food, and water.(1.1, 1.2, 1.3, 1.8, 2.1, 

2.3, 4.1, 4.6) 

a. Students will relate a given factor (like 

competition) to the population size in an 

ecosystem and support their decision. 

b. Recognize the factors that affect the 

number and types of organisms an 

ecosystem can support (e.g. food 

availability, abiotic factors such as 

quantity of light and water, temperature 

and temperature range, soil 

composition, disease, competitions 

from other organisms, predation). 

R 

Given different ecosystem examples, students 

will brainstorm limiting factors and 

describe how they might alter the 

populations. ( 1.1, 1.2, 1.3, 1.8, 2.1, 2.3, 

4.1, 4.6) 

b. Relate a given factor (like food )to the 

population size in an ecosystem. Support 

your decision. 

c. Predict the effects of changes in the 

number and types of organisms in an 

ecosystem on the populations of other 

organisms within that ecosystem. 

R 

C1-12 

Students will interpret graphs showing 

interactions in the ecosystem like 

predator/prey relationships. Students will 

discuss in small groups and with the 

whole class. (1.1, 1.2, 1.3, 1.8, 2.1, 2.3, 

4.1, 4.6) 

c. Relate a given factor (like changes in 

predator/prey relationships)to the 

population size in an ecosystem. Support 

your decision. 

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Concept C: All organisms, including humans, 

and their activities cause changes in their 

environment that affects the ecosystem 


Concept D: The diversity of species within an 

ecosystem is affected by changes in the 



Grade 7 





ecosystem, all organisms capture a portion of 

that energy and transform it to a form they can 

use 

Scope and Sequence –Ecosystems and Populations 

a. Diagram and describe the transfer of energy in 

an aquatic food web and a land food web with 

reference to producers, consumers, 

decomposers, scavengers, and predator/prey 

relationships. 

R 

a. Students will create aquatic and land food 

webs showing energy transfers. (1.1, 1.2, 

1.3, 1.8, 2.1, 2.3, 4.1) 

a. Given an aquatic food web and a land food 

web, students will identify energy transfers. 

b. Classify populations of unicellular and multicellular 

organisms as producers, consumers, 

decomposers by the role they serve in the 

ecosystem. 

Concept B: Matter is recycled through an 

ecosystem 

R 

b. Given food webs, students will classify 

organisms as unicellular and multi-cellular 

and labeling producers, consumers, 

decomposers, scavengers, and 

predator/prey relationships. (1.1, 1.2, 1.3, 

1.8, 2.1, 2.3, 4.1) 

Grade 8 

b. Given an aquatic food web and a land food 

web, students will indicate unicellular and 

multi-cellular organisms and classify 

organisms as producers, consumers, 

decomposers, scavengers, and 

predator/prey examples. 

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Concept A: Evidence for the nature and rates of 

evolution can be found in anatomical and 

molecular characteristics of organisms and in 

the fossil record 

Scope and Sequence –Ecosystems and Populations 

a. Identify fossils as evidence that some types of 

organisms (e.g., dinosaurs, trilobites, 

mammoths, giant tree ferns) that once lived in 

the past and have since become extinct have 

similarities with and differences from 

organisms today. 

R 

C1-12 

a. Using fossils, model fossils, and other 

classroom resources, students will 

describe common fossils of extinct 

organisms. Students will discuss 

similarities and differences compared to 

today’s organisms. (1.1, 1.2, 1.4, 1.8, 2.1, 

2.3, 4.1) 

a. Students will compare and contrast 

common fossils of extinct organisms with 

today’s organisms. 

Concept B: Reproduction is essential to the 

continuation of every species 


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Concept C: Natural selection is the process of 

sorting individuals based on their ability to 

survive and reproduce within their ecosystem 


Populations 

a. Relate examples of adaptations (specialized 

structures or behaviors) within a species to its 

ability to survive in a specific environment 

(e.g., hollow bones/flight, hollow 

hair/insulation, dense root structure/compact 

soil, seeds/food and protection for plant 

embryo vs. spores, fins/movement in water). 

b. Predict how certain adaptations, such as 

behavior, body structure, or coloration, may 

offer a survival advantage to an organism in a 

particular environment. 

R a. Students will identify adaptations in 

common animals. Students will explain 

how the adaptation helps survival. (1.1, 

1.2, 1.4, 1.8, 2.1, 2.3, 4.1, 4.6) 

b. Students will create adaptations in model 

animal patterns and evaluate choices. 

They will predict how the adaptation may 

help survival. 

a. Given examples, student will identify and 

describe adaptations and explain how they 

help the organism survive. 

b. Given example characteristics, students 

will predict the possible advantages to 

survival. 



1. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) have common components and unique 

structures 


Concept A: The Earth’s crust is composed of 

various materials including soil, minerals, and 

rocks with characteristic properties 


Grade 8 

a. Describe the components of soil and other 

factors that influence soil texture, fertility, and 

resistance to erosion (e.g., plant roots and 

debris, bacteria, fungi, worms, rodents). 

R 

a. Students will use soil samples and 

classroom materials to identify parts of 

the soil samples and describe texture, 

fertility, and erosion resistance. (1.1, 1.2, 

1.4, 1.8, 2.1) 

a. Given soil samples, students will identify 

factors that affect texture, fertility, and 

resistance to erosion. 

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Concept B: The hydrosphere is composed of 

water (a material with unique properties), 

gases, and other materials 


a. Recognize the properties of water that make it 

an essential component of the Earth system 

(e.g., its ability to act as a solvent, its ability to 

remain as a liquid at most Earth temperatures). 




Concept D: Climate is a description of average 

weather conditions in a given area over time 

R a. Teacher will demonstrate water as a 

universal solvent with phase change 

temperatures that allow water to be liquid 

at most Earth temperatures. Students will 

identify percentages of water that are 

frozen and liquid on Earth. (1.1, 1.2, 1.3, 

1.8, 2.1, 2.3, 4.1, 4.6) 

Grade 7 

Grade 7 

a. Students will identify water as a universal 

solvent and a polar molecule and identify 

phase change temperatures of water and 

average Earth temperatures that keep water 

liquid in most places. 






Concept A: The Earth’s materials and surface 

features are changed through a variety of 

external processes 

Scope and Sequence – Internal Processes and 

External Events 

a. Make inferences about the formation of 

sedimentary rocks from their physical 

properties (e.g., layering and the presence of 

fossils indicate sedimentation). 

R 

C1-12 

a. Students will create models of 

sedimentary rock to demonstrate how 

layering and fossils could indicate 

sedimentation. (1.1, 1.2, 1.8, 2.1, 2.3, 4.1) 

a. Using classroom samples and materials, 

students will identify fossils and layers in 

sedimentary rocks that indicate 

sedimentation. 

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. Explain how the formation of sedimentary 

rocks depends on weathering and erosion. 

R 

b. Students will use class materials like the 

stream table and technology to 

demonstrate weathering and erosion 

processes and how they cause surface 

changes and relate to the formation of 

sedimentary rocks. (1.1, 1.2, 1.4, 1.8, 2.1, 

2.3, 4.1) 

b. Students will draw and describe weathering 

and erosion processes related to surface 

changes and rock formation. 

c. Describe how weathering agents and erosion 

processes (i.e., force of water as it freezes or 

flows, expansion/contraction due to 

temperature, force of wind, force of plant 

roots, action of gravity, chemical 

decomposition) slowly cause surface changes 

that create and/or change landforms. 

R 

c. Students will use class materials like the 

stream table and technology to 

demonstrate weathering and erosion 

processes and how they cause surface 

changes and relate to the formation of 

sedimentary rocks. (1.1, 1.2, 1.4, 1.8, 2.1, 

2.3, 4.1) 

c. Students will draw and describe changes on 

Earth’s surface made by floods, 

rock/mudslides, or volcanoes. 

d. Describe how the Earth’s surface and surface 

materials can change abruptly through the 

activity of floods, rock/mudslides or 

volcanoes. 

Concept B: There are internal processes and 

sources of energy within the geosphere that 

cause changes in Earth‘s crustal plates 



R 

d. Teacher will use appropriate technology 

and classroom materials, demonstrate 

how floods, rock/mudslides or volcanoes 

can quickly change the Earth’s surface. 

(1.1, 1.2, 1.4, 1.8, 2.1, 2.3, 4.1) 

d. Students will draw and describe changes on 

Earth’s surface made by floods, 

rock/mudslides, or volcanoes. 

a. Identify events (Earthquakes and volcanic 

eruptions) and the landforms created by them 

on the Earth’s surface that occur at different 

plate boundaries. 

R a. Students will create 3D models and label 

diagrams of plate boundaries, 

Earthquakes, and volcanic eruptions with 

the landforms related to them. (1.1, 1.2, 

1.4, 1.8, 2.1, 2.3, 4.1) 

a. Given examples, students will identify plate 

boundaries and landforms related to 

Earthquakes and volcanic eruptions. 

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Concept C: Continual changes in the Earth’s 

materials and surface that result from internal 

and external processes is described by the rock 

cycle 

Concept D: Changes in the Earth over time can 

be inferred through rock and fossil evidence 



Grade 8 

Grade 8 

a. Explain the types of fossils and the processes 

by which they are formed (i.e., replacement, 

mold and cast, preservation, trace). 

b. Use fossil evidence to make inferences about 

changes on Earth and in its environment (i.e., 

superposition of rock layers, similarities 

between fossils in different geographical 

locations, fossils of seashells indicate the area 

was once underwater). 

R 

R 

a. Given classroom models, diagrams, and 

materials, teacher will demonstrate types 

and processes that form fossils. (1.1, 1.2, 

1.4, 1.5, 1.6, 4.1) 

b. Using appropriate technology and 

classroom models, students will 

demonstrate fossil evidence of the Law of 

Superposition, the theory of continental 

drift, and the changing Earth’s 

environments. (1.1, 1.2, 1.4, 1.5, 1.6, 4.1) 

a. Students will identify types of fossils and 

explain how they were formed. 

b. Students will describe fossil evidence for the 

Law of Superposition, Continental drift, and 

Earth’s changing environment. 

Concept E: Changes in the form of water as it 

moves through Earth’s systems are described 

as the water cycle 

Grades 7 




Grade 7 

Concept G: The geosphere, hydrosphere and 

atmosphere are continually interacting through 

processes that transfer energy and Earth 

materials 


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natural resources that are affected by human 

activity 


Grade 7 

a. Relate the comparative amounts of fresh 

water and salt water on the Earth to the 

availability of water as a resource for living 

organisms and human activity. 

R 

a. Students will interpret graphs and tables to 

identify the amounts of fresh water and 

salt water on Earth. Students will 

brainstorm uses of water for people and 

other living things. (1.1, 1.2, 1.8, 2.1, 2.3, 

4.1) 

a. Students will identify the amounts of fresh 

water and salt water on Earth. 

b. Describe the affect of human activities (e.g., 

landfills, use of fertilizers and herbicides, 

farming, septic systems) on the quality of 

water. 



R 

b. Students will brainstorm water quality and 

research in groups how human activities 

like landfills, farming, and septic systems 

affect water quality. (1.1, 1.2, 1.8, 2.1, 2.3, 

4.1, 4.6) 

b. Students will explain the importance of 

water quality and describe ways humans 

alter water quality. 

c. Analyze the ways humans affect the erosion 

and deposition of soil and rock materials (e.g., 

clearing of land, planting vegetation, paving 

land, construction of new buildings, building 

or removal of dams). 

R 

c. Using a stream table, lab groups 

demonstrate erosion and deposition of soil 

and rock and relate to clearing land, 

farming, paving, and construction. (1.1, 

1.2, 1.3, 1.8, 2.1, 2.3, 4.1, 4.6) 

c. Given situations like farming, paving, and 

construction, students will identify and 

describe erosion and deposition that may 

happen in the situations. 

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Strand 6: Composition and Structure of the Universe 

and the Motion of the Objects within It 






Concept B: The Earth has a composition 

and location that is suitable to sustain life 

Concept C: Most of the information we 

know about the universe comes from the 

electromagnetic spectrum 

Grade 7 

Grade 7 

Grade 7 















Earth such as the day, the month, the year, 


seasons 

Concept D: Gravity is a force of attraction 

between objects in the solar system that 

governs their motion 

Grade 7 

Grade 7 

Grade 7 

Grade 7 


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appropriate investigative methods in order 

to obtain evidence relevant to the 

explanation 

Scope and Sequence: All Units 

Grades 7 & 8 


hypotheses. 

R 

C1-12 

a. Students will design and complete a 

laboratory investigation using the scientific 

method. Students will include the questions 

and hypothesis, identified variables, 

constants, multiple trials, a valid experiment. 

(1.2, 1.3, 1.8, 2.1, 2.3, 4.1, 4.3, 4.6) 

a. Students will present laboratory investigation 

using the scientific method. They will include 

the questions and hypothesis, identified 

variables, constants, multiple trials, a valid 

experiment. Students will share group 

experiments and peer edit and review for 

suggestions, improvements, and extensions. 

b. Recognize the importance of the 

independent variable, dependent 

variables, control of constants, and 

multiple trials to the design of a valid 

experiment. 

R 

C1-12 

b. Students will design and complete a 





(1.2, 1.3, 1.8, 2.1, 2.3, 4.1, 4.3, 4.6) 

b. Students will present laboratory investigation 







c. Design and conduct a valid experiment. 

R 

C1-12 

c. Students will design and complete a 





(1.2, 1.3, 1.8, 2.1, 2.3, 4.1, 4.3, 4.6) 

c. Students will present laboratory investigation 







d. Evaluate the design of an experiment and 

make suggestions for reasonable 

improvements or extensions of an 

experiment. 

R 

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d. Students will design and complete a 




d. Students will present laboratory investigation 




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(1.2, 1.3, 1.8, 2.1, 2.3, 4.1, 4.3, 4.6) 




e. Recognize that different kinds of 

questions suggest different kinds of 

scientific investigations (e.g., some 

involve observing and describing objects 

organisms, or events; some involve 

collecting specimens; some involve 

experiments; some involve making 

observations in nature; some involve 

discovery of new objects and 

phenomena; and some involve making 

models). 

R 

W 

C1-12 

e. Given lab examples, students will identify 

different kinds of scientific investigations 

appropriate for each kind. (1.5, 1.6, 1.10, 

2.1) 

e. Students will identify different types of 

scientific investigations. 

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Grades 7 & 8 


five senses. 

W 

R 

C1-12 

a. Given a shell or a peanut, students will make 

qualitative observations using five senses. 

(1.10, 1.8, 4.1, 4.3, 4.4, 4.6, 4.7) 

Given examples, students will classify qualitative 

observations. 


techniques to collect data. 

W 

R 

C1-12 

b. Given a task like observing cells or measuring 

a substance, students will identify appropriate 

tools and techniques. (1.10, 1.8, 4.1, 4.3, 4.4, 

4.6, 4.7) 

In a lab situation, students will identify the 

appropriate use of a microscope, magnet, 

graduated cylinder, triple beam balance, 

metric ruler, spring scale, watch and 

computer. 

c. Use a variety of tools and equipment to 

gather data (e.g., microscopes, 

thermometers, computers, spring scales, 

balances, magnets, metric rulers, 

graduated cylinders, stopwatches). 

W 

R 

C1-12 

c. Given a task, students will demonstrate the 

correct tool and technique to view cells, use 

magnetism, measure temperature, measure 

length, measure volume, measure force, 

measure time, or record data. (1.10, 1.8, 4.1, 

4.3, 4.4, 4.6, 4.7) 

Given a lab situations, students will use the 

appropriate tool and technique for viewing 

cells, using magnetism, measuring 

temperature, measuring volume, measuring 

mass, measuring time, and recording data. 

d. Measure length to the nearest millimeter, 

mass to the nearest gram, volume to the 

nearest milliliter, temperature to the 

nearest degree Celsius, force (weight) to 

the nearest Newton, time to the nearest 

second 

W 

R 

C1-12 

d. In a measurement lab, students will measure 

substances or objects to the nearest 

millimeter, Newton, gram, milliliter, degree 

Celsius, and/or second. (1.10, 1.8, 4.1, 4.3, 

4.4, 4.6, 4.7) 

Given a lab situation, students will use the 

appropriate tool and technique to measure 

objects/materials to the nearest millimeter, 

gram, milliliter, degree Celsius, or second and 

record data. 

e. Compare amounts/measurements. 

W 

R 

C1-12 

e. In a measurement lab, students will judge 

work using multiple measurements using 

average and compare. (1.1, 1.5, 

1.6,1.7,1.8,1.10,2.1, 4.1,4.3,4.6) 

Given measurements from a lab, averages, and 

comparisons, students will judge reasonable 

values. 



W 

R 

f. In a measurement lab, students will judge 

work using multiple measurements using 

Given measurements from a lab, averages, and 

comparisons, students will judge reasonable 

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C1-12 average and compare. (1.1, 1.5, 

1.6,1.7,1.8,1.10,2.1, 4.1,4.3,4.6) 

values. 


explanations 


Grades 7 & 8 


construct reasonable explanations 

(conclusions). 

R 

C1-12 

a. In a lab on the effect of light on pulse rate, 

students will use data to explain the results. 

(1.1, 1.2,1.3,1.7, 1.8, 1.10, 2.1, 2.3, 4.1, 4.3, 

4.6) 

a. Given a lab example, students will evaluate 

lab data to identify good conclusions. 



R 

C1-12 

b. In a lab on the effect of light on pulse rate, 

students will use data to describe the effect of 

light on pulse rate. (1.1, 1.2,1.3,1.7, 1.8, 1.10, 

2.1, 2.3, 4.1, 4.3, 4.6) 

b. Given a lab example, students will evaluate 

lab data to identify possible relationship. 

c. Recognize the possible effects of errors in 

observations, measurements, and 

calculations on the formulation of 

explanations (conclusions). 

R 

C1-12 

c. In a lab on the effect of light on pulse rate, 

students will identify possible errors and 

suggest improvements. (1.1, 1.2,1.3,1.7, 1.8, 

1.10, 2.1, 2.3, 4.1, 4.3, 4.6) 

c. Given a lab example, students will evaluate 

lab data to identify possible errors and make 

suggestions for improvements. 

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laws, theories) in light of scientific principles 

(understandings) 


Grades 7 & 8 



R 

T 

a. Using classroom materials and appropriate 

technology, students will apply and analyze 

the support of major scientific theories like the 

plate tectonics. (1.1, 1.2, 1.4, 1.8, 1.10, 2.1, 

2.3, 4.1) 

a. Given classroom examples, students will 

identify which are supported by hypothesis, 

laws, and theories. 

b. Analyze whether evidence (data) supports 

proposed explanations (hypotheses, laws, 

theories). 

R 

T 

b. Using classroom materials and appropriate 

technology, students will apply and analyze 

the support of major scientific theories like the 

cell theory to predict new situations. (1.1, 1.2, 

1.4, 1.8, 1.10, 2.1, 2.3, 4.1) 

b. Given classroom examples, students will 

identify which are supported by hypothesis, 

laws, and theories. 

c. Evaluate the reasonableness of an 

explanation (conclusion). 





R 

C1-12 

c. Students will brainstorm evidence of plate 

tectonics to evaluate the reasonableness of the 

explanation.(1.5, 1.7, 2.1, 2.3, 4.1, 4.3, 4.6) 

Grades 7 & 8 

c. Students will evaluate conclusions based on 

explanation of data. 



through: 

* oral presentations 

* drawings and maps 

* data tables 

* graphs (bar, single line, pictographs) 

* writings. 

C1-12 

a. Students will demonstrate oral presentations, 

drawings, data tables, graphs, and writings to 

present lab and class work individually and in 

groups. (1.5, 1.6, 1.8, 2.1, 2.2, 2.3, 4.1, 4.3, 

4.6) (C1-12) 

a. Students will create oral presentations, 

drawings, data tables, graphs, and writings to 

present lab and class work individually and in 

groups. 

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. Interpret data in order to make and support 

conclusion. 

C1-12 b. In laboratory investigations and research, 

interpret data, make conclusions, and support 

their conclusion. (1.5, 1.7, 1.8, 2.1, 2.2, 2.3, 

2.7, 4.1, 4.3, 4.6) (C1-12) 

b. In laboratory investigations and research, 

students will interpret data, make 

conclusions, and support their conclusion. 


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 




things that could not otherwise be done at 

all 


Grades 6, 7, 8 

a. Explain how technological improvements, 

such as those developed for use in space 

exploration, the military, or medicine have 

led to the invention of new products that 

may improve our lives here on Earth (e.g., 

materials, freeze-dried foods, infrared 

goggles, Velcro, satellite imagery, 

robotics). 





R 

T 

a. Students will research technological 

improvements due to space exploration, 

military, or medicine that have improved life 

on Earth. (1.1, 1.2, 1.4, 1.5, 1.6, 1.8, 1.9, 2.1, 

2.2, 2.3, 2.7, 4.1, 4.3, 4.6) 


a. Students will identify technological 

improvements due to space explorations, 

military, or medical research. 

a. Identify the link between technological 

developments and the scientific 

discoveries made possible through their 

development (e.g., Hubble telescope and 

stellar evolution, composition and 

structure of the universe; the electron 

microscope and cell organelles; sonar and 

the composition of the Earth; manned and 

unmanned space missions and space 

exploration; Doppler radar and weather 

conditions; MRI and CAT-scans and 

brain activity). 

R 

T 

a. Students will research the link between 

technology and scientific discoveries. (1.1, 

1.2, 1.4, 1.5, 1.6, 1.8, 1.9, 2.1, 2.2, 2.3, 2.7, 

4.1, 4.3, 4.6) 

a. Students will identify links between 

technology and scientific discoveries. 

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Concept C: Technological solutions to 

problems often have drawbacks as well as 

benefits 



a. Describe how technological solutions to 

problems can have both benefits and 

drawbacks (e.g., storm water runoff, fiber 

optics, windmills, efficient car design, 

electronic trains without conductors, 

sonar, robotics, Hubble telescope) 

(ASSESS LOCALLY). 

R 

T 

a. Students will brainstorm positive and negative 

aspects of technology. (1.1, 1.2, 1.4, 1.5, 1.6, 

1.8, 1.9, 2.1, 2.2, 2.3, 2.7, 4.1, 4.3, 4.6) 

a. Students will identify positive and negative 

aspects of technology. 





Concept A: People of different gender and 

ethnicity have contributed to scientific 

discoveries and the invention of 

technological innovations 



a. Describe how the contributions of 

scientists and inventors, representing 

different cultures, races, and gender, have 

contributed to science, technology and 

human activity (e.g., George Washington 

Carver, Thomas Edison, Thomas 

Jefferson, Isaac Newton, Marie Curie, 

Galileo, Albert Einstein, Mae Jemison, 

Edwin Hubble, Charles Darwin, Jonas 

Salk, Louis Pasteur, Jane Goodall, Tom 

Akers, John Wesley Powell, Rachel 

Carson). 


R 

T 

G 

E 

a. Using library, classroom, and appropriate 

technology resources, students will research a 

contribution of a scientist or inventor of a 

different culture, race, or gender. (1.1, 1.2, 1.4, 

1.5, 1.8, 1.9, 2.1, 2.2, 2.3, 2.7, 4.1, 4.3, 4.6) 

a. Students will present their research on 

scientists and their contributions. 

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Concept B: 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 



a. Recognize the difficulty science 

innovators experienced as they attempted 

to break through the accepted ideas 

(hypotheses, laws, theories) of their time 

to reach conclusions that are now 

considered to be common knowledge 

(e.g., Darwin, Copernicus, Newton). 

R 

T 

D 

a. Students will research the difficulties science 

innovators have faced and relate to the changes 

in explanations over time. (1.1, 1.2, 1.4, 1.5, 

1.6, 1.8, 1.9, 2.1, 2.2, 2.3, 2.7, 4.1, 4.3, 4.6) 

a. Students will list problems scientists like 

Copernicus have had changing science 

views. 

b. Recognize that explanations have changed 

over time as a result of new evidence. 

R 

T 

D 

b. Students will research the difficulties science 

innovators have faced and relate to the changes 

in explanations over time. (1.1 1.2, 1.4, 1.5, 

1.6, 1.8, 1.9, 2.1, 2.2, 2.3, 2.7, 4.1, 4.3, 4.6) 

b. Students will identify changes in science 

theories, hypothesis, and laws over time. 

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Concept B: Social, political, economic, 

ethical, and environmental factors 

strongly influence and are influenced by 

the direction of progress of science and 

technology 



a. Describe ways in which science and 

society influence one another (e.g., 

scientific knowledge and the procedures 

used by scientists influence the way 

many individuals in society think about 

themselves, others, and the 

environment; societal challenges often 

inspire questions for scientific research; 

social priorities often influence research 

priorities through the availability of 

funding for research). 

R 

T 

Students will research the relationship between 

science and society and brainstorm in groups 

ways societal problems might be addressed by 

science.(1.1, 1.2, 1.4, 1.5, 1.6, 1.8, 2.1, 2.2, 

2.3, 2.7, 3.1, 3.2, 4.1, 4.3, 4.6) 

a. Students will research alternative energy 

sources that may help the environment, as 

well as economic and social problems. 

b. Identify and evaluate the physical, 

social, economic, and/or environmental 

problems that may be overcome using 

science and technology (e.g., the need 

for alternative fuels, human travel in 

space, AIDS). 

Concept C: Scientific ethics require that 

scientists must not knowingly subject 

people or the community to health or 

property risks without their knowledge 

and consent 

R 

T 

Students will brainstorm in groups ways societal 

problems might be addressed by science.(1.1, 

1.2, 1.4, 1.5, 1.6, 1.8, 2.1, 2.2, 2.3, 2.7, 3.1, 

3.2, 4.1, 4.3, 4.6) 


b. Students will research major problems of our 

society today and possible solutions science 

may provide. 

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Concept D: Scientific information is 

presented through a number of credible 

sources, but is at times influenced in such 

a way to become non-credible 


Character education is given as a part of initial laboratory and group procedures. Students are instructed to set the goal of successful 

class discussions and lab groups which always requires participants to observe good character traits. Students must cooperate showing 

patience and self-control in lab groups and class. Students must respect each other being caring and peaceful at all times in science 

classes. Students must show honesty and integrity and accept responsibility for their actions and work during labs and class. Working 

with the diversity of abilities in class, requires the service of some students to help others and the service of all to allow the help 

needed to take place. After initial discussion and explanations, students may be removed from class or lab situations to remediate 

character education as needed. 

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Seventh Grade 

Rationale: 

The importance of science at the seventh grade level is that mastery in previous topics is begun here. At this level, our students get the 

opportunity to learn how to use the scientific tools of investigation and the scientific method. It is here that our students really learn to 

expand their skills in compare/contrast, inference, inquiry, investigation, and identification. Here we feel it is importance that students 

gain essential cognitive skills that will allow them to relate science knowledge with real-world applications. 


The seventh grade science curriculum will reinforce sixth grade concepts, develop proper techniques for doing investigations using the 

scientific method, and introduce students to working as a member of a team in a laboratory setting. 

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Major Objectives IS Suggested Activities 

These samples activities offer ideas and are not 

meant to limit teacher or student 

Concept A: Objects, and the materials they are 

made of, have properties that can be used to 

describe and classify them 

resourcefulness. 

Grade 6 & 8 

Suggested Assessments 

These samples assessments offer ideas and 

are not meant to limit teacher or student 

resourcefulness 

Concept B: Properties of mixtures depend upon 

the concentrations, properties and interactions 

of particles 


explained in terms of moving particles too small 

to be seen without tremendous magnification 


matter that result from thermal changes can be 

explained by the Kinetic Theory of Matter 

Scope and Sequence – Weather & Climate 

a. Describe the relationship between temperature 

and the movement of atmospheric gases (i.e., 

warm air rises due to expansion of the volume 

of gas, cool air sinks due to contraction of the 

volume of gas) 

Concept E: The atomic model describes the 

electrically neutral atom 

Concept F: The periodic table organizes the 

elements according to their atomic structure and 

chemical reactivity 

T 

Grade 6 

Grade 6 & 8 


a. Teacher will use a convection cell 

demonstrator to show the rise of hot air, 

the sinking of cooler air, and the resulting 

winds between. Students will construct a 

working model of a hot air balloon. (1.1; 

1.4; 1.6; 3.1) 

Grade 8 

Not assessed at this level 

a. Students will explain, through a diagram, 

the workings of a convection cell. 

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Concept G: Properties of objects and states of 

matter can change chemically and/or physically 

Grade 6 






Concept H: Chemical bonding is the combining 

of different pure substances (elements, 

compounds) toform new substances with 

different properties 




Scope and Sequence – Weather and Climate 

a. Explain that the amount of matter remains 

constant while being recycled through the 

water cycle 

Grade 6, 7, 8 

a. Using a diagram, models and videos, 

students will trace the path of an 

imaginary water molecule through the 

through the water cycle. (1.1; 1.4; 2.7) 

a. Students will construct a model to 

demonstrate the processes of the water 

cycle. 

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2. Energy has a source, can be transferred, and can be transformed into various forms 






means of transfer (work and heat) and a 

receiver 

Scope and Sequence – Forms of Energy: Heat 


Grade 6, 7, 8 





a. Recognize thermal energy as the random 

motion (kinetic energy) of molecules or atoms 

within a substance 

T 

a. Students will use videos to model 

movement of molecules. Students will use 

Brownian Motion investigation to see how 

molecules move. (1.1; 1.4; 2.7) 

a. Students will explain why motions of 

particles in a fluid (Brownian motion) 

demonstrate that molecules are in 

constant motion. 

b. Use the molecular kinetic model to explain 

changes in the temperature of a material 

T 

b. Students will use videos to model 

movement of molecules. Students will use 

Brownian Motion investigation to see how 

molecules move. (1.1; 1.4; 2.7) 

b. Students will use weather maps and 

reports to show the effects of uneven 

heating and cooling of Earth’s surface on 

weather. 

c. Recognize that thermal energy is transferred as 

heat from warmer objects to cooler objects 

until both reach the same temperature 

(equilibrium) 

R 

c. Students will distinguish the direction of 

thermal energy in natural processes (1.3; 

1.10; 3.5) 

c. Students will explain the motion of a 

fluid in a convection cell. How is the 

material heated How is the heat energy 

transmitted from the source to the fluid 

d. Recognize the type of materials that transfer 

energy by conduction, convection, and/or 

radiation 

T 

d. Students will explain the characteristics of 

a substance that makes it a good conductor 

or insulator (1.3; 2.1; 2.4; 3.5; 4.1) 

d. Students will predict, then verify and 

measure in the lab, the heating and 

cooling of materials with differing 

insulation properties/colors. 

e. Describe how heat is transferred by 

conduction, convection, and radiation and 

classify examples of each 

W 

e. Students will discuss the roles of radiation, 

convection, and conduction in weather 

changes (1.2; 1.6, 2.3; 2.4; 3.5; 4.6) 

e. Students will explain the motion of a 

fluid in a convection cell. How is the 

material heated How is the heat energy 

transmitted from the source to the fluid 

f. Classify common materials (e.g. wood, foam, 

plastic, glass, aluminum foil, soil, air, water) 

as conductors or insulators of thermal energy 

R 

W 

f. Students will explain the characteristics of 

a substance that makes it a good conductor 

or insulator of thermal energy. (1.3; 2.1; 

f. Students will use a laboratory experience 

to measure the rate of temperature 

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g. Predict the differences in temperature over 

time on different colored (black and white) 

objects placed under a heat source 

Scope and Sequence – Forms of Energy: 

Electricity and Magnetism 

T 

W 

2.4; 3.5; 4.1) 

g. Students will discuss their experiences 

with dark/light clothing; dark asphalt/grass 

on bare feet, etc. (2.3; 3.1; 3.6; 4.6) 

change between insulated materials and 

non-insulated materials. Students will 

make an accurate prediction about their 

results prior to the experiment. 

g. Students will use a laboratory experience 

to measure the rate of temperature 

change between dark, light objects. They 

will make an accurate prediction about 

their results prior to the experiment. 

h. Describe the interactions (i.e., repel, attract) of 

like and unlike charges (i.e., magnetic, static 

electric, electrical) 

h. Students will demonstrate use of 

electroscope or perform a pith ball 

demonstration. (1.1; 1.2; 1.3; 1.4; 1.10; 

2.7; 3.5) 

h. Students will explain why objects can 

often attract or repel each other when 

electrically charged. 

i. Diagram and identify a complete electric 

circuit by using a source (battery), a means of 

transfer (wires), and a receiver (resistance 

bulbs, motors, fans) 

i. Students will draw several electrical 

circuits and trace the path of electrons 

throughout. (1.1; 1.2; 1.3; 1.4; 2.7; 3.5) 

i. From provided materials, students will 

construct series/parallel circuits. 

j. Observe and describe the evidence of energy 

transfer in a closed series circuit 

j. Students will measure heat increase in a 

circuit (light bulb) and provide an 

explanation as to the source of the energy. 

(1.1; 1.2; 1.3; 1.4; 2.7; 3.5) 

j. Students will formulate an explanation as 

to the source of energy used to power a 

motor in an electrical circuit. 

k. Describe the effects of resistance (number of 

receivers), amount of voltage (number of 

energy sources), and kind of transfer materials 

on the current being transferred through a 

circuit (e.g., brightness of light, speed of 

motor) 

k. Students will use a circuit with variable 

resistors to light a build/operate a motor. 

(1.1; 1.2; 1.3; 1.4; 2.7; 3.5) 

k. Students will explain/demonstrate how 

the flow of electrical current may be 

decreased using a resistor. 

l. Classify materials as conductors or insulators 

of electricity when placed within a circuit (e.g. 

wood, pencil lead, plastic, glass, aluminum 

foil, lemon juice, air, water) 

l. Students will perform tests using a simple 

light source or ohm-meter to 

measure/demonstrate flow of electricity 

though a circuit containing various 

materials as insulators/conductors/ 

resistors. (1.1; 1.2; 1.3; 1.4; 2.7; 3.5) 

l. Using technology (Ohmmeter/computer 

interface probe/simple light bulb) 

students will increase or decrease the 

amount of electrical energy though a 

circuit with a variable resistor (various 

length pencil lead works ell). 

m. Diagram and distinguish between complete 

series and parallel circuits 

m. Students will provide models of each 

circuit type and example of their use in the 

home. (1.2; 1.4) 

m. Students will identify, from an example, 

the type of circuit provided. 

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n. Identify advantages and disadvantages of 

series and parallel circuits 

n. Students will provide examples of the uses 

of the various circuit types in the home. 

(1.2; 1.4) 

n. Students will identify uses in the 

classroom of the various circuit types. 






meant to limit teacher or student resourcefulness. 

Concept B: Mechanical energy comes from the 

motion (kinetic energy) and/or position 

(potential energy) of an object 

Concept C: Electromagnetic energy from the 

sun (solar radiation) is a major source of energy 

on Earth 


Grades 6 & 7 






a. Identify solar radiation as the primary source 

of energy for weather phenomena 

C1 

a. Students will exchange information, 

questions, and ideas with others to discuss 

the effects of energy transfer on the water 

cycle. They will design and conduct 

investigations studying effects of solar 

radiation, tilt of the Earth’s axis, and the 

water cycle on patterns of weather and the 

climate on Earth. (1.3,2.3) 

a. Students will design and conduct 

investigations to study the effects of 

solar radiation, tilt of the Earth’s axis, 

and the water cycle on patterns of 

weather and the climate on Earth. 

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Concept D: Chemical reactions involve changes 

in the bonding of atoms with the release or 

absorption of energy 

Concept E: Nuclear energy is a major source of 

energy throughout the universe 

Concept F: Energy can change from one form to 

another within systems but the total amount 

remains the same 

Scope and Sequence – Energy Transformations 



a. Identify the different energy transformations 

that occur between different systems (e.g. 

chemical energy in battery converted to 

electricity in circuit converted to light/heat 

from a bulb) 

T 

a. Students will provide examples in the 

classroom of ongoing chemical 

transformations. 

a. From examples, students will explain the 

conversions of energy occurring and trace 

the flow of energy. 

b. Recognize that, during an energy 

transformation, heat is often transferred from 

one object (system) to another because of a 

difference in temperature 

T 

b. Students will measure and quantitatively 

compare the heat changes involved in an 

energy transformation. (1.2; 1.3; 1.6; 1.8; 

2.4; 3.5) 

b. From examples, students will explain the 

conversions of energy occurring and trace 

the flow of energy. 

c. Recognize that energy is not lost but conserved 

as it is transferred and transformed 

c. Students will trace the flow of food energy 

in a food web. They explain where the 

seeming ‘losses’ in the food energy go. 

c. Students will explain the path of energy in 

a complex food web. What is the source 

of that energy Why does the energy 

‘seem’ 

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These samples activities offer ideas and are 

not meant to limit teacher or student 

Concept A: The motion of an object is described 

as a change in position, direction, and speed 

relative to another object (frame of reference) 

Scope and Sequence – Force, Motion, and Work 



These samples assessments offer ideas and are 



a. Describe circular motion of a moving object as 

the result of a force acting toward the center 

b. Classify different types of motion (e.g., 

straight line, projectile, circular, vibrational) 

c. Given an object in motion, calculate its speed 

(distance/time) 

d. Interpret a line graph representing an object’s 

motion in terms of distance over time (speed) 

using metric units 

a. Students will demonstrate an object’s 

acceleration is affected by outside forces 

and its mass. (3.1; 3.3; 4.1) 

b. Students will provide examples of 

different types of motion 3.1, 3.3, 4.1) 

c. Students will use appropriate technologies 

to measure and compute the direction and 

magnitude of the forces causing the 

motions of common activities. (1.1; 1.3; 

1.4; 3.5) 

d. Students will organize a date concerning 

the direction and position of a moving 

object with respect to time in graphical 

form. (1.1; 1.2; 1.4; 1.8; 3.1; 3.5) 

a. Students will explain the acceleration of a 

race car as it runs the race course. 

Students will recognize that acceleration 

is not just an increase in the speed of an 

object. 

b. Students will recognize from examples 

the various types of motion. 

c. Students will cccurately measure the 

speeds of objects (e.g., students running, 

walking, riding a bike) using 

measurements of distance and time. 

d. Students will compare the results of ‘c’ 

both numerically and graphically. They 

will make accurate graphs of these values. 


speeding up, slowing down, or changing 

direction 

Concept C: Momentum depends on the mass of 

the object and the velocity with which it is 

traveling 



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contact forces (pushes, pulls, friction, buoyancy) 

or non-contact forces (gravity, magnetism) that 

can be described in terms of direction and 

magnitude 







a. Identify and describe the types of forces acting 

on an object in motion, at rest, floating/sinking 

(i.e., type of force, direction, and amount of 

force in Newtons) 

T 

W 

a. Students will use appropriate 

technologies to measure and compute the 

direction and magnitude of the forces 

causing the motions of common 

activities. (1.1; 1.3; 1.4; 3.5) 

a. Students will accurately measure the 

magnitude and direction of forces acting 

upon various bodies. They will describe 

how those forces result in acceleration. 

b. Student will compare the forces acting on an 

object by using a spring scale to measure them 

to the nearest Newton 

Concept B: Every object exerts a gravitational 

force on every other object 


T 

b. Students will demonstrate the use of a 

spring scale for determining weight and 

compare that to determining mass of a 

balance scale. (1.1; 1.3; 1.4; 3.5) 

b. Students will make accurate 

measurements of the weight (in Newtons) 

of common objects in the classroom. 

They will describe why Newtons are used 

in science as opposed to pounds. 

a. Recognize that every object exerts a 

gravitational force of attraction on every other 

object 

R 

a. Students will research the work of 

Newton and his simple gravitational 

formula. (1.2; 1.8) 

a. Students will accurately describe the 

influence of gravitational forces on the 

motions of planets around the sun. 

b. Recognize that an object’s weight is a measure 

of the gravitational force of a planet/moon 

acting on that object 

R 

b. Student will compute weights of known 

objects on other planets in the solar 

system. (1.1; 1.3; 1.8; 2.3) 

b. Students will make accurate calculation 

about body weight on various planets in 

our solar system. They will compare 

these with the planets’ masses. 

c. Students will research the work of 

Cavendish and discover how he 

c. Students will accurately describe the 

influence of gravitational forces on the 

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c. Compare the amount of gravitational force 

acting between objects (which is dependent 

upon their masses and the distance between 

them) 

measured the force of gravity. (1.2; 1.8) 

motions of planets around the sun. 


electrical forces as different aspects of a single 

electromagnetic force 







Concept D: Newton’s Laws of Motion explain 

the interaction of mass and forces, and are used 

to predict changes in motion 







a. Compare the effects of balanced and 

unbalanced forces (including magnetic, 

gravity, friction, push or pull) on an object’s 

motion 

T 

a. Students will use simple examples in 

everyday life to demonstrate forces in 

balance (tug-of-war stalemate, buoyant 

object, etc.). they will recognize and 

define the forces necessary for an object 

to move or be in equilibrium. (1.4; 1.7; 

2.1; 3.5; 3.7; 4.1) 

a. Students will accurately compare and 

describe the gravitational force between 

two objects. 

b. Explain that when forces (including magnetic, 

gravity, friction, push or pull) are balanced, 

objects are at rest or their motion remains 

constant 

R 

b. Students will use video/photographs to 

seek forces that are unbalanced and show 

their resulting acceleration. (1.4; 1.7; 2.1; 

3.1; 4.1) 

b. Students will accurately compare and 

describe the gravitational force between 

two objects. 

c. Explain that a change in motion is the result of 

an unbalanced force acting upon an object 

c. Students will use video/photographs to 

seek forces that are unbalanced and show 

their resulting acceleration. (1.4; 1.7; 2.1; 

3.1; 4.1) 

c. Students will accurately define the forces 

necessary for an object to move or be in 

equilibrium. 

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d. Explain how the acceleration of a moving 

object is affected by the amount of net force 

applied and the mass of the object 

d. Students will use Newton’s F=MA law. 

They will discuss its meaning and 

perform simple calculations. (1.1; 1.6) 

d. Students will explain how the four forces 

of lift/gravity/thrust/drag combine to keep 

an airplane aloft. 

Concept E: Perpendicular forces act 

independently of each other 

Concept F: Simple machines (levers, inclined 

planes, wheels and axles, pulleys) affect the 

forces applied to an object and/or direction of 

movement as work is done 



a. Recognize examples of work being done on an 

object (force applied and distance moved in 

the direction of the applied force) with and 

without the use of simple machines 

b. Calculate the amount of work done when a 

force is applied to an object over a distance 

(W = F x d) 

c. Explain how simple machines affect the 

amount of effort force, distance through which 

a force is applied, and/or direction of force 

while doing work 

d. Recognize that the amount of work input 

equals the amount of work output with or 

without the use of a simple machine 

e. Evaluate simple machine designs to determine 

which design requires the least amount of 

effort force and explain why 

a. Students will provide a sound definition 

of work. (2.3) 

b. Students will demonstrate the amount of 

work done when an object is moved or 

when a task is performed. (1.5; 4.1; 4.10) 

c. Students will explain and demonstrate 

how common tools are simple machines 

and discuss the forces and motions 

involved. (1.1; 1.6; 1.10; 3.1; 3.6; 4.1) 

d. Students will provide examples of simple 

machines and their use. They will relate 

these to nature’s simple machines found 

in the body. (2.3) 

e. Students will provide examples of simple 

machines and their use. Students will 

relate these to nature’s simple machines 

found in the body. (2.3) 

a. Students will explain the types of energy, 

changes in motion, and mechanical 

advantage involved in shooting an arrow. 

Where was the work done in shooting the 

arrow 

b. Students will list examples of simple 

machines found in the human body and 

explain the mechanical advantage they 

provide. 

c. Students will evaluate the use of a pulley 

in lifting a heavy ob1ject. They will list 

the advantages in using a pulley. 

d. Students will locate and identify simple 

machines in common use in the 

home/classroom. 

e. Students will compare the masses of 

several objects and the distances from the 

fulcrum of a balanced lever. Students will 

predict the unknown mass of an object 

hanging on the fulcrum. 

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Concept A: Organisms have basic needs for 

survival 


Grade 6 & 8 





Concept B: Organisms progress through life 

cycles that are unique to different types of 

organisms 


Concept C: Cells are the fundamental units of 

structure and function of all living things 


structures that serve similar functions necessary 

for the survival of the organism 

Concept E: Biological classifications are based 

on how organisms are related 

Grade 6 

Grade 8 

Grade 6 

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Concept A: The cell contains a set of structures 

called organelles that interact to carry out life 

processes through physical and chemical means 

Concept B: Photosynthesis and cellular 

respiration are complementary processes 

necessary to the survival of most organisms on 

Earth 


Grades 6 & 8 

Grade 6 & 8 





Concept C: Complex multicellular organisms 

have systems that interact to carry out life 

processes through physical and chemical means. 


transformations that use energy for the synthesis 

or breakdown of organic compounds 

Concept E: Protein structure and function are 

coded by the DNA (Deoxyribonucleic acid) 

molecule 

Concept F: Cellular activities and responses can 

maintain stability internally while external 

conditions are changing (homeostasis) 

Concept G: Life processes can be disrupted by 

disease (intrinsic failures of the organ systems or 

by infection due to other organisms) 

Scope and Sequence – Disease 

Grade 8 

Grade 8 



a. Explain the cause and effect of diseases (i.e. 

AIDS, cancer, diabetes, hypertension) on the 

human body 

D 

C9 

R 

D 

C5 

a. Students will explain that infectious germs, heredity 

and environment can all lead to diseases of the human 

body. (4.7) 

a. Students will accurately 

explain how some diseases 

are caused by infectious 

agents while others can be 

caused by heredity or 

environmental factors. 

Students will make a short list 

containing diseases in each 

category. 

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. Identify some common diseases (i.e., cold, 

influenza, strep throat, dysentery, fungal 

infections) and their causes (bacteria, viruses, 

protests, fungi) 

D 

b. Students will provide an explanation of germ theory 

and its history. (4.7) 

b. Students will identify those 

diseases that can be 

transmitted and those which 

cannot be. 

c. Explain the difference between infectious and 

noninfectious diseases 

R 

c. Using a common substance (wintergreen/peppermint 

oil), students will demonstrate how a disease can 

spread through human contact (oil on hands – shake 

hands) (4.6; 4.7) 

c. Students will identify those 

diseases that can be 

transmitted and those which 

cannot be. 

d. Explain the role of antibiotics and vaccines in 

the treatment and prevention of diseases 

d. Students will discuss the discovery of Jenner and the 

subsequent work of Salk and Sabin. (C5; C9; 4.7) 

d. Students will explain how an 

antibiotic can provide 

protection to an individual for 

most or all of their lives. 


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

generation to the next through reproductive processes 




Concept A: Reproduction can occur asexually 

or sexually 

Grade 8 






Concept B: All living organisms have genetic 

material (DNA) that carries hereditary 

information 


Concept C: Chromosomes are components of 

cells that occur in pairs and carry hereditary 

information from one cell to daughter cells and 

from parent to offspring during reproduction 

Concept D: There is heritable variation within 

every species of organism 

Grade 8 

Grade 8 

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Concept E: The pattern of inheritance for many 

traits can be predicted by using the principles of 

Mendelian genetics 








within communities interact with one another 

and with their environment in order to survive 

and maintain a balanced ecosystem 

Grade 6 






Concept B: Living organisms have the capacity 

to produce populations of infinite size but 

environments and resources are finite 

Grade 6 

Concept C: All organisms, including humans, 

and their activities cause changes in their 

environment that affects the ecosystem 



ecosystem is affected by changes in the 



Scope and Sequence – Disease 

a. Explain the beneficial or detrimental impact 

that some organisms (i.e., viruses, bacteria, 

protists, fungi) may have on other organisms 

(e.g., diseases, antibiotics, breakdown of 

waste, fermentation) 

D 

C9 

C3 

Grade 6 &7 

a. Students will identify common diseases 

of both plant and animal which are 

caused by infectious organisms. Discuss 

their vectors. Students will compare these 

to helpful organisms used in nature 

(composting, recycling, disease control, 

fermentation, etc.). (1.8; 2.3; 4.7) 

a. Students will list several common ways in 

which both harmful and helpful 

microorganisms are found. 

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ecosystem, all organisms capture a portion of 

that energy and transform it to a form they can 

use 

Grade 6 






Concept B: Matter is recycled through an 

ecosystem 

Grade 8 

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Concept A: Evidence for the nature and rates 

of evolution can be found in anatomical and 



Grade 6 











Grade 6 


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1. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) have common 

components and unique structures 















Grades 6 & 8 

Grade 6 





a. Describe the composition of the Earth’s 

atmosphere (i.e., mixture of gases, water and 

minute particles) and how it circulates as air 

masses 

b. Describe the role the atmosphere (e.g., 

clouds, ozone) plays in precipitation, 

reflecting and filtering light from the sun, and 

trapping heat energy emitted from the Earth’s 

surface 

R a. Teachers will provide a pie chart of the 

compositions of atmospheric gases. 

Teacher will cover the construction of a 

pie chart and how it is useful in 

demonstrating the relationship of parts to 

a whole. (1.5; 1.8; 2.3) 

b. Teachers will use videos/diagrams to 

show the major atmospheric layers and 

the role each plays in our environment. 

(1.1; 3.5) 

a. From a list of common gases found in 

Earth’s atmosphere, students will 

accurately construct a pie chart reflecting 

their relative abundances. 

b. Students will accurately reconstruct a 

diagram of the water cycle, warming of 

Earth, and movement of weather systems 

and describe the role of the atmosphere in 

each. 

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a. Differentiate between weather and climate 

and identify factors that affect climate (e.g., 

latitude, altitude, prevailing wind currents, 

amount of solar radiation) 

R a. Using a variety of on-line sources (e.g. 

Project DataStream or other official 

meteorology sources), students will 

investigate weather conditions for a 

specific time at various global locations. 

(1.2; 1.6) 

a. Students will compare climate at three 

distant latitudes and give reasons for any 

differences found. 


2. Earth’s Systems (Geosphere, Atmosphere and Hydrosphere) interact with one another 

as they undergo change by common processes 













cycle 



Concept E: Changes in the form of water as it 

moves through Earth’s systems are described 

as the water cycle 


Grade 6 

Grades 6 & 8 

Grade 8 

Grades 6 & 8 






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a. Explain and trace the possible paths of water 

through the hydrosphere, geosphere and 

atmosphere (i.e., the water cycle: evaporation, 

condensation, precipitation, groundwater 

flow/ surface run-off) 

T 

a. Students will use models/Internet 

source/video resource to model the water 

cycle. 

a. Students will be able to trace an 

imaginary water molecule through the 

water cycle. 

b. Relate the different forms water can take (i.e., 

snow, rain, sleet, fog, clouds, dew, humidity) 

as it moves through the water cycle to 

atmospheric conditions (i.e., temperature, 

pressure, wind direction and speed, humidity) 

at a given geographic location 

T 

b. Teacher will use a diagram or pictorial 

representation to describe how water will 

change state as it remains in, and moves 

through, the cycle. (1.5; 1.6; 1.8; 2.4; 3.5) 

b. Students will give examples of when it 

would experience evaporation, 

condensation and the forms of water it 

may take. 

c. Explain how thermal energy is transferred 

throughout the water cycle by the processes 

of convection, conduction, and radiation 

c. Students will use physical examples in 

the classroom of the three types of heat 

energy transfer (e.g., hotplate, heat lamp, 

convection cell, etc.). (1.5; 1.7) 

c. Students will form a model/diagram of 

the water cycle, show what forms water 

can take and why it takes that form (with 

respect to atmospheric condition). 

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a. Explain how the differences in surface 

temperature, due to the different heating and 

cooling rates of water and soil, affect the 

temperature and movement of the air above 

R 

a. Students will discover and evaluate the 

patterns and relation-ships in the 

circulation of air and water around Earth, 

how they are driven by radiation energy 

from the sun, and how this causes weather 

phenomena and regional climates (1.6) 

a. Using weather maps from a variety of 

sources, students will predict the weather 

as various weather system approach your 

city. They will compare their predictions 

with reality. 

b. Recognize the characteristics of air masses 

(i.e., high/low barometric pressure, 

temperature) and predict their effect on the 

weather in a given location 

W 

b. Students will use weather products 

(Internet weather maps/newspaper maps) 

to show weather patterns associated with 

air masses and fronts. (1.6) 

b. Using a variety of resources, students will 

work as a weather team to provide a daily 

weather newscast to the class or school 

(using school-wide television broadcast 

technology) 

c. Identify weather conditions associated with 

cold fronts and warm fronts 

c. Students will use weather products 

(Internet weather maps/newspaper maps) 

to show weather patterns associated with 

air masses and fronts. (1.6) 

c. Using a variety of resources, students will 

work as a weather team to provide a daily 

weather newscast to the class or school 

(using school-wide television broadcast 

technology) 

d. Identify factors that affect weather patterns 

in a particular region (e.g., proximity to large 

bodies of water, latitude, altitude, prevailing 

wind currents, amount of solar radiation, 

location with respect to mountain ranges) 

R 

d. Students will use global maps to 

demonstrate the locations of polar/tropical 

air masses and maritime/continental air 

masses. (1.6) 

d. Students will keep a daily log of weather 

conditions for a 3-week period in which 

daily observations of weather events are 

correlated with a national weather map 

and the air masses they show. 

e. Collect and interpret weather data (e.g., 

cloud cover, precipitation, wind speed and 

direction) from weather instruments and 

maps to explain present day weather and to 

e. Students will keep a classroom weather 

map current for a period of time as the 

class tracks weather systems across the 

United States. (1.6; 2.2; 2.6; 4.6) 

e. Students will keep a daily weather map 

updated in class (large, chalk erasable 

map) that tracks weather nationally. 

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predict the next day’s weather 

f. Recognize that significant changes in 

temperature and barometric pressure may 

cause dramatic weather phenomena (i.e., 

severe thunderstorms, tornadoes, hurricanes) 


atmosphere are continually interacting 

through processes that transfer energy and 

Earth materials 

f. On current weather products, students will 

associate severe weather with weather 

patterns on a national weather map. (1.6) 


f. Students will reflect upon weather 

patterns as they relate to temperature and 

parametric pressure. 









Scope and Sequence – Energy Transformations 


Grade 6 & 7 





a. Distinguish between renewable (e.g., 

geothermal, hydroelectric) and 

nonrenewable (e.g., fossil fuels) energy 

sources 

R 

C1 

C3 

C9 

C11 

a. As a class, students will create a list of 

energy sources used on Earth. Label them 

as renewable or non-renewable. (1.2; 1.5; 

1.8; 2.3; 2.6; 4.6) 

a. Students will research various energy 

resources in their region and determine 

with are renewable and which are not. 


b. Provide examples of how the availability 

of fresh water for humans and other living 

organisms is dependent upon the water 

cycle 

R 

C9 

b. Students will trace the path that water may 

take after having been used as a fresh 

water source. They will do research on the 

resident time for each location water 

reservoir. (1.2; 1.5) 

b. Students will understand how much of 

Earth’s water is available to humans as 

fresh water and describe to location of 

most of the fresh water on Earth. 

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Concept A: The Earth, sun, and moon are part 

of a larger system that includes other planets 

and smaller celestial bodies 

Scope and Sequence – Objects and their Motion 

in the Solar System 






a. Classify celestial bodies in the solar system 

into categories: sun, moon, planets and other 

small bodies (i.e., asteroids, comets, meteors) 

based on physical properties 

C1 

a. Students will provide working 

definitions of planet, moon, sun, star, and 

other common bodies found in the solar 

system. They will explain why some 

definitions are changing (i.e., Pluto’s 

planetary status) as new discoveries are 

being made in our solar system. (2.3) 

a. Students will distinguish between planets 

and minor planets; moons and planets; sun 

and stars; and asteroids/comets/meteoroids. 

b. Compare and contrast the size, composition, 

atmosphere and surface of the planets (inner 

vs. outer) in our solar system and Earth’s 

moon 

T 

R 

b. Students will use technology to research 

the physical characteristics of the planets 

and moons of the solar system. (1.2; 1.4) 

b. Students will create a classroom scale 

model demonstrating the relative sizes of 

the planets. 

c. Identify the relative proximity of common 

celestial bodies (i.e., sun, moon, planets, 

smaller celestial bodies such as comets and 

meteors, and other stars) in the sky to the 

Earth 

c. Students will use astronomical 

planetarium software or Internet 

resources to show the current location of 

the bodies in our solar system. (1.4) 

c. Students will locate several common 

astronomical bodies in the night sky. 

Concept B: The Earth has a composition and 

location that is suitable to sustain life 



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a. Describe how the Earth’s placement in the 

solar system is favorable to sustain life (i.e. 

distance from the sun, temperature, 

atmosphere) 

b. Compare and contrast the characteristics of 

Earth that support life with the characteristics 

of other planets that are considered favorable 

or unfavorable to life (e.g. atmospheric 

gases, extremely high/low temperatures) 

R a. Students will compare Earth with its two 

closest neighbors, Venus and Mars. Why 

are conditions on those planets so much 

different than conditions on Earth (1.3; 

3.5) 

b. Students will list the conditions on Earth 

favorable for life and relate those to our 

position in the solar system. (1.8) 

a. Students will perform research on the 

major physical characteristics of the 

planets. Students will create a travel 

brochure introducing a space tourist to one 

planet. 

b. Students will select a planet other than 

Earth and describe how they would survive 

on its surface. What adaptations to life 

might an alien from that planet have made 

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Concept C: Most of the information we know 

about the universe comes from the 









a. Recognize that stars are separated from one 

another by vast and different distances, which 

causes stars to appear smaller than the Sun 

b. Compare the distance light travels from the 

sun to Earth to the distance light travels from 

other stars to Earth using light years 

a. Students will use visual and mathematical 

aids to determine the approximate 

locations of stars in the constellations. 

(1.4; 2.2) 

b. Students will interpret and evaluate 

information related to distances from our 

solar system to other points in our galaxy 

and the universe and explain the different 

units used to measure distances by 

astronomers and explain why they use 

them. (1.2; 1.7; 2.7; 3.5; 4.1) 

a. Students will research the distances of the 

easily seen stars of the Big Dipper and 

compare their relative distances from 

Earth. They will make a classroom model 

to demonstrate their distances and 

compare Dipper’s appearance from 

different viewing angles. 

b. Students will calculate the length of time 

it takes for light to travel from the sun to 

Mars. 

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2. Regular and predictable motions of objects in the universe can be described and explained 

as the result of gravitational forces 




Concept A: The positions of the Sun and other 

stars, as seen from Earth, appear to change in 









a. Relate the apparent east-to-west changes in 

the positions of the Sun, other stars, and 

planets in the sky over the course of a day to 

Earth’s counterclockwise rotation about its 

axis 

T 

a. Students will use a planetarium program 

to demonstrate the apparent movement of 

the stars across the night sky. They will 

compare this movement with the apparent 

movement of the sun across the day sky. 

(1.4; 1.6) 

a. Students will predict the motion of the 

Sun/stars and planets from their current 

positions in the might sky to what they 

might expect to see in the next few hours 

or days. 

b. Describe the pattern that can be observed in 

the changes in number of hours of visible 

sunlight, and the time and location of sunrise 

and sunset, throughout the year 

T 

b. Students will use technology (Internet, 

software such as GeoClock) to 

demonstrate the apparent movement of the 

sun from northern hemisphere to southern 

hemisphere and back. (1.4; 1.6) 

b. Students will track the sun across the sky 

for several weeks and plot the sun’s 

position at the same time each day. 

c. Recognize that in the Northern Hemisphere, 

the Sun appears lower in the sky during the 

winter and higher in the sky during the 

summer 

c. Students will model the position of the sun 

relative to points on the globe using a 

classroom globe and flashlight. (1.5; 1;8; 

3.5) 

c. Students will explain why the sun is never 

directly overhead at any time of the year 

in Missouri. 

d. Recognize that in winter, the Sun appears to 

rise in the Southeast and set in the Southwest, 

accounting for a relatively short day length, 

and that in summer, the Sun appears to rise in 

the Northeast and set in the Northwest, 

accounting for a relatively long day length 

d. Students will model the position of the sun 



3.5) 

d. Students will describe the meaning of the 

Arctic/Antarctic circles and the tropics of 

Cancer/Capricorn on a globe. 

e. Recognize that the Sun is never directly 

overhead when observed from North America 

e. Students will model the position of the sun 



e. Students will explain the significance of 

the Solstice and the Equinox. Relate these 

to the apparent motion of the Sun. 

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3.5) 








can be seen from Earth and its position relative 

to Earth changes in observable patterns 








a. Observe the change in time and location of 

moon rise, moon set, and the moon’s 

appearance relative to time of day and month 

over several months and note the pattern in 

this change 

b. Recognize that the Moon rises later each day 

due to its revolution around the Earth in a 

counterclockwise direction 

c. Recognize that the Moon is in the sky for 

roughly 12 hours in a 24-hour period (i.e., if 

the Moon rises at about 6 P.M., it will set at 

about 6 A.M.) 

d. Recognize that one half of the Moon is 

always facing the Sun and therefore one half 

of the Moon is always lit 

T a. Students will post the moon rise/set times 

daily on the chalkboard. (2.3) 

b. Students will track the moonrise/set times 

for 30 days and compare the difference in 

time for each event as the month goes on. 

(2.3) 

c. Students will go outside and view the 

moon during daylight hours. For morning 

classes, the best time is during first 

quarter moon and for afternoon classes, it 

is best during last quarter moon. (2.3) 

d. Teacher will use a classroom model of 

the revolution of the Moon around Earth 

and the rotation of Earth. Use a strong 

light to simulate the sun and position 

globe in center of classroom. Have 

a. Students will be able to locate 

moonrise/set times from various 

print/Internet sources. 

b. Students will calculate the change in 

rise/set times of the moon for a one week 

period. 

c. Students will predict the position of the 

moon with relation to the sun during first 

and last quarters. They will explain why it 

can be see during daylight hours. 

d. Students will provide an explanation as to 

why only one face of the moon always 

points toward Earth. Does the moon 

rotate on its axis (yes) 

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e. Relate the apparent change in the moon’s 

position in the sky as it appears to move east 

to west over the course of a day to Earth’s 

counterclockwise rotation about its axis 

students ‘walk’ a model moon around 

Earth. Students will predict what part, 

and how much, of the moon they would 

see from Earth. Follow up by using 

simulations from Internet or planetarium 

software. (2.3) 

e. Teacher will use the classroom model to 

emphasis on the background of stars. 

(2.3) 

e. Students will predict the phase of the 

moon after seeing a classroom 

model/diagram of the Earth/Sun/Moon 

positions. Students will use Internet tools 

to research the phase of the moon on the 

day they were born. 

f. Describe how the appearance of the moon 

that can be seen from Earth changes 

approximately every 28 days in an observable 

pattern (moon phases) 

f. Teacher will use the classroom model to 

view the lighted part of the moon. (2.3) 

f. Students will explain moon phases and 

draw the Earth/Sun/Moon relationship on 

their birth date. 

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sun explain natural phenomena on Earth such 

as the day, the month, the year, shadows, moon 

phases, eclipses, tides, and seasons 




The following activities are useful in teaching 

the concepts in a through g. 





a. Illustrate and explain a day as the time it 

takes a planet to make a full rotation on its 

axis 

T 

a. Students will evaluate how revolution, 

rotation, and tilt of the Earth influence the 

amount of sunlight that reaches the 

surface. (1.7; 1.8) 

a. Students will draw an accurate ellipse 

representing Earth’s orbit and correctly 

locate the position of the sun at one focus. 

b. Diagram the path (orbital ellipse) the Earth 

travels as it revolves around the sun 

T 

b. Students will explain such phenomena as 

lunar and solar eclipses and moon phases 

(1.6; 2.4; 2.5) 

b. Students will position a model of the 

Earth/Sun/Moon system to accurately 

model solar and lunar eclipses. 

c. Illustrate and explain a year as the time it 

takes a planet to revolve around the sun 

c. Students will build models to 

demonstrate and predict the seasons in 

different hemispheres of Earth at a given 

time. They will chart this information and 

compare the results to weather patterns in 

Missouri throughout the year. (2.3; 3.6) 

c. Students will explain the reason for leap 

years. 

d. Explain the relationships between a planet’s 

length of year (period of revolution) and its 

position in the solar system 

d. Students will monitor the position and 

phases of the moon for a complete cycle, 

and construct a sun/moon/Earth model to 

explain the observations. (1.2) 

d. Students will draw an accurate model of 

the moon’s orbit around Earth. 

e. Describe how the Moon’s relative position 

changes as it revolves around the Earth 

e. Students will monitor the position and 




e. Students will form a model representing 

Earth’s tilt and the location of the sun, 

make an accurate prediction of the 

seasons in each hemisphere. 

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f. Recognize that the phases of the moon are 

due to the relative positions of the Moon with 

respect to the Earth and Sun 

g. Relate the axial tilt and orbital position of the 

Earth as it revolves around the sun to the 

intensity of sunlight falling on different parts 

of the Earth during different seasons 

f. Students will monitor the position and 




g. Students will monitor the position and 




f. Students will position a model of the 

Earth/Sun/Moon system to accurately 

model solar and lunar eclipses. 

g. Students will position as Sun/Earth model 

accurately to model the winter/summer 

solstices and fall/spring equinoxes. 










Scope and Sequence –- Objects and their Motion 







a. Describe how the Earth’s gravity pulls any 

object on or near the Earth toward it 

(including natural and artificial satellites) 

b. Describe how the planets’ gravitational pull 

keeps satellites and moons in orbit around 

them 

a. Students will research the works of 

Newton and Kepler. (2.3) 

b. Students will provide a diagram of 

Newton’s famous cannonball thought 

experiment explaining the orbits of 

objects. They will use several Internet 

animations are available. (1.5; 1.7; 3.3; 

4.6) 

a. Students will explain the concept of 

gravitational pull and pay special 

attention to the ‘there is no gravity in 

space’ misconception. (2.3) 

b. Students will reconstruct the orbits of 

planets or moons using accurately drawn 

ellipses. They will locate the position of 

the object around with the orbit is 

defined. 

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c. Describe how the sun’s gravitational pull 

holds the Earth and other planets in their 

orbits 

c. Students will explain how planetary 

orbits are affected by gravitational forces 

of other planets and the sun. (1.5; 1.7; 

3.3; 4.6) 

c. Students will reconstruct the orbits of 

planets or moons using accurately drawn 

ellipses. They will locate the position of 

the object around with the orbit is 

defined. 


















a. Formulate testable questions and hypotheses 

R 

a. Students will brainstorm possible science 

fair projects and provide testable 

hypotheses for them. 

a. Students will identify from teacher 

provided hypotheses those which are 

valid and those which are untestable. 

b. Recognize the importance of the independent 

variable, dependent variables, control of 

constants, and multiple trials to the design of 

a valid experiment. 

R 

C1 

C2 

b. Students will design and conduct 

investigations that include an adequate 

number of repeated trials, unbiased 

sampling, accurate measurement and 

record-keeping, and a comparison to a 

control. (1.3; 3.1; 3.2; 3.3; 3.4) 

b. Students will accurately discriminate 

between independent and dependent 

variables in an experiment. 

c. Design and conduct a valid experiment. 

R 

c. Students will design and conduct 





control. (1.3; 3.1; 3.2; 3.3; 3.4) 

c. Students will observe a discrepant event, 

such as two balls of similar mass and size 

that do not bounce the same height, and 

formulate questions that might lead to an 

explanation. 

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improvements or extensions of an experiment 

e. Recognize that different kinds of questions 

suggest different kinds of scientific 

investigations (e.g., some involve observing 

and describing objects organisms, or events; 

some involve collecting specimens; some 

involve experiments; some involve making 


discovery of new objects and phenomena; 

and some involve making models) 

f. Acknowledge that there is no fixed procedure 

called “the scientific method”, but that some 

investigations involve systematic 

observations, carefully collected, relevant 

evidence, logical reasoning, and some 

imagination in developing hypotheses and 

other explanations 

d. Students will analyze and evaluate 

arguments based on very small sets of 

data, experiments with few repeated 

trials, biased samples, or samples for 

which there was no control sample. (1.5; 

1.7; 3.4; 3.7) 

e. Students will brainstorm designs for 

experiments of different types. They will 

include observations, collections, 

inventions and experiments. (1.1; 1.3; 

2.3; 2.4; 2.6; 4.1; 4.6) 

f. Students will plan and conduct a simple 

experiment that is repeated and properly 

controlled, then discuss and respond 

thoughtfully to a variety of conclusions 

and determine whether the claims are 

logical arguments based on results of the 

experiment. Students will discuss how 

this meets the requirements of a 

“scientific method.” (1.5; 1.7; 2.3; 3.4; 

3.6; 3.7) 

d. Students will design two paper airplanes, 

identical except for one attribute. They 

will measure and compare the distance 

thrown. Students will discuss whether this 

is a fair test of how far the planes fly or of 

which plane is better. Students will design 

and complete an independent science 

investigation that includes repeated trials 

and is properly controlled 

e. Students will design a series of systematic 

observations that may reveal relationships 

or patterns of behaviors of an animal 

species under natural conditions. 

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senses 

T 

W 

R 

a. Students will perform laboratory 

investigations and identify the senses 

they use to gather your information. 

a. Students will identify those senses used 

in gathering information. How can these 

senses be enhanced through technology 


techniques to collect data 

T 

W 

b. Students will read analog and digital 

meters that measure length, volume, 

mass, time, and temperature; use 

microscopes, cameras, and tape recorders 

for capturing information; and use 

computers to locate, select, identify, 

collect, store, manipulate, and receive 

information. (1.4; 1.8) 

b. Students will use computer software to 

analyze data from a class experiment 

using various statistical procedures. 

c. Use a variety of tools and equipment to gather 

data (e.g., microscopes, thermometers, analog 

and digital meters, computers, spring scales, 

balances, metric rulers, graduated cylinders, 

stopwatches) 

c. Students will read analog and digital 







information. (1.4; 1.8) 

c. Students will use an electronic 

temperature probe connected to a 

computer to accurately measure and 

graph temperature changes associated 

with a variety of insulating materials. 



nearest milliliter, force (weight) to the nearest 

Newton, temperature to the nearest degree 

Celsius, time to the nearest second 

d. Teacher will set up a measurement 

exercise lab and demand accurate 

measurements are made. (1.4) 

d. Students will accurately measure mass, 

volume, length, temperature and time in a 

lab quiz environment. 

e. Compare amounts/measurements 

e. Students will evaluate the results of 

e. Given a set of data, such as length, area, 

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measured data and check to see if the 

results seem reasonable. (1.4) 

volume, mass, or time, students will 

identify values that are questionable (e.g., 

values that are much larger or smaller 

than the others). 



f. Students will apply mathematical 

procedures to investigations and data sets 

in order to determine patterns, 

relationships, and predictions. (1.6) 

f. Students will accurately average their 

results and identify the importance of 

multiple trials with averaged results. 

g. Calculate the range and average/mean of a set 

of data 

g. Students will review the measured data 

to calculate range and average mean. 

g. Students will explain how they arrived at 

their calculations. 


explanations 




(conclusions) 


predictions to be tested 

T 

W 

C1 

C2 

C3 

C5 

C10 

C11 

a. Students will analyze experimental data 

to determine patterns, relationships, 

perspectives, and credibility. (1.7; 1.8; 

3.4; 3.6) 

b. Students will use computer spreadsheets, 

graphing, and database programs to assist 

in quantitative analysis and consider the 

possible effects of measurement errors on 

calculations. (1.7; 1.8; 3.4; 3.6) 

a. Students will participate in a student 

seminar in which formal presentations of 

independent scientific investigations, 

defense of arguments and conclusions, 

and critical questions about the methods 

and conclusions are given. 

b. Students will defend the conclusions of 

their experiment before a panel of their 

peers. 


observations, measurements, and calculations 

on the formulation of explanations 

(conclusions) 

c. Students will provide samples of errors 

in measurements and how they can occur 

in laboratory instruments. 

c. Students will evaluate instrument errors 

and provide possible explanations for 

them. 

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evaluation of explanations (hypotheses, laws, 

theories) in light of scientific principles 








a. Evaluate the reasonableness of an explanation 

(conclusion) 

R 

a. Students will discuss a major scientific 

theory (gravity, cell theory, etc.) and 

evaluate its conclusions. (2.2; 2.3;2.4; 

2.6) 



independent scientific investigations are 

presented. 

b. Analyze whether evidence (data) and 

scientific principles support proposed 

explanations (hypotheses, laws, theories) 

R 

C1 

C2 

C3 

C5 

C10 

C11 

b. Students will present arguments based on 

scientific investigations that include 

detailed procedures, graphs and tables, 

and conclusions. Students will 

participate in follow-up discussions by 

responding to alternative positions. (1.8; 

2.1; 2.3; 2.4) 

b. Students will defend conclusions and 

respond to critical questions about the 

methods and conclusions obtained in a 

scientific experiment of their own design. 



explanations 


a. Communicate the procedures and results of 

investigations and explanations through: 




⇛ graphs (bar, single line, pictographs) 

⇛ equations and writings 

T 

R 

W 

a. Students will design and conduct a full 

scientific investigation including a 

comprehensive review of related 

literature: experimental design that is 

thoughtful and well-controlled, with 

adequate repeated trials; accurate 

measurement of data; some form of 

statistical treatment and display of data; 

thoughtful interpretation of data; and 

a. Students will design and conduct an 

independent science project following all 

of the guidelines of a nationally 

recognized science fair (e.g., The Greater 

Saint Louis Science Fair). They will 

submit the project for competition in the 

science fair. 

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communication and defense of logical 

arguments sup-ported by the finding. 

(1.1; 1.2; 1.3; 1.8; 2.1; 2.2; 3.1; 3.2; 3.3; 

3.4; 3.5; 4.1; 4.4) 


1. The nature of technology can advance, and is advanced by, science as it seeks to apply 














a. Explain how technological improvements, 

such as those developed for use in space 


led to the invention of new products that may 

improve our lives here on Earth (e.g., 


goggles, Velcro, satellite imagery, robotics) 

Concept B: Advances in technology often result 

in improved data collection and an increase in 

scientific information 


a. Identify the link between technological 

developments and the scientific discoveries 

made possible through their development 

(e.g., Hubble telescope and stellar evolution, 

R a. Students will identify and analyze ways 

in which advances in science and 

technology have affected each other and 

society. (1.1; 1.2; 1.6; 1.7; 1.9; 3.8) 

R a. Students will demonstrate links between 

the technology and their use in everyday 

objects. How have these technologies 

been transferred from scientific use to 

a. Students will explore what conditions 

were like under different technological 

circumstances in the past (e.g., inadequate 

control of sewage, limited means of 

preserving food, inefficient methods of 

heating and lighting houses). They will 

identify the products, processes or 

technologies that have been developed to 

improve these situations and consider 

whether the short-term and long-term 

benefits outweigh the short-term and 

long-term risks. 

a. Students will research and identify the 

advances in surgical procedures that have 

resulted from new technologies (such as 

laser surgery, lapiscopic surgery, CAT 

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composition and structure of the universe; the 

electron microscope and cell organelles; 

sonar and the composition of the Earth; 

manned and unmanned space missions and 

space exploration; Doppler radar and weather 

conditions; MRI and CAT-scans and brain 

activity) 

home use (1.1; 1.2; 1.6; 1.7; 1.9; 3.8) 

scans, MRIs). 



benefits 


a. Describe how technological 

solutions to problems can have both 

benefits and drawbacks (e.g., storm 

water runoff, fiber optics, windmills, 

efficient car design, electronic trains 

without conductors, sonar, robotics, 

Hubble telescope) (ASSESS 

LOCALLY) 

R 

C1 

C2 

C3 

C9 

C11 

a. Students will analyze and evaluate how 

specific technological solutions may 

impact the environment in areas such as 

habitat loss, disruption of the food web, 

and temperature and chemical changes. 

(1.1; 1.2; 1.6; 1.7; 3.1; 4.1) 

a. Working in groups, students will explore 

examples of the environmental impact of 

energy sources used extensively in the 

past and the societal and technological 

changes which brought about a change in 

their use. Using this as background, 

students will propose ways to balance 

current energy needs with reduced 

environmental impact. 


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 






discoveries and the invention of technological 

innovations 







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Describe how the contributions of scientists and 

inventors, representing different cultures, 

races, and gender, have contributed to 

science, technology and human activity (e.g., 

George Washington Carver, Thomas Edison, 

Thomas Jefferson, Isaac Newton, Marie 

Curie, Galileo, Albert Einstein, Mae Jemison, 

Edwin Hubble, Charles Darwin, Jonas Salk, 

Louis Pasteur, Jane Goodall, Tom Akers, 

John Wesley Powell, Rachel Carson ) 


G 

E 

C5 

C9 

C11 

a. Students will identify and analyze various 

scientific concepts, inventions, and 

technological innovations that have been 

developed by different cultures from 

around the world. Students will discuss 

the influence of prevailing contemporary 

thought on the acceptance of these 

concepts, inventions, and innovations by 

other scientists and society. (1.2; 1.5, 

1.6; 1.7; 1.8; 1.9; 2.1; 2.2; 2.3; 2.4; 4.1) 

a. Students will research the life, work, and 

contributions of a contemporary or 

historical scientist. Compare the 

background qualities and other factors 

that influenced the work and training of 

the scientist. 

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based on the body of knowledge that exists at 

any particular time and must be rigorously 

questioned and tested for validity 


a. Recognize the difficulty science innovators 

experienced as they attempted to break 

through the accepted ideas (hypotheses, laws, 

theories) of their time to reach conclusions 

that are now considered to be common 

knowledge (e.g., Darwin, Copernicus, 

Newton) 

b. Recognize that explanations have changed 

over time as a result of new evidence 

R a. Students will identify and analyze 

theories that are currently being 

questioned, and compare them to new 

theories that have emerged to challenge 

the older ones. (1.2; 1.5; 1.6; 1.7; 1.9; 

2.4; 3.7; 4.1) 

b. Students will identify a theory that was 

revised due to new evidence. 

a. Students will identify a scientific theory 

that is currently being modified or 

debated based upon new data being 

gathered by the scientific community 

(e.g., structure of the atom, origin and 

evolution of the universe, formation of 

Earth’s geological features). They will 

discuss the interplay that exists between 

theory and the new information. 

b. Students will explain how that changed 

theory impacted the scientific community. 








work done 

Concept B: Social, political, economic, ethical, 

and environmental factors strongly influence 

and are influenced by the direction of progress 

of science and technology 


a. Describe ways in which science and society 

influence one another (e.g., scientific 

knowledge and the procedures used by 

scientists influence the way many individuals 

G 

E 

C1 

C2 

a. Students will analyze and evaluate the 

economic, political, social, ethical, and 

aesthetic constraints that might affect 

progress with specific scientific 

a. Students will work in teams to investigate 

current political, budget-related events 

and their impact on funding of scientific 

endeavors. 

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in society think about themselves, others, and 

the environment; societal challenges often 



priorities through the availability of funding 

for research 

b. Identify and evaluate the physical, social, 

economic, and/or environmental problems 

that may be overcome using science and 

technology (e.g., the need for alternative 

fuels, human travel in space, AIDS) 


scientists must not knowingly subject people 

or the community to health or property risks 

without their knowledge and consent 

Concept D: Scientific information is presented 

through a number of credible sources, but is at 

times influenced in such a way to become noncredible 

C3 

C5 

C9 

D 

R 

C1 

C2 

C9 

C11 

technological endeavors. (3.1; 3.4; 3.5; 

3.6; 3.8; 4.1) 

b. Using a daily paper, students will point 

out areas in the news that are problems 

on which scientists or working (energy, 

health, and environment). (2.2; 2.3) 



b. Students will brainstorm ways in which 

the use of technology may solve 

environmental problems in you local 

community/city/state. 

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Eighth Grade 

Rationale: 

The importance of mastery skills at the 8 th grade level cannot be understated. Skills mastered here are vital to their success at the high 

school level and serve as a springboard to advanced scientific studies. Hand-on investigations are very important in demonstrating the 

reality of scientific concepts and their application to real-world problems. Much emphasis is placed on the use of technology in 

scientific investigations in order for our students to be prepared for its use at higher levels. 


The eighth grade science curriculum will reinforce and build upon those science concepts introduced in the earlier middle school 

grades, refine the investigative skills needed to learn about the world around them, introduce science concepts that will be mastered in 

high school, develop an understanding of the practical applications of science. 

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Scope and Sequence – Physical and Chemical 

Properties and Changes of Matter 






a. Recognize that elements (unique atoms) and 

compounds (molecules or crystals) are pure 

substances that have characteristic properties 

T 

R 

a. Students will use laboratory 

investigations to demonstrate the 

formation of new materials. (1.1; 1.2; 1.3; 

2.1; 2.7; 3.4; 3.5) 

a. From examples, students will determine 

the characteristics of various substances. 

b. Describe the physical and chemical properties 

(e.g. magnetic attraction, conductivity, 

melting point and boiling point, reactivity) of 

pure substances (elements or compounds) 

(e.g. copper wire, aluminum wire, iron, 

charcoal, sulfur, water, salt, sugar, sodium 

bicarbonate, galena, quartz, magnetite, pyrite) 

using appropriate senses and tools 

T 

R 

b. Students will use laboratory 

investigations to determine the physical 

and chemical characteristics in a variety 

of samples of elemental and compound 

substances. (1.1; 1.2; 1.3; 2.1;, 2.7; 3.4; 

3.5) 

b. Students will classify samples as metals 

(magnetic and non-magnetic), electrically 

conductive, insulators, etc. 




Grade 6 

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magnification 



a. Describe evidence (e.g., diffusion of colored 

material into clear material such as water; 

light reflecting off of dust particles in air; 

changes in physical properties and reactivity 

such as gold hammered into foil, oil 

spreading on the surface of water, decay of 

organic matter, condensation of water vapor 

by increased pressure) that supports the 

theory that matter is composed of moving 

particles too small to be seen (atoms, 

molecules) 

T 

R 

a. Students will use laboratory procedures to 

show that materials can diffuse through 

air or water as molecules are in constant 

motion. They will use simple microscopy 

to demonstrate Brownian motion. (1.6; 

2;7; 3.5) 

a. Students will describe how Brownian 

motion is best explained by the process of 

moving molecules and use laboratory 

investigations to demonstrate the 

formation of new materials 

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Concept D: Physical changes in the state of matter 

that result from thermal changes can be explained 

by the Kinetic Theory of Matter 



meant to limit teacher or student resourcefulness 



These samples assessments offer ideas and are not 


a. Using the Kinetic Theory model, illustrate and 

account for the physical properties (i.e., shape, 

volume, malleability, and viscosity) of a solid, 

liquid, or gas in terms of the arrangement and 

motion of molecules in a substance 

R 

a. Students will use models and physical 

examples to describe how the Kinetic Theory 

best explains differences in solid, liquids and 

gases. (1.3; 1;5. 1.10; 2.4) 

a. Students will explain from various examples 

how physical properties can be understood as 

interactions between the atoms and molecules 

of the substance. 

b. Use the Kinetic Theory model to explain changes 

in the volume, shape, and viscosity of materials in 

response to temperature changes during a phase 

change 

R 

b. Students will demonstrate how heat can 

change the viscosity (oils, etc.), the size (ball 

and ring experiment), and shape of substances. 

(1.3; 1.5; 1.8; 2.4) 

b. Students will predict the changes that will 

occur when various substances undergo a heat 

change. 

c. Predict the effect of transfer on the physical 

properties of a substance as it changes to or from a 

solid, liquid, or gas (i.e., phase changes that occur 

during freezing, melting, evaporation, boiling, 

condensation) 








R 

c. Students will investigate phase changes in 

simple substances (water, wax, solder) in the 

laboratory. (1.3; 1.10) 

c. Students will perform an actual demonstration 

using common items to show the phase 

changes that occur in that substance. 


a. Recognize that more than 100 known elements 

(unique atoms) exist that may be combined in 

nature or by man to produce compounds that make 

up the living and nonliving substances in the 

environment (Do not assess memorization of 

Periodic Table) 

a. Teacher will introduce the concept of the 

Periodic Table of the Elements. (2.3) 

a. From samples of various pure substances, 

recognize that they are each made of elements 

listed on the Periodic Table. 

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Grade 6 





Concept H: Chemical bonding is the combining of 

different pure substances (elements, compounds) to 

form new substances with different properties. 


Concept I: Mass is conserved during any physical 

or chemical change 



Grade 6, 7, 8 

a. Provide evidence that mass is conserved during a 

chemical change in a closed system (e.g. vinegar + 

baking soda, mold growing in a closed container, 

steel wool rusting) 

Scope and Sequence – Rock Cycle and Plate Tectonics 

R 

a. Students will use laboratory investigations to 

see that mass is conserved during a chemical 

change (total mass of vinegar and baking soda 

in a closed plastic zip-lock bag before and 

after reacting; rust forming on steel wool in a 

closed test tube, mold growing in a closed 

container). (1.1; 1.3; 1.4; 1.10; 2.7; 4.5; 4.6) 

a. From the example of a burning wood fire, 

students will explain why the ashes are 

‘lighter’ then the original wood. Where did the 

‘missing’ mass go 

b. Explain that the amount of matter remains constant 

while being recycled through the rock cycle 

Scope and Sequence – Cells and Body Systems 

b. Students will use laboratory investigations to 






container). (1.1; 1.3; 1.4; 1.10; 2.7; 4.5; 4.6) 

b. From the example of a burning wood fire, 




c. Explain that the amount of matter remains constant 

while being recycled through food chains and food 

webs 

c. Students will use laboratory investigations to 






container). (1.1; 1.3; 1.4; 1.10; 2.7; 4.5; 4.6) 

c. From the example of a burning wood fire, 




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Concept A: Forms of energy have a source, a means 

of transfer (work and heat) and a receiver 




Grade 6, 7, 8 




a. Recognize chemical energy that is stored in 

chemical compounds (e.g., energy stored in and 

released from food molecules, batteries, nitrogen 

explosives, fireworks, organic fuels) 

Concept B: Mechanical energy comes from the 

motion (kinetic energy) and/or position (potential 

energy) of an object 

T 

R 

a. Students will measure and compare the heat 

changes involved in several simple chemical 

reactions (Endothermic: calcium+water; 

calcium chloride+water; zinc/aluminum+HCl; 

Exothermic: citrus acid + baking soda). (1.1; 

1.4; 2.7) 

a. Students will recognize the heat change that 

occurs during a chemical reaction from 

various examples. 


Concept C: Electromagnetic energy from the sun 

(solar radiation) is a major source of energy on 

Earth 

Grades 6 & 7 

Concept D: Chemical reactions involve changes in 

the bonding of atoms with the release or absorption 

of energy 

Concept E: Nuclear energy is a major source of 

energy throughout the universe 



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another within systems but the total amount 

remains the same 




Grades 7 & 8 




a. Identify the evidence of different energy 

transformations (e.g., explosion of light, heat, and 

sound, temperature change, electrical charge) that 

may occur as chemical energy is released during a 

chemical reaction 

R 

a. From various laboratory exercises, students 

will identify the evidence that can be seen 

indicating that a chemical reaction has 

occurred. (1.1; 1.10) 

a. From examples, students will identify the 

type of energy change that occurs. 



Major Measurable Objectives IS Suggested Activities 


Concept A: The motion of an object is described as 

a change in position, direction, and speed relative to 

another object (frame of reference) 

Grade 7 






speeding up, slowing down, or changing direction 

Concept C: Momentum depends on the mass of the 

object and the velocity with which it is traveling 



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Concept A: Forces are classified as either contact 

forces (pushes, pulls, friction, buoyancy) or noncontact 

forces (gravity, magnetism) that can be 

described in terms of direction and magnitude 


Grade 7 




Concept B: Every object exerts a gravitational force 

on every other object 

Grade 7 

Concept C: Magnetic forces are related to electrical 

forces as different aspects of a single 

electromagnetic force 


Concept D: Newton’s Laws of Motion explain the 

interaction of mass and forces, and are used to 

predict changes in motion 

Concept E: Perpendicular forces act independently 

of each other 

Concept F: Simple machines (levers, inclined 

planes, wheels and axles, pulleys) affect the forces 

applied to an object and/or direction of movement 

as work is done 

Grade 7 

Grade 7 


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Concept A: Organisms have basic needs for survival 



Grade 6 




a. Recognize that most plants and animals require 

food and oxygen (needed to release the energy 

from that food) 

R 

a. Students will demonstrate the effects of 

food/poor soil on plants using live plants. 

They will maintain a terrarium. (1.2; 1.10) 

a. Students will explore and explain a simple 

living system (e.g. a terrarium) and assess its 

energy needs. 

Concept B: Organisms progress through life cycles 

that are unique to different types of organisms 


Concept C: Cells are the fundamental units of 

structure and function of all living things 

Grade 6 


structures that serve similar functions necessary for 

the survival of the organism 


a. Identify and contrast the structures of plants and 

animals that serve similar functions (e.g., taking in 

water and oxygen, support, response to stimuli, 

obtaining energy, circulation, digestion, excretion, 

reproduction) 

Concept E: Biological classifications are based on 

how organisms are related 

R a. Students will compare life process of both 

plants and animals and identify the 

organs/systems used in each. (1.1) 

Grade 6 

a. Identify homologous organs in plant and 

animals. 

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Concept A: The cell contains a set of structures 

called organelles that interact to carry out life 

processes through physical and chemical mean 



Grades 6 & 8 




a. Recognize that the cell membrane helps regulate 

the transfer of materials in and out of the cell 

R 

a. Students will model a cell membrane using 

diffusion membranes (1.2; 1.3) 

a. Compare a cell membrane to a structure in a 

city or factory. 

b. Recognize that the function of the chloroplast is 

photosynthesis 

Concept B: Photosynthesis and cellular respiration 

are complementary processes necessary to the 

survival of most organisms on Earth 


b. Students will use Elodea or a similar plant to 

produce Carbon Dioxide. (1.2; 1.3) 

Grade 6 & 8 

b. Students will test for carbon dioxide 

production with Bromothymol blue or other 

test chemical. 

a. Recognize that photosynthesis is a chemical 

change with reactants (water and carbon dioxide) 

and products (energy-rich sugar molecules and 

oxygen) that takes place in the presence of light 

and chlorophyll 

R 

a. Using plants, students will perform a test in 

which varying levels of light are used. They 

will discuss its effect on photosynthesis. (1.2; 

1.3;4.5) 

a. Students will predict the effects of a lack of 

oxygen on the cell. 

b. Recognize that oxygen is needed by all cells of 

most organisms for the release of energy from 

nutrient (sugar) molecules (Do NOT assess the 

term cellular respiration) 

R 

b. Students will discuss the work of Priestly and 

his discovery of oxygen. (2.3; 4.6) 

b. Students will prepare a report on the work of 

Joseph Priestly and assess the importance of 

his isolation of oxygen to the understanding of 

life. 

c. Describe the importance of the transport and 

exchange of oxygen and carbon dioxide to the 

survival of the organism 

c. Students will model and discuss the Carbon 

Cycle. (1.2; 1.3) 

c. Students will trace the flow of carbon as it 

moves though the environment and explain its 

relationship to the production of oxygen. 

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Concept C: Complex multicellular organisms have 

systems that interact to carry out life processes 

through physical and chemical means. 






a. Identify and give examples of each level of 

organization (cell, tissue, organ, organ system) in 

multicellular organisms (plants, animals) 

R 

a. Students will organize information into a 

model that demonstrates the interaction of 

systems of cells, tissues, organs, and organ 

networks in a complex multicellular organism. 

(1.2; 1.5; 2.1; 2.3; 2.4) 

a. Students will properly identify the hierarchy 

of cells, tissues, organs and organ systems. 

b. Illustrate and explain the path water and nutrients 

take as they move through the transport system of 

a plant 

R 

b. Students will use plants (e.g., celery or 

flowers) and colored water to demonstrate the 

flow of water through the plant. (1.2; 1.3;4.5) 

b. Students will create a test in which they can 

see water flowing through a plant. 

c. Explain the interactions between the circulatory 

and digestive systems as nutrients are processed by 

the digestive system, passed into the blood stream, 

and are transported in and out of the cell 

R 

c. Teacher will use models or videos to 

demonstrate the transport of nutrients 

throughout the body. (1.2; 1.3; 4.5) 

c. Students will identify the body’s important 

nutrients, their sources, and their transport 

mechanism into the body. 

d. Compare and contrast the processes of mechanical 

and chemical digestion and their role in providing 

materials necessary for survival of the cell and 

organism 

R 

d. Students will demonstrate those areas in an 

organism in which chemical, mechanical or 

both digestive process occur. (1.2; 1.3;4.5) 

d. Students will properly identify examples of 

digestive organs and whether they perform 

mechanical, chemical or both digestive 

processes. 

e. Identify the importance of the transport and 

exchange of nutrient and waste molecules to the 

survival of the cell and organism 

R 

e. Teacher will model the processes of osmosis 

and diffusion. Students will discuss both and 

their importance in nutrient/waste product 

transport. (1.2; 1.3;4.5) 

e. Students will identify the basics of 

osmosis/diffusion and provide an example of 

each. 

f. Explain the interactions between the circulatory 

and respiratory systems in exchanging oxygen and 

carbon dioxide between cells and the atmosphere 

(when oxygen enters the body, passes into the 

blood stream, and is transported into the cell; 

carbon dioxide is transported out of the cell, passes 

T 

R 

f. Students will model (using videos support or 

lab models) the flow of blood between the 

heart, lungs and body. 

f. Students will measure heart rate, pulse and 

respiration. Identify what would cause these to 

change in a healthy organism. 

198 of 367

into the blood stream, and exits the body) 

g. Explain the interactions between the nervous and 

muscular systems when an organism responds to a 

stimulus 

g. Students will perform stimulus-response tests 

on students. (1.2; 1.3; 1.6; 4.6) 

g. Students will identify a response to a stimulus 

as either voluntary or involuntary. 






transformations that use energy for the synthesis or 

breakdown of organic compound. 






Concept E: Protein structure and function are 

coded by the DNA (Deoxyribonucleic acid) molecule 

Concept F: Cellular activities and responses can 

maintain stability internally while external 

conditions are changing (homeostasis) 



a. Predict the response the body may take to maintain 

internal balance during an environmental change 

(e.g., shivering when cold, slowing metabolism 

when food supply decreases or when dehydrated, 

adrenaline rush when frightened) 

Concept G: Life processes can be disrupted by 

disease (intrinsic failures of the organ systems or by 

infection due to other organisms) 

D a. Students will discuss events in the process of 

illnesses experienced by the children of your 

class. How might these compare with the 

everyday experiences of a disabled 

individual (C2, C5, 4.7) 

Grade 7 

a. Students will accurately identify those 

symptoms indicative of an oncoming illness. 

Make comparisons with those experienced 

daily by the disabled. (C2, C5) 

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Concept A: Reproduction can occur asexually or 

sexually 

Scope and Sequence – Reproduction and Heredity 





a. Compare and contrast the processes of asexual and 

sexual reproduction, including the type and 

number of cells involved (one body cell in asexual, 

two sex cells in sexual), and the number of gene 

sets (body cell has 2 sets, sex cells have 1 set each) 

passed from parent(s) to offspring 

R 

a. Present a visual representation of variation in 

offspring due to sexual reproduction or how 

asexual reproduction results in genetic clones 

of the parent (1.3; 1.8, 3.5; 4.6) 

a. Design a laboratory inquiry with sexually 

reproducing organisms to study the transfer of 

genetic materials expressed as traits, from one 

generation to another. 

b. Identify examples of asexual reproduction (i.e., 

plants budding, binary fission of single cell 

organisms) 

R 

b. Use examples of living organisms (hydra, 

protozoa, etc.) to represent reproductive 

strategies. (1.3; 1.8, 3.5; 4.6) 

b. Design laboratory inquires that allow 

observation of asexual reproduction in yeast, 

hydra, or plants and identify important 

characteristics of this type of reproduction. 

Discuss the difference between asexual and 

sexual reproduction. 

c. Compare and contrast the reproductive 

mechanisms of classes of vertebrates (i.e., internal 

vs. external fertilization) 

R 

c. Identify using visual representation 

representative samples of each. (1.3; 1.8, 3.5; 

4.6) 

c. Identify from examples the reproductive 

strategy of various organisms. 

d. Explain how flowering plants reproduce sexually 

d. Identify the sexual organisms of a plant and 

their functions. (1.3; 1.8, 3.5; 4.6) 

d. Identify the sexual organs in a flowering, 

sexually reproducing plant. 

Concept B: All living organisms have genetic 

material (DNA) that carries hereditary information 


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Concept C: Chromosomes are components of cells 

that occur in pairs and carry hereditary 

information from one cell to daughter cells and 

from parent to offspring during reproduction 






a. Identify chromosomes as cellular structures that 

occur in pairs that carry hereditary information in 

units called genes 

b. Recognize that when asexual reproduction occurs, 

the same genetic information found in the parent 

cell is copied and passed on to each new daughter 

cell(Assess only the concept – not the term or 

process of mitosis) 

R 

W 

a. Students will use models to demonstrate how 

genetic material is transmitted and how gene 

traits are expressed in offspring (1.3; 2.2) 

b. Students will create a visual representation of 

the molecular mechanisms that cause asexual 

reproduction to result in identical offspring 

and sexual reproduction to result in variation 

in offspring (1.3; 2.1) 

a. Students will demonstrate that chromosomes 

and genes come in pairs and are composed of 

many genes. Students will discuss how 

genetic material is transmitted. 

b. Students will use Punnett squares and 

pedigree charts to demonstrate how single 

gene traits are expressed in offspring. 

c. Recognize that when sexual reproduction occurs, 

genetic material from both parents is passed on 

and combined to form the genetic code for the new 

organism (Assess only the concept - not the term 

orprocess of meiosis) 

Concept D: There is heritable variation within 

every species of organism 


c. Students will organize data, information, and 

ideas into a visual representation of the 

patterns and relation-ships involved in the 

chromosome contributions of gametes in 

sexual reproduction (1.6; 1.7; 1.10; 2.1; 3.2; 

4.6) 

c. Students will use technology (DVD/computer 

simulations) to visually demonstrate the 

movement of chromosomes from parent to 

daughter cells. 

a. Recognize that when asexual reproduction occurs, 

the daughter cell is identical to the parent cell 

(assuming no change in the parent genes) 

R 

a. Students will use models to demonstrate how 

genetic material is transmitted and how gene 

traits are expressed in offspring (1.3; 2.2) 

a. Students will use Punnett squares and 

pedigree charts to demonstrate how single 

gene traits are expressed in offspring. 

b. Recognize that when sexual reproduction occurs, 

the offspring is not identical to either parent due to 

the combining of the different genetic codes 

contained in each sex cell 

R 

b. Students will use student/teacher provided 

examples of variations among siblings in a 

family. (1.3, 4.6) 

b. Students will investigate common genetic 

traits among family members and compare 

these traits by looking for them among their 

classmates. 

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Concept E: The pattern of inheritance for many 

traits can be predicted by using the principles of 

Mendelian genetics 







Concept A: All populations living together within 

communities interact with one another and with 

their environment in order to survive and maintain 

a balanced ecosystem 


Grade 6 




Concept B: Living organisms have the capacity to 

produce populations of infinite size but 

environments and resources are finite 

Grade 6 

Concept C: All organisms, including humans, and 

their activities cause changes in their environment 

that affects the ecosystem 



ecosystem is affected by changes in the environment 

which can be caused by other organisms or outside 

processes 

Grade 6 & 7 

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Grade 6 

Suggested Assessments Suggested 

Assessments 



Concept B: Matter is recycled through an ecosystem 


a. Illustrate the oxygen/carbon dioxide cycles 

R 

a. Students will relate energy flow and matter 

recycling to each step of a food web. Students 

will use a closed system (aquarium/terrarium) 

as an example.(1.4; 1.6; 1.8; 2.1; 3.5; 4.6) 

a. Students will describe how matter is recycled 

and some energy is lost in each step of a food 

web. They will construct a flowchart to 

illustrate how matter, chemical nutrients, and 

minerals are cycled through the living and 

nonliving parts of an ecosystem. 

b. Describe the process involved in the recycling of 

matter in the oxygen/carbon dioxide cycles 

R 

b. Students will use diagrams to explain the flow 

of oxygen and carbon through their cycles. 

They will relate the oxygen cycle to the 

carbon cycle. (1.2; 1.3;4.5) 

b. Students will construct a flowchart to illustrate 

how carbon and oxygen are cycled through 

the living and nonliving parts of an ecosystem. 

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Concept A: Evidence for the nature and rates 

of evolution can be found in anatomical and 



Grade 6 











Grade 6 


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Scope and Sequence – Rock Cycle 

Grades 6 & 8 






a. Differentiate between minerals and rocks 

(which are composed of different kinds of 

minerals) 

R 

a. Students will use samples to illustrate 

common rock varieties found in 

Missouri. (1.2; 1.6; 3.5) 

a. From samples, students will distinguish 

between minerals and rocks. 

b. Describe the distinguishing properties that 

can be used to classify minerals (i.e., texture, 

smell, luster, hardness, crystal shape, streak 

and reaction to magnets and acids) 

R 

b. Students will conduct research using 

chemical and physical testing and 

evaluate the information to classify a 

variety of rocks and minerals (1.2; 1.6; 

3.5) 

b. Students will group rocks and minerals 

according to properties determined by 

chemical and physical tests. 

c. Describe the methods used to identify the 

distinguishing properties of minerals 

W 

c. Students will conduct research using 

chemical and physical testing and 

evaluate the information to classify a 

variety of rocks and minerals (1.2; 1.6; 

3.5) 

c. From samples, students will identify 

rocks as sedimentary, igneous, or 

metamorphic. 

d. Classify rocks as sedimentary, igneous, or 

metamorphic 

d. Teacher will provide classroom samples 

of each type. (1.6) 

d. From samples, students will identify 

rocks as sedimentary, igneous, or 

metamorphic. 









Grade 6 

Grade 7 

Grade 7 

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Grade 6 









Scope and Sequence – Rock Cycle and Plate 

Tectonics 

Grades 6 & 8 

a. Explain that convection currents are the 

result of uneven heating inside the mantle 

resulting in the melting of rock materials, 

convection of magma, eruption/flow of 

magma, and movement of crustal plates 

R 

a. Teacher will use models, diagrams, videos 

to demonstrate convections currents. (1.2; 

1.3; 4.5) 

a. Students will explain how convection 

currents within Earth’s mantle could result 

in movement on Earth’s surface. 

b. Explain how rock layers are affected by 

the folding, breaking, and uplifting of rock 

layers due to plate motion 

R 

b. Students will conduct an investigation to 

develop and evaluate information and ideas 

concerning the theory of plate tectonics. 

They will use landform models and maps 

to analyze the distribution of global 

features and geological phenomena such as 

volcanoes and earthquakes (1.3; 1.8) 

b. Students will analyze the placement of 

major landforms on Earth and explain 

possible reasons for their location/type. 

c. Describe how the movement of crustal 

plates can cause earthquakes and volcanic 

eruptions that can result in mountain 

building and trench formation 

R 

c. Students will map current 

earthquake/volcanic activity on a world 

map. They will use the Internet as a 

research tool. (1.2; 1.3; 4.5) 

c. Students will assess the location of current 

earthquake/volcanic activity with respect 

to their knowledge of plate boundaries. 

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cycle 


Tectonics 






a. Explain how heating and cooling in the 

mantle layer leads to the formation of 

metamorphic rocks and some igneous rocks 

R 

a. Teacher will provide examples of 

metamorphic and igneous rocks. Teacher 

will use video and diagrams to explain 

their origins. (1.2; 1.3; 4.5) 

a. Students will identify rock samples as 

igneous or metamorphic from provided 

samples. 

b. Make inferences about the formation of 

igneous and metamorphic rocks from their 

physical properties (e.g., crystal size indicates 

rate of cooling, air pockets or glassy texture 

indicate volcanic activity) 

R 

b. Students will investigate various rock 

igneous and metamorphic samples. They 

will compare crystal size, air pockets and 

other physical properties. (1.2; 1.3; 1.6; 

1.8; 4.5) 

b. Students will draw conclusions about the 

origins of several metamorphic or igneous 

samples after investigating their 

properties. 

c. Explain and diagram the external and internal 

processes of the rock cycle (e.g., weathering 

and erosion, sedimentation, compaction, 

heating, recrystallization, and resurfacing due 

to forces that drive plate motion) 

R 

W 

c. Teacher will provide a diagram of the 

complete rock cycle. (1.8; 1.10) 

c. Students will explain the process at work 

in the rock cycle. 




Tectonics 

Grades 6 & 8 

a. Describe the methods used to estimate 

geologic time and the age of the Earth (e.g., 

techniques used to date rocks and rock layers, 

presence of fossils) 

a. Teacher will provide examples of the 

evidence of Earth’s long geologic history 

(weathering or mountains, radioactive 

dating, seafloor spreading, fossils, etc.). 

(1.6; 1.8) 

a. Students will explain how Earth’s 

magnetic pole reversals were used to 

explain seafloor spreading. 

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. Use rock and fossil evidence to make 

inferences about the age, history, and 

changing life forms and environment of the 

Earth (i.e., changes in successive layers of 

sedimentary rock and the fossils contained 

within them, similarities between fossils in 

different geographic locations, fossils of 

organisms indicating changes in climate, 

fossils of extinct organisms) 

b. Teacher will provide samples of fossils 

found in and around Missouri and explain 

how fossils can form in sedimentary 

layers. (1.6, 1.8) 

b. Students will create a simple timeline of 

Earth’s major geologic epochs. They will 

understand were each would fall relative 

to one another in a sedimentary layer of 

rocks. 







Concept E: Changes in the form of water as 

it moves through Earth’s systems are 


Concept F: Constantly changing properties 

of the atmosphere occur in patterns which 

are described as weather 

Grades 7 

Grade 7 






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processes that transfer energy and Earth materials 










Concept A: Earth’s materials are limited natural 

resources that are affected by human activity 


Grade 6 & 7 









Concept A: The Earth, sun, and moon are part 

of a larger system that includes other planets 

and smaller celestial bodies 

Grade 7 







location that is suitable to sustain life 




Grade 7 

Grade 7 

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Concept A: The positions of the Sun and other 

stars, as seen from Earth, appear to change in 


Grade 7 





resourcefulnes 


can be seen from Earth and its position relative 

to Earth changes in observable patterns 



sun explain natural phenomena on Earth such 

as the day, the month, the year, shadows, moon 

phases, eclipses, tides, and seasons 




Grade 7 

Grade 7 

Grade 7 

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a. Formulate testable questions and hypotheses 

R 

a. Students will design and conduct 

investigations that includes an adequate 




control. (1.3; 3.1; 3.2; 3.3; 3.4) 

a. Students will observe a discrepant event, 




explanation. 

b. Recognize the importance of the independent 

variable, dependent variables, control of 

constants, and multiple trials to the design of 

a valid experiment 

R 

b. Students will design and conduct 





control. (1.3; 3.1; 3.2; 3.3; 3.4) 

b. Students will observe a discrepant event, 




explanation. 

c. Design and conduct a valid experiment 

C1 

C2 

c. Students will design and conduct 





control. (1.3; 3.1; 3.2; 3.3; 3.4) 

c. Students will observe a discrepant event, 




explanation. 



improvements or extensions of an experiment 

R 

d. Students will analyze and evaluate 

arguments based on very small sets of 

data, experiments with few repeated 

trials, biased samples, or samples for 

which there was no control sample. (1.5; 

1.7; 3.4; 3.7) 

d. Students will design two paper airplanes, 

identical except for one attribute. They 

will measure and compare the distance 

thrown and discuss whether this is a fair 

test of how far the planes fly or of which 

plane is better. 

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e. Recognize that different kinds of questions 

suggest different kinds of scientific 

investigations (e.g., some involve observing 

and describing objects organisms, or events; 

some involve collecting specimens; some 

involve experiments; some involve making 


discovery of new objects and phenomena; 

and some involve making models) 

f. Acknowledge that there is no fixed procedure 

called “the scientific method”, but that some 

investigations involve systematic 

observations, carefully collected, relevant 

evidence, logical reasoning, and some 

imagination in developing hypotheses and 

other explanations 

e. Students will brainstorm designs for 

experiments of different types. They will 

include observations, collections, 

inventions and experiments. (1.1; 1.3; 

2.3; 2.4; 2.6; 4.1; 4.6) 

f. Students will plan and conduct a simple 

experiment that is repeated and properly 

controlled; then they will discuss and 

respond thoughtfully to a variety of 

conclusions and determine whether the 

claims are logical arguments based on 

results of the experiment. Students will 

discuss how this meets the requirements 

of a “scientific method.”(1.5; 1.7; 2.3; 

3.4; 3.6; 3.7) 

e. Students will design and complete an 

independent science investigation that 

includes repeated trials and is properly 

controlled. 

f. Students will design a series of systematic 

observations that may reveal relationships 

or patterns of behaviors of an animal 

species under natural conditions. 

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senses 

T 

W 

R 

a. Students will read analog and digital 







information (1.4; 1.8) 

a. Students will use computer software to 

analyze data from a class experiment 

using various statistical procedures. 


techniques to collect data 

T 

b. Students will read analog and digital 








b. Students will use an electronic 

temperature probe connected to a 

computer to accurately measure and 

graph temperature changes associated 

with a variety of insulating materials. 

c. Use a variety of tools and equipment to gather 

data (e.g., microscopes, thermometers, analog 

and digital meters, computers, spring scales, 

balances, metric rulers, graduated cylinders, 

stopwatches) 

W 

c. Students will read analog and digital 








c. Students will accurately measure mass, 

volume, length, temperature and time in a 

lab quiz environment. 



d. Teacher will set up a measurement 

exercise lab and demand accurate 

d. Given a set of data, such as length, area, 

volume, mass, or time, students will 

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nearest milliliter, force (weight) to the nearest 

Newton, temperature to the nearest degree 

Celsius, time to the nearest second 

measurements are made (1.4) 

identify values that are questionable (e.g., 

values that are much larger or smaller 

than the others). 

e. Compare amounts/measurements 

e. Students will apply mathematical 



relationships, and predictions (1.6) 

e. From raw data, students will create and 

interpret graphs (bar, line, pie). 



f. Students will apply mathematical 



relationships, and predictions (1.6) 

f. From raw data, students will create and 

interpret graphs (bar, line, pie). Same as 

‘e’. Include an interpretation of two 

graphs used to measure/compare two 

phenomena (e.g., heating/cooling rates of 

two substances). 

g. Calculate the range and average/mean of a set 

of data 

g. Students will calculate range/averages 

using real world data (e.g., weather 

measurements). (1.6) 

g. From examples provided, perform 

calculations on data sets. 


explanations 




(conclusions) 

T 

W 

C1 

C2 

C3 

C5 

C10 

C11 

a. Students will analyze experimental data 


perspectives, and credibility; use 

computer spreadsheets, graphing, and 

database programs to assist in 

quantitative analysis; and consider the 


calculations. (1.7; 1.8; 3.4; 3.6) 








predictions to be tested 

b. Students will analyze experimental data 






b. Students will participate in a student 






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observations, measurements, and calculations 

on the formulation of explanations 

(conclusions) 


calculations. (1.7; 1.8; 3.4; 3.6) 

c. Students will analyze experimental data 







calculations. (1.7; 1.8; 3.4; 3.6) 

c. Students will participate in a student 













evaluation of explanations (hypotheses, laws, 

theories) in light of scientific principles 








a. Evaluate the reasonableness of an explanation 

(conclusion) 

R 

C1 

C2 

C3 

C5 

C10 

C11 

a. Students will discuss a major scientific 

theory (gravity, cell theory, etc.) and 

evaluate its conclusions. (2.2; 2.3;2.4; 

2.6) 




defense arguments and conclusions, and 

critical questions about the methods and 

conclusions are given. 

b. Analyze whether evidence (data) and 

scientific principles support proposed 

explanations (hypotheses, laws, theories) 

R 

b. Students will present arguments based on 

scientific investigations that include 

detailed procedures, graphs and tables, 

and conclusions. They will participate in 

follow-up discussions by responding to 

alternative positions (1.8; 2.1; 2.3; 2.4) 

b. Students will participate in a student 



defense arguments and conclusions, and 

critical questions about the methods and 

conclusions are given. 

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explanations 


a. Communicate the procedures and results of 

investigations and explanations through: 




⇛ graphs (bar, single line, pictographs) 

⇛ equations and writings 

T 

R 

W 

a. Students will design and conduct a full 

scientific investigation including a 

comprehensive review of related 

literature: experimental design that is 

thoughtful and well-controlled, with 

adequate repeated trials; accurate 

measurement of data; some form of 

statistical treatment and display of data; 

thoughtful interpretation of data; and 

communication and defense of logical 

arguments sup-ported by the finding. 

(1.1; 1.2; 1.3; 1.8; 2.1; 2.2; 3.1; 3.2; 3.3; 

3.4; 3.5; 4.1; 4.4) 

a. Students will design and conduct an 

independent science project following all 

of the guidelines of a nationally 

recognized science fair (e.g., The Greater 

Saint Louis Science Fair). Submit the 

project for competition in the science fair. 

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Explain how technological improvements, such 

as those developed for use in space 


led to the invention of new products that 

may improve our lives here on Earth (e.g., 


goggles, Velcro, satellite imagery, 

robotics) 





b. Identify the link between technological 

developments and the scientific discoveries 

made possible through their development 

(e.g., Hubble telescope and stellar 

evolution, composition and structure of the 

universe; the electron microscope and cell 

organelles; sonar and the composition of 

the Earth; manned and unmanned space 

missions and space exploration; Doppler 

radar and weather conditions; MRI and 

CAT-scans and brain activity) 

R a. Students will identify and analyze ways in 

which advances in science and technology 

have affected each other and society (1.1; 

1.2; 1.6; 1.7; 1.9; 3.8) 

R a. Students will demonstrate links between 

the technology and their use in everyday 

objects. How have these technologies been 

transferred from scientific use to home 

use (1.1; 1.2; 1.6; 1.7; 1.9; 3.8) 

Students will explore what conditions were like 

under different technological 

circumstances in the past (e.g., inadequate 

control of sewage, limited means of 

preserving food, inefficient methods of 

heating and lighting houses). Students will 

identify the products, processes or 

technologies that have been developed to 

improve these situations and consider 

whether the short-term and long-term 

benefits outweigh the short-term and longterm 

risks. 

Students will research and identify the 

advances in surgical procedures that have 

resulted from new technologies (such as 

laser surgery, lapiscopic surgery, CAT 

scans, MRIs). 

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benefits 







a. Describe how technological solutions to 

problems can have both benefits and 

drawbacks (e.g., storm water runoff, fiber 

optics, windmills, efficient car design, 

electronic trains without conductors, sonar, 

robotics, Hubble telescope) (ASSESS 

LOCALLY) 

R 

C1 

C2 

C3 

C9 

C11 

a. Students will analyze and evaluate how 

specific technological solutions may 

impact the environment in areas such as 

habitat loss, disruption of the food web, 

and temperature and chemical changes 

(1.1; 1.2; 1.6; 1.7; 3.1; 4.1) 

a. Working in groups, students will explore 

examples of the environmental impact of 

energy sources used extensively in the past 

and the societal and technological changes 

which brought about a change in their use. 

Using this as background, students will 

propose ways to balance current energy 

needs with reduced environmental impact. 

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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 






discoveries and the invention of 

technological innovations 







b. Describe how the contributions of 

scientists and inventors, representing 

different cultures, races, and gender, have 

contributed to science, technology and 

human activity (e.g., George Washington 

Carver, Thomas Edison, Thomas Jefferson, 

Isaac Newton, Marie Curie, Galileo, Albert 

Einstein, Mae Jemison, Edwin Hubble, 

Charles Darwin, Jonas Salk, Louis Pasteur, 

Jane Goodall, Tom Akers, John Wesley 

Powell, Rachel Carson) 


G 

E 

C5 

C9 

C11 

a. Students will identify and analyze various 

scientific concepts, inventions, and 

technological innovations that have been 

developed by different cultures from 

around the world; they will discuss the 

influence of prevailing contemporary 

thought on the acceptance of these 

concepts, inventions, and innovations by 

other scientists and society (1.2; 1.5, 1.6; 

1.7; 1.8; 1.9; 2.1; 2.2; 2.3; 2.4; 4.1) 

a. Students will research the life, work, and 

contributions of a contemporary or 

historical scientist. Compare the 

background qualities and other factors that 

influenced the work and training of the 

scientist. 


based on the body of knowledge that exists 

at any particular time and must be 

rigorously questioned and tested for validity 


R 

a. Recognize the difficulty science 

innovators experienced as they attempted 

to break through the accepted ideas 

(hypotheses, laws, theories) of their time 

to reach conclusions that are now 

considered to be common knowledge (e.g., 

Darwin, Copernicus, Newton) 

a. Students will identify and analyze theories 

that are currently being questioned, and 

compare them to new theories that have 

emerged to challenge the older ones. (1.2; 

1.5; 1.6; 1.7; 1.9; 2.4; 3.7; 4.1) 

a. Students will identify a scientific theory 

that is currently being modified or debated 

based upon new data being gathered by the 

scientific community (e.g., structure of the 

atom, origin and evolution of the universe, 

formation of Earth’s geological features). 

Discuss the interplay that exists between 

theory and the new information. 

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. Recognize that explanations have changed 

over time as a result of new evidence 

Students will follow a theory and see how is 

has changed over time as new data and 

better measurements have been made. (1.2; 

1.5; 1.6; 1.7; 1.9; 2.4; 3.7; 4.1) 

Students will recognize the difference between 

theory as it is meant in the language of 

science, and theory as it is used in normal 

language. 









work done 

Concept B: Social, political, economic, ethical, 

and environmental factors strongly influence 

and are influenced by the direction of progress 

of science and technology 








a. Describe ways in which science and society 

influence one another (e.g., scientific 

knowledge and the procedures used by 

scientists influence the way many individuals 

in society think about themselves, others, and 

the environment; societal challenges often 



priorities through the availability of funding 

for research) 

G 

E 

C1 

C2 

C3 

C5 

C9 

C11 

a. Students will analyze and evaluate the 

economic, political, social, ethical, and 

aesthetic constraints that might affect 

progress with specific scientific 

technological endeavors. (3.1; 3.4; 3.5; 

3.6; 3.8; 4.1) 

a. Students will work in teams to investigate 

current political, budget-related events 

and their impact on funding of scientific 

endeavors. 

b. Identify and evaluate the physical, social, 

economic, and/or environmental problems 

that may be overcome using science and 

technology (e.g., the need for alternative 

fuels, human travel in space, AIDS) 

D 

R 

C1 

C2 

C9 

C11 

b. Using a daily paper, students will point 

out areas in the news that are problems 

on which scientists or working (energy, 

health, environment). (2.2; 2.3) 

b. Students will brainstorm ways in which 

the use of technology may solve 

environmental problems in their local 

community/city/state. 

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scientists must not knowingly subject people or 

the community to health or property risks 

without their knowledge and consent 

Concept D: Scientific information is presented 

through a number of credible sources, but is at 

times influenced in such a way to become noncredible 



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High School 

Rationale: 

High school science prepares students to pursue employment in the science field, further study at the university level, and provides 

students with the knowledge level required of a well-rounded citizenry. High school science courses further the students 

understanding of the process of research as well as giving students an opportunity to explore possible careers available in the field of 

science. 

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Biology 

Rationale: 

The Lindbergh School District science curriculum respects the importance of science literacy for all students. The curriculum, based 

upon the Missouri Show-Me Standards is student-centered and will allow students to explore, discover, understand and apply science 

to our ever changing world. The goal of Biology is for students to understand the complexity of the living world, including the 

functions and processes of organisms, their interactions with one another and the environment, and to respect the living world. 


Biology begins with a discussion of the unique properties of living organisms that set them apart from the non-living components of 

the environment in which they live. The presentation of molecular and cellular biology follows and gives a background for the 

concepts of reproduction and genetics. Units dealing with microbiology, multicellular plants, invertebrate animal life, the vertebrate 

animals, and evolution follow. Finally, an overview of the sphere of life on earth is presented. Much time is spent using methods in 

experimentation and observation, collecting and interpretation of data, followed by drawing of conclusion. This course is a perquisite 

for all the biological sciences, and is a god basic course to take before college biology. 

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Standard 1: Ecology 


Concept A: Ecological Relationships 

Explain the nature of interactions between organisms in 

different symbiotic relationships (mutualism: E. coli in colon) 

(commensalism: Spanish moss (epiphyte) in trees) (parasitism: 

mosquito on mammal). (4.1.A.a) 

Concept B: Ecological Relationships 

Explain how cooperative (symbiotic) and competitive 

(predator/prey) relationships help maintain balance within an 

ecosystem. (4.1.A.b) 

Students will be given various symbiotic 

relationships and identify each relationship 

as mutualism, commensalism, or parasitism. 

(1.5, 1.8, 4.1, SC3) 

Students will be presented with graphs that 

explain how cooperative and competitive 

relationships help maintain balance in the 

ecosystem. 

OR 

Students will view video clips that recognize 

the importance of cooperative and 

competitive relationships in the ecosystem. 

Students will complete a relationship 

chart to identify and group symbiotic 


Students will analyze graphs to 

explain how cooperative and 

competitive relationships help 

maintain balance in the ecosystem. 

Concept C: Ecological Relationships 

Explain why no two species occupy the same niche in a 

community. (4.1.A.c; 7.1.B/C/E) 

Concept A: Energy Flow in Ecosystems 

Illustrate and describe the flow of energy within a food web 

(food chain, autotroph, heterotroph, scavenger, decomposer). 

(4.2.A.a) 

Concept B: Energy Flow in Ecosytems 

Explain why there are generally more producers than 

consumers in an energy pyramid (pyramids of energy, biomass, 

and numbers; trophic levels) (4.2.A.b; 7.1.B/C/D) 

(1.6, 3.5, 4.1, SC3, SC4) 

Students will observe the niches’ of 

organisms in a rotting log. 

OR 

Students will discuss the niches of various 

herbivores in the Serengetti Plain. 

(1.3, 1.6, 3.5, SC3, SC4) 

Students will choose a biome and design a 

food web with a minimum of 10 organisms 

from the biome. 

(1.6, 1.8, 3.5, SC3, SC4) 

Given a set of data, students will calculate 

the biomass of each trophic level and assign 

the results to a ecological pyramid. 

(1.5, 1.6, 1.8, 3.5, SC3, SC4) 

Students will be asked to discuss four 

organisms and their niche that they 

observed in the rotting log. 

Given a food web, categorize each 

organism using appropriate 

vocabulary. 

Design an ecological pyramid and 

calculate the total numbers and 

biomass for each trophic level. 

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Concept C: Energy Flow in Ecosystems 

Given a scenario, predict how energy distribution and energy 

use will be altered due to changes in a food web. (4.2.A.c; 

7.1.D) 

Concept A: Cycles 

Explain the processes involved and the importance of recycling 

nitrogen, oxygen, and carbon through a system. (4.2.B.a/b) 

C3 

Students will evaluate food webs and predict 

what happens when organisms are removed 

or introduced to the ecosystem. 

(1.5, 1.6, 1.8, 3.1, 4.1, SC3, SC4) 

Students will diagram the carbon-oxygen 

cycle and discuss the importance of 

recycling matter. 

Students will discuss how energy 

distribution and use is altered when 

presented with a problem where 

changes in the food web occur. 

Students will use images to create a 

carbon-oxygen cycle. 

Concept A: Populations 

Identify and explain the limiting factors that may affect the 

carrying capacity of a population within an ecosystem (logistic 

v. exponential growth) (e.g. drought, disease). (4.1.B.a) 

Concept B: Populations 

Predict how populations within an ecosystem change in number 

and/or structure in response to hypothesized changes in biotic 

and/or abiotic factors. (4.1.B.b; 7.1.D) 

Concept A: Interdependence of Organisms and their 

Environment 

Given a scenario describing how human efforts have adversely 

affected the stability and/or diversity of an ecosystem (e.g. 

destruction caused by direct harvesting, pollution, atmospheric 

changes), devise a multi-step plan to restore the stability and/or 

biodiversity of that ecosystem. (4.1.C.a; 8.3.A) 


Environment 

Predict and explain how natural or human caused changes 

(biological, chemical, or physical) in one ecosystem may affect 

another ecosystem. (4.1.C.b) 

C5 

R 

(1.8, 2.1, SC5) 

Students will observe a simulation of how 

limiting factors affect a population. 

(1.6, 1.8, SC4) 

Students will evaluate food webs and predict 

what happens when organisms are removed 

or introduced to the ecosystem. 

(1.6, 3.1, 3.5, 3.6, SC3, SC4) 

Students will discover how endangered 

species populations have rebounded in their 

ecosystems. 

(1.1, 1.2, 1.4, 1.5, 1.10, 2.3, 3.1, 3.6, 4.1, 4.4, 

4.5, 4.6, SC4, SC8) 

Students will research how an ecosystem has 

been changed by natural or human activity 

and the effects on other ecosystems. (Sea 

Turtles, Monarch Butterflies, transportation) 

(1.2, 1.6, 1.10, 2.3, 2.4, 2.4, 3.1, 3.2, 3.6, 4.1, 

SC4, SC8) 

Students will be able to construct, 

label, and analyze a logistic growth 

curve. 

Students will discuss how populations 

change in number when presented 

with a problem where changes in the 

food web occur. 

Students will devise a multi-step plan 

to help restore an endangered species 

population. 

Students will discuss three affects the 

rising ocean temperatures have on 

marine ecosystems. 

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Concept C: Interdependence of Organisms and their 

Environment 

Explain the mechanisms (e.g. global wind patterns, water cycle, 

ocean currents) by which environmental changes (biological, 

chemical, or physical) may have global impact. (4.1.C.b; 

8.3.B) 

Concept A: Biodiversity 

Predict the impact (beneficial or harmful) a natural 

environmental event (e.g. fire, flood, volcanic eruption, 

avalanche) may have on the diversity of different species in an 

ecosystem. (4.1.D.a) 

Concept B: Biodiversity 

Describe possible causes of extinction of a population (e.g. 

rainforest destruction, habitat degradation or fragmentation) 

(endangered v. threatened). (4.1.D.b; 8.3.A/B) 

Concept A: Climate 

Provide evidence (e.g. melting glaciers, fossils, desertification) 

that supports theories of climate change due to natural 

phenomena and/or human interactions (greenhouse effect). 

(4.1.D.a; 8.1.A/B; 8.3.A/B) 

Concept B: Climate 

Explain how weather and climate patterns in a particular region 

are affected by factors such as proximity to large bodies of 

water or ice/ocean currents, latitude, altitude, prevailing wind 

currents, and amount of solar radiation.(include biomes: 

tropical rain forest, grasslands, temperate forest, and desert). 

(4.1.D.b) 

C3 

C3 

R 

Students will discuss the causes of global 

warming. 

(1.5, 1.6, 2.4, 3.1, 3.5, 3.6, 4.1, 4.2, 4.3, 

SC5, SC8) 

Students will travel to Mt. St. Helen’s and 

observe the impact the volcanic eruption of 

1980 had on the species in the ecosystem. 

(1.2, 1.6, 3.1, 3.5, SC4) 

Students will be given examples of 

extinction and discuss the causes. 

(1.5, 3.1, 3.5, 4.1, SC4, SC8) 

Students will conduct Internet research to 

provide a list of cause and effects of global 

warming in the biosphere. 

(1.4, 1.5, 1.6, 1.8, 2.1, 2.3, 3.5, 4.1, 4.2, 4.3, 

4.5, SC5) 

Students will discuss how various factors 

such as proximity to water, mountainous 

regions, and proximity to the equator affect 

particular ecosystems. 

(1.6, 4.1, SC4, SC5) 

Students will read an article 

discussing how global warming has 

affected the Arctic and identify causes 

and effects. 

Students will predict the impact the 

eruption of Yellowstone National 

Park’s super volcano would have on 

the ecosystem. 

Students will choose an endangered 

or extinct species and evaluate the 

cause of their status. 

Students will write a letter to the 

United States administration 

recommending 3 specific changes that 

could be made to help reduce global 

warming. 

Students will describe and explain the 

effect that a given factor will have on 

a certain biome. 

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Standard 2: Life of a Cell 


Concept A: Organic Compounds 

Distinguish between protein, carbohydrate, lipids, nucleic 

acids. Include elemental composition, functions and building 

blocks (glucose, sucrose, starch, amino acids, nucleotides, fatty 

acids, glycerol, cellulose). (3.2.D.b) 

C1 

Students will construct a concept map that 

compares the four organic compounds and 

its elemental composition, building blocks, 

and examples. 

OR 

Students will construct a poster with the 

organic compounds that compares the four 

organic compounds and their elemental 

composition, building blocks, and examples. 

OR 

Identifying Organic Compounds Labstudents 

are given various substances and 

are required to identify each as a sugar, 

starch, lipid, and/or protein 

Given a food, identify the organic 

compound(s) that make up the food, 

its function in the body, its elemental 

composition, and the building blocks 

of the compound. 

Concept B: Organic Compounds 

Recognize the role of proteins in cell structure and function 

(enzyme action, growth and repair of body parts). (3.2.E.b) 

C7 

(1.8, 4.1, SC3) 

Read an article about cell structure and/or 

function; be able to identify the proteins 

involved and how they complete their task. 

Students will present how proteins 

function in the body to the class. 

Concept C: Organic Compounds 

Recognize that energy is absorbed or released when breaking 

down or synthesizing organic compounds (include monomers 

and polymers). (3.2.D.c; 7.1.C) 

C2 

C3 

C10 

(1.5, 1.8, 2.1, SC3) 

Demo and discuss how the following items 

absorb or release energy: meals ready to eat, 

glow sticks, hand warmers, cold packs. 

(1.3, 1.6, 1.8, SC3) 

Energy in Foods Lab-students will 

burn various food samples to 

determine how much energy is given 

off. 

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Concept A: Enzymes 

Explain how enzymes speed up chemical reactions (substrate, 

active site), describe the factors that affect their rate 

(temperature, pH), and examples of the roles of enzymes in the 

human body (e.g. digestion, catalase). (3.2.D.d/e; 

7.1.A/B/C/D/E) 

C6 

Potato/Liver Lab-students will look at the 

effects the enzyme in the potato/liver has on 

the breakdown of hydrogen peroxide. 

OR 

Salivary Amylase Lab-students will 

experience the effects of salivary amylase 

breaking down the saltine cracker from a 

starch into a sugar 

Students will analyze data from the 

lab that demonstrates their 

understanding of enzymes in the 

human body. 

Concept A: Cell Structure & Function 

Students will be able to state the three parts of the cell theory. 

(3.2.C.a; 8.1.B; 8.2.A) 

G 

(1.2, 1.3, 1.6, 1.8, 3.5, SC3) 

Students will be presented with information 

on the development of the cell theory. 

(1.5, 1.6, SC3) 

Students will match the three parts of 

the cell theory to the scientists whose 

experiments led to the postulate. 

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Standard 3: Reproduction 


Concept A: Asexual vs. Sexual Reproduction 

Distinguish between asexual (i.e., binary fission in bacteria, 

budding in yeast, and cloning in cuttings and identical twins) 

and sexual reproduction. (3.3.A.a) 

Concept B: Asexual vs. Sexual Reproduction 

Describe the advantages and disadvantages of asexual and 

sexual reproduction with regard to variation within a 

population. (3.3.D.a) 

Binary Fission, Budding, Cloning Video 

Clips 

(1.6, 1.8, SC3) 

Given examples of various species, describe 

the advantageous adaptations sexual 

reproduction has given them; compare how 

the results would be different with asexual 

reproduction 

Students will be given a table of 

various organisms and identify if the 

organisms reproduce sexually or 

asexually. 

Students will design a T-chart 

comparing the advantages and 

disadvantages of asexual and sexual 

reproduction. 

Concept A: Cell Division 

Name the three functions of mitosis (growth, repair, 

maintenance). (3.3.C.a.) 

Concept B: Cell Division 

Outline the parts of the cell cycle with elaboration on the 

process of mitosis (phases—interphase, prophase, metaphase, 

anaphase, telophase; chromatid, centromere, spindle, cell plate) 

(3.3.C.a) 

Concept C: Cell Division 

Identify that the resulting cells are genetically identical to the 

starting cell. (3.3.C.a) 

Concept D: Cell Division 

Explain why meiosis is necessary for sexual reproduction and 

how fertilization restores the diploid number. (3.3.C.c) 

(1.5, 1.6, 1.8, SC3) 

Students will create a mitosis foldable that 

describes the three functions of mitosis and 

diagrams and labels the cell cycle. 

(1.5, 1.6, 1.8, SC3) 




OR 

Pro-Wrestling with Ana-students relate the 

stages of mitosis to a skit 

(1.5, 1.6, 1.8, SC3) 




(1.5, 1.6, 1.8, SC3) 

Students will determine the diploid and 

haploid number of different species to 

explain how fertilization restores the diploid 

number. 

(1.5, 1.6, 1.8, 2.1, SC3) 

Students will diagram the stages of 

mitosis and identify two events for 

each stage. 

Students will create a mnemonic 

device showing the order of the 

phases and describe a key factor of 

each. 

Students will compare the processes 

of meiosis and mitosis in a chart. 

Students will design fictitious 

organisms by combining maternal and 

paternal chromosomes to determine 

the characteristics of the offspring. 

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Concept E: Cell Division 

Describe the process of meiosis (homologous chromosome 

pairs, diploid, haploid, crossing over) (3.3.C.a) 

Outline the steps of meiosis 

OR 

Meiosis Square Dance Video (United 

Streaming) 

Students will compare the processes 

of meiosis and mitosis in a chart. 

Concept A: Embryological Development 

Recognize cells both increase in number and differentiate, 

becoming specialized in structure and function, during and 

after embryonic development. (3.1.B.a) 

Concept B: Embryological Development 

Identify factors (biochemical, temperature) that may affect the 

differentiation of cells and the development of an organism. 

(3.1.B.b) 

T 

C12 

D 

R 

(1.5, 1.6, 1.8, SC3) 

Students will look at pictures of zygote 

development and embryological 

development. 

(1.8, SC3) 

Top 10 List-students will create a list of 

negative factors that influence growth & 

development. 

(1.8, 1.10, 2.2, 4.1, SC3) 

Students read articles on cloning and 

answer questions. 

Classroom discussion of the ethical 

implications of choosing these 

negative activities. 

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Standard 4: DNA & Protein Synthesis 


Concept A: DNA 

Describe the structure of DNA (nucleotides, nitrogen bases- 

A,T,C,G, deoxyribose, phosphate, double helix). (3.3.B.a; 

8.2.B) 

Concept B: DNA 

Discuss the relationship among DNA, genes and chromosomes. 

(3.3.B.a; 8.2.A) 

Concept C: DNA 

Discuss why replication is important in its process and 

outcome. (3.3.B.d) 

G 

G 

E 

Create a 3D model of a DNA molecule. 

(1.6, 2.5, SC3) 

Classroom discussion how DNA, genes, and 

chromosomes relate to current research. 

(1.6, 2.5, SC3) 

Students will participate in hand rhythm 

games and observe that the more hand 

movements involved, the more mistakes are 

made in copying the movements; students 

will also observe the faster the movements 

are learned, the more mistakes are made. 

Relate these movements to mutation rates in 

simple and complex organisms. 

Diagram a DNA molecule with 5 

nucleotides. 

Write a paragraph that explains the 

relationship between DNA, genes, 

and chromosomes. 

Students will relate how the game 

“Telephone” is like DNA replication. 

Concept A: Protein Synthesis 

Explain how the DNA code determines the sequence of an 

amino acid in a protein. (3.2.E.a) 

Concept B: Protein Synthesis 

Outline the process of transcription (mRNA, codon, uracil). 

(3.3.B.b) 

(1.6, 1.7, SC3) 

Students will transcribe a strand of DNA into 

RNA and then translate the RNA into words 

to create sentences to mimic the process of 

protein synthesis. 

(1.6, 1.7, SC3) 





(1.6, 1.7, SC3) 

Students will translate a sequence of 

mRNA into amino acids. 

Students will transcribe a strand of 

DNA into RNA. 

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Concept C: Protein Synthesis 

Outline the process of translation (tRNA, ribosome, start and 

stop codons). (3.3.B.b) 





Students will translate a sequence of 

mRNA into amino acids. 

Concept D: Protein Synthesis 

Identify several ways that mistakes during replication can lead 

to mutations. Include substitutions (sickle cell), insertions, and 

deletions. (3.3.B.d) 

Concept E: Protein Synthesis 

Identify possible external causes (heat, radiation, certain 

chemicals) and effects of DNA mutations (protein defects 

which affect chemical reactions, structural deformities). 

(3.3.B.e) 

Concept F: Protein Synthesis 

Recognize that DNA codes for proteins which are expressed as 

heritable characteristics of an organism. (3.3.B.b) 

Concept A: Genetics 

Explain how genotypes (heterozygous and homozygous) 

contribute to morphologic variation within a species. (3.3.E.a) 

Concept B: Genetics 

Predict the probability of the occurrence of specific traits 

(including sex linked traits) in an offspring by using a 

monohybrid cross. (3.3.E.a) 

E 

D 

D 

(1.6, 1.7, SC3) 

Using the DNA sequence CAT TAG GAG, 

students will demonstrate their knowledge of 

substitutions, insertions, and deletions. 

(1.6, 3.5, 3.6, SC3) 

Students will read articles and identify 

external causes and effects of DNA 

mutations. 

(1.6, 2.1, 2.2, 3.1, SC3) 





(1.6, 1.7, SC3) 

Students will complete Punnett squares and 

write the genotypes and phenotypes. 

(1.8, 3.4, 3.5, SC3) 

Students will participate in a probability lab 

where they will compute percentages and 

ratios of crosses. 

(1.5, 1.8, 3.4, 3.5, SC3) 

Given the three types of mutations, 

decide which one is the least harmful 

and justify your answer. 

Students will summarize articles 

discussing causes and effects of DNA 

mutation. 

Students will exchange created 

sentences and peer evaluate the 

accuracy of the sentences to explain 

how proteins are responsible for 

heritable traits. 

Given pedigrees, students will 

determine the mode of inheritance. 

Given word problems, students will 

determine the mode of inheritance 

and probability of the occurrence of 

the trait in offspring. 

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Concept C: Genetics 

Explain how sex-linked traits may or may not result in the 

expression of a genetic disorder (hemophilia, muscular 

dystrophy, colorblindness) depending on gender. (3.3.E.c) 

Concept D: Genetics 

Display an understanding of multiple allele inheritance by 

completing A, B, O blood crosses. (3.3.E.b) 

C2 

C5 

C6 

C12 

D 

E 

T 

R 

Students will complete Punnett squares with 

sex-linked traits and identify the genotypes 

and phenotypes of the offspring. 

(1.5, 1.8, 3.4, 3.5, SC3) 

Students will complete Punnett squares with 

blood crosses and identify the genotypes and 

phenotypes of the offspring. 

(1.8, 3.4, 3.5, SC3) 

Given pedigrees and word problems, 

students will determine the mode of 

inheritance and probability of the 

occurrence of the trait in offspring. 





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Standard 5: Evolution & Classification 


Concept A: Macroevolution 

Interpret fossil evidence to explain the relatedness of organisms 

using the principles of superposition and fossil correlation. 

Include relative dating techniques (e.g. correlation of fossils 

and rock sequences, presence of intrusions and faults) to infer 

geologic history. (4.3.A.a) 

Concept B: Macroevolution 

Evaluate the evidence that supports the theory of biological 

evolution (e.g., fossil records, similarities between DNA and 

protein structures, homologous and vestigial structures). 

(4.3.A.b; 8.1.B) 

Concept A: Microevolution 

Identify the four ways sexual reproduction leads to variation 

among offspring: mutation, crossing-over (recombination of 

genes), independent assortment, contribution of genetic 

material from two cells (fertilization). (3.3.D.b) 

Concept B: Microevolution 

Describe how variation in characteristics provides populations 

an advantage for survival. (4.3.C.a; 7.1.B/C/D/E) 

C2 

C3 

T 

Students will examine fossils. 

(1.6, 1.8, 2.3, SC3, SC5, SC7) 

Students will watch and take notes on a 

PowerPoint presentation on the evidence for 

evolution. 

(1.2, 1.4, 1.5, 1.6, SC3) 

Classroom discussion to identify the four 

ways variation occurs and distinguish 

between each 

(1.6, 2.3, SC3) 

Students will participate in a lab-based 

activity where students observe survival 

advantages of certain variations (Feeding 

Adaptation Lab, Peppered Moth Lab, 

Breeding Bunnies Lab) 

Students will identify index fossils 

and relate them to geological history 

based on relative dating. 

Students will provide a molecular, 

anatomical, and paleontology-related 

example of evidence for evolution 

and explain why they are considered 

evidence. 

Students will match the four forms 

(mutation, crossing-over, 

recombination of genes, and 

fertilization) to a picture that 

demonstrates the variation. 

Students will write a conclusion that 

analyzes the data and discusses the 

results of the lab. 

Concept C: Microevolution 

Explain the importance of reproduction to the survival of a 

species (i.e., the failure of a species to reproduce will lead to 

extinction). (4.3.B.b; 4.3.C.c; 7.1.B/C/D/E) 

(1.2, 1.3, 1.6, 1.8, 3.2, 3.4, 3.5, 4.1, SC3, 

SC4) 






(1.2, 1.3, 1.6, 1.8, 3.2, 3.4, 3.5, 4.1, SC3, 

SC4) 

Students will write a conclusion that 

analyzes the data and discusses the 

results of the lab. 

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Concept D: Microevolution 

Identify examples of adaptations that may have resulted from 

variations favored by natural selection (e.g. long-necked 

giraffes, long ears on jackrabbits) 

(4.3.C.b; 7.1.B/C/D/E) 

Concept E: Microevolution 

Explain how environmental factors (e.g., habitat loss, climate 

change, pollution, introduction of non-native species) can be 

agents of natural selection. (4.3.C.d; 4.3.C.e) 

Concept A: Classification 

Describe the modern classification system: taxa, binomial 

nomenclature, and five kingdom system (prokaryote, 

eukaryote). (3.1.E.b; 8.2.B) 

Concept B: Classification 

Define species in terms of the ability to breed and produce 

fertile offspring. (4.3.B.a) 

Concept C: Classification 

Explain how similarities used to group taxa might reflect 

evolutionary relationships (e.g. similarities in DNA and protein 

sequences, internal anatomical features, and patterns of 

development). (3.1.E.a; 8.2.B) 

Concept D; Classification 

Explain how and why the classification of any taxon might 

change as more is learned about the organisms assigned to that 

taxon. Examples: Bacteria Kingdom; Protist Kingdom; 

characteristics that make up certain classes/phyla such as bats, 

dolphins, whales, penguins, turtle (3.1.E.b; 8.2.B) 






(1.2, 1.3, 1.6, 1.8, 3.2, 3.4, 3.5, 4.1, SC3, 

SC4) 

Students will read articles and identify how 

the environment affects natural selection. 

(1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, SC3) 

Students will complete a web quest where 

they will identify and categorize species into 

taxa and kingdoms. 

(1.2, 1.4, 1.5, 1.6, 1.7, 1.8, SC3) 

Students will participate in a classroom 

discussion. 

(2.3, 3.5, SC3) 

Students will examine embryos of various 

species and determine which are most 

closely related and why. 

(1.5, 1.6, 3.5, SC3) 

Students will participate in a classroom 

discussion. Students will be given images 

and/or specimens of various animals and 

asked to categorize its kingdom, phylum, 

and class based on observations alone. Then 

students will discuss other characteristics 

and recategorize the animals. 

(1.5, 1.6, 1.8, 3.5, SC3) 

Students will choose from a set of 

scenarios and determine how the 

process of natural selection has 

changed the population over time. 

Given a scenario describing an 

environmental change, hypothesize 

why a given species was unable to 

survive. 

Students will complete a taxonomic 

chart for a group of organisms. 

Students will show their 

understanding of the concept “a 

species” by answering a variety of 

questioning methods on a test. 

Students will compare specimens and 

analyze which are most closely 

related and why. 

Students will demonstrate their 

proficiency in using a dichotomous 

key. 

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Biology - Honors 

Rationale: 




functions and processes of organisms, their interactions with one another and the environment, and to respect the living world. 


This course is recommended for freshman excelling in science. This is an accelerated introductory biology course which will prepare 

students to continue in the sequence with Honors chemistry, Advanced biology, Advanced chemistry and/or Physics. In this course 

the fundamental concepts of biology are developed. A second semester research project which focuses on using methods in 

experimentation and observation, collection and interpretation of data, followed by drawing of conclusions is a major component of 

the course. 

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Strand 1: 


Concept A: Cell Structure & Function 

The student will be able to state the three parts of the cell 

theory. 

Concept B: Cell Structure & Function 

Identify the structures of the cell [cell wall, cell membrane, 

cytoplasm, nucleus, chloroplast *(thylakoids, grana, stroma), 

mitochondrion, ribosome, vacuole, Golgi body, endoplasmic 

reticulum, lysosome, vescicles] found in different types of cells 

(bacterial, plant, skin, nerve, blood, muscle). 

Concept C: Cell Structure & Function 

Identify the functions of various cell parts (structural support, 

transport of materials, storage of genetic information, 

photosynthesis and respiration, synthesis of new molecules, 

waste disposal) 

Concept D: Cell Structure & Function 

Specifically compare the structure and function of cell walls v. 

cell membrane; mitochondrion v. chloroplast. Include the 

physical and chemical interactions that occur between 

organelles as they carry out life processes. 

Concept E: Cell Structure & Function 

Identify in order, and with examples, the levels of organization- 

-cell, tissue, organ, system, organism 

Concept A: Cell Transport 

Discuss the role of diffusion, osmosis, and active transport in 

maintaining homeostasis and the nature of the semi-permeable 

membrane (size, concentration gradient). 

C3 

C6 

C8 

12 

R 

T 

C3 

C6 

C8 

C12 

R 

T 

C3 

R 

W 

C3 

R 

R 

C1 

C3 

R 

Students will produce 3-dimensional 

model and a poster of cell organelles 

and their functions. Students will 

investigate various cells under the 

microscope. 

(1.4, 4.4, SC3) 

Students will produce 3-dimensional 

model and a poster of cell organelles 

and their functions. Students will 

investigate various cells under the 

microscope. 

(1.4, 4.4, SC3) 

Students will compare the functions 

of a cell to a factory. 

(1.6, 1.8, 4.1, SC3) 

Students will create a flow chart that 

describes the interrelationships 

between the stated pairs of organelles. 

(1.6, 1.8, SC3) 

Students will name 3 organ systems 

and 2 organs from each. 

(1.5, 1.6, SC3) 

Students will observe the transport of 

water across the membrane of using 

decalcified eggs. 

(1.2, SC3, SC7) 

Provided with a cell diagram, students 

will identify the cell as plant or 

animal with explanation, match 

organelles with their functions, and 

select three organelles and provide 

their names. Explain why the cell 

theory is universal. 






their names. 






their names. 

Given a list of possibilities, students 

will select one pair of organelles, and 

discuss the interrelationship between 

the two. 

Provided with an example of an 

organ, students will describe how it 

fits into the hierarchy. 

Students will draw a cell under 

normal conditions, and then redraw it 

according to provided altered 

conditions. 

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Concept B: Cell Transport 

Discuss the importance of water for homeostasis (buffer for 

body temperature, reactant and product in chemical reactions, 

transport, turgor pressure, evaporation of sweat, filler 

substance, making or breaking organic compounds, solvent) 

Concept A: Organic Compounds 

Distinguish among protein, carbohydrate, lipids, and nucleic 

acids. Include elemental composition, functions and building 

blocks (monosaccharide=glucose, disaccharide=sucrose, 

polysaccharide=starch or cellulose, polypeptide, carboxyl 

group + amino group=amino acids, peptide bond between 

amino acids, nucleotides, fatty acids, glycerol). 

C1 

C2 

C8 

R 

W 

C3 

R 

Students will list 5 ways water is used 

for homeostasis. 

(1.5, 1.6, 2.3. SC3) 

Students will construct a 4-corner 

chart of the four organic compounds. 

The chart should include the 

elemental composition, functions, 

examples, and building blocks with 

structural drawing of each building 

block. 

Students will choose 3 uses for water 

and create cartoons illustrating them. 

Students will choose 2 organic 

compounds and list the elemental 

compositions, functions, the building 

blocks, and 2 examples and a use of 

each. 

Concept B: Organic Compounds 

Recognize the role of proteins in cell structure and function 

(enzyme action, growth and repair of body parts). Examples: 

regeneration, protein channels, spindle fibers in mitosis 

Concept C: Organic Compounds 

Recognize that energy is absorbed or released when breaking 

down or synthesizing organic compounds (include monomers 

and polymers). 

Concept A: Enzymes 

Explain how enzymes speed up chemical reactions (substrate, 

active site), describe the factors that affect their rate 

(temperature, pH), and examples of the roles of enzymes in the 

human body (e.g. digestion, catalase). 

C1 

C3 

C8 

C10 

C12 

R 

W 

C3 

C1 

C3 

C8 

C10 

C12 

R 

W 

(1.8, 4.1 SC3) 

Students will use catalase from liver 

to observe the rate of enzyme activity 

under various temperature and pH 

conditions. 

(1.2, 1.5, 1.8, 3.4, 4.1, 4.4, 4.6, SC3, 

SC7) 

Students will observe an exothermic 

reaction between sulfuric acid and 

powdered sugar. (1.6, SC3) 




conditions. 

(1.2, 1.5, 1.8, 3.4, 4.1, 4.4, 4.6, SC3, 

SC7) 

Provide and discuss an example that 

demonstrates the importance of 

proteins in cell structure and function. 

Diagram dehydration synthesis and 

hydrolysis of a given organic 

compound and indicate the direction 

of the flow of energy for each 

reaction. 

Evaluate a graph to indicate the 

optimum range for enzyme activity 

and a possible IV. 

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Concept B: Enzymes 

Discuss enzyme specificity using the lock-and-key analogy and 

enzyme reusability. 

Concept A: Photosynthesis & Respiration 

Compare photosynthesis and respiration, including energy 

storage and release. 

C1 

C3 

C8 

C10 

C12 

R 

W 

C3 

R 




conditions. 

(1.2, 1.5, 1.8, 3.4, 4.1, 4.4, 4.6, SC3, 

SC7) 

Students will create a diagram 

showing that photosynthesis and 

respiration are complimentary 

processes. 

Create a diagram to demonstrate 

enzyme specificity. 

Student will complete a diagram 

showing that photosynthesis and 

respiration are complimentary 

processes. 

Concept B: Photosynthesis & Respiration 

Be able to write the word and chemical equations for 

photosynthesis and respiration. 

C3 

R 

(1.6, SC3, SC4) 

Students will relate structural formula 

cards to the chemical equations of 


Write the chemical equations for 


Concept C: Photosynthesis & Respiration 

Discuss the factors that affect the rates (i.e. light intensity, 

availability of carbon dioxide or oxygen, and temperature) of 

the reactions. 

Concept D: Photosynthesis & Respiration 

Identify the colors of the visible spectrum, determine the 

common pigment (chlorophyll) in land plants, and interpret the 

absorption spectrum of chlorophyll. 

Concept E: Photosynthesis & Respiration 

Discuss the light dependent and light independent reactions of 

photosynthesis. Include the role of NADP and G3P. 

Concept F: Photosynthesis & Respiration 

Discuss glycolysis, citric acid cycle, and ETC of respiration. 

Include the role of NAD. 

Concept G: Photosynthesis & Respiration 

Outline the processes of alcoholic and lactic acid fermentation. 

C1 

C3 

C6 

C8 

C10 

C12 

R 

W 

C1 

C3 

T 

R 

C3 

R 

C3 

R 

C1 

C3 

(1.6, 1.8, SC3, SC4) 

Students will discover how light 

intensity and carbon dioxide affects 

photosynthesis. 

(1.2, 1.3, 1.6, 2.3, 3.5, 4.1, 4.4, 4.5, 

SC3, SC4, SC7) 

Students will separate the pigments of 

a leaf through chromatography and 

determine Rf values. 

(1.5, 1.6, 4.1, 4.6, SC3, SC4, SC7) 

Students will complete a flow chart 

on photosynthesis. 

(1.8, SC3, SC4) 

Students will complete a flow chart 

on respiration. 

(1.8, SC3, SC4) 

Students will observe how yeast 

fermentation is affected by different 

Provided with a factor affecting rate 

in photosynthesis or respiration, 

generate a graph to illustrate how an 

increase affects the rate of the 

process. 

Provided with an absorption spectrum 

graph, label the DV and identify the 

color of the pigment. 

Given the photosynthesis flow chart, 

summarize two stages. 

Given the respiration flow chart, 

summarize the three stages. 

Discuss one use of fermentation in 

industry. 

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Concept H: Photosynthesis & Respiration 

Recognize ATP as the cell's primary energy carrier. 

C8 

C10 

C12 

R 

T 

R 

food sources and temperatures. 

(1.6, 1.8, 4.1, SC3) 

Students will construct a model of 

ATP, indicate where the energy is 

stored, and discuss why ATP is 

important. 

Draw the parts of an ATP molecule, 

indicate where the energy is stored, 

and discuss why ATP is important. 

Concept A: Reproduction 

Distinguish between asexual (i.e., binary fission in bacteria, 

budding in yeast, and cloning in cuttings and identical twins) 

and sexual reproduction. Discuss the difference between 

therapeutic and reproductive cloning. 

Concept B: Reproduction 

Describe the advantages and disadvantages of asexual and 

sexual reproduction with regard to variation within a 

population. 

Concept C: Reproduction 

Identify the four ways sexual reproduction leads to variation 

among offspring: mutation, crossing-over (recombination of 

genes), independent assortment, contribution of genetic 

material from two cells (fertilization). 

Concept D: Reproduction 

Explain the unique property of stem cells and their potential 

uses. 

Concept A: Embryological Development 

Recognize that cells both increase in number and differentiate, 

becoming specialized in structure and function, during and 

after embryonic development. 

C10 

R 

C10 

R 

C8 

R 

C2 

C6 

C7 

R 

C3 

R 

(1.6, 1.8, 4.1, 4.6, SC3) 

Students will observe video clips of 

asexual reproduction. 

(1.6, SC3) 

Students will observe a video clip that 

discusses the advantages and 

disadvantages of asexual and sexual 

reproduction. 

(1.5, SC3) 

Students will read scenarios and 

identify which cause of variation 

matches the scenario. 

(1.5, 1.6, SC3) 

Students will read an article that 

identifies sources and potential uses 

of stem cells. 

(1.6, SC3) 

Students will create a time line of 

human development. 

(1.8, SC3) 

Students will select an example of 

asexual reproduction, and explain 

how it differs from sexual 

reproduction. 

Students will choose and explain 

whether a change in the environment 

due to the greenhouse effect will 

favor organisms that reproduce 

sexually or asexually. 

Students will describe one way that 

sexual reproduction leads to variation. 

Students will compare the pros and 

cons of stem cell usage. 

Students will trace the origin and list 

a potential future of a cell in a 

blastula/early embryo. 

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Concept B: Embryological Development 

Identify factors (biochemical, temperature) that may affect the 

differentiation of cells and the development of an organism. 

Concept A: Cell Division 

Name the three functions of mitosis (growth, repair, 

maintenance). Identify that the resulting cells are genetically 

identical to the starting cell. 

Concept B: Cell Division 

Outline the parts of the cell cycle with elaboration on the 

process of mitosis (phases—interphase, prophase, metaphase, 

anaphase, telophase; chromatid, centromere, spindle, cell 

plate). 

Concept C: Cell Division 

Explain why meiosis is necessary for sexual reproduction and 

how fertilization restores the diploid number. 

Concept D: Cell Division 

Describe the process of meiosis. (homologous chromosome 

pairs, diploid, haploid, crossing over) 

Concept A: DNA 

Describe the structure of DNA (nucleotides, nitrogen bases- 

A,T,C,G, deoxyribose, phosphate, double helix). 

Concept B: DNA 

Discuss the relationship among DNA, genes and chromosomes. 

C5 

T 

R 

W 

C10 

R 

C6 

C8 

C12 

T 

R 

C3 

D 

R 

C1 

C2 

C10 

R 

C3 

G 

C3 

G 

Students will participate in a 

WebQuest where they will derive a 

list of factors that may affect 

differentiation and development. 

(1.8, 1.10, 2.7, SC3) 

Students will read an article that 

identifies sources and potential uses 

of stem cells. 

(1.6, 3.1, SC3) 

Students will observe and sketch 

Allium root tips through a 

microscope. 

(1.4, SC3) 

Students will complete a chart to 

compare chromosome numbers of 

different species. 

(1.8, SC3) 

Students will watch a meiosis square 

dance video (United Streaming) and 

diagram all possible outcomes of 

gametes caused by independent 

assortment. 

(1.6, 1.8, 4.1, SC3) 

Students will create a 3D model of a 

DNA molecule. 

(1.6, 2.5, SC3) 

Students will create a 3D model of a 

DNA molecule. 

(1.6, 2.5, SC3) 

Write a paragraph addressed to a 

future mom identifying 5 factors that 

could negatively affect the 

development of the child during 

pregnancy. 

Students will name and describe a 

specific function of mitosis. 

Provided with pictures of cells during 

various stages of mitosis, label each 

cell with its correct phase. 

Apply your knowledge of meiosis to 

explain how a child with Trisomy 

21/Down Syndrome and Klinefelter's 

results. 

Provided with pictures of cells during 

various stages of meiosis, label each 

cell with its correct phase and indicate 

which cells are haploid or diploid and 

where homologous chromosomes are 

present. 

Students will be able to use a kit to 

construct a DNA molecule. 

Write a paragraph to discuss the 

relationship between DNA, genes, 

and chromosomes. 

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Concept C: DNA 

Discuss why replication is important; its process and outcome. 

Concept A: Protein Synthesis 

Explain how the DNA code determines the sequence of an 

amino acids in a protein; outline the process of transcription 

(mRNA, codon, uracil); outline the process of translation 

(tRNA, ribosome, start and stop codons) 

C3 

C10 

R 

C1 

C2 

C10 

W 

Students will watch a video clip of 

DNA replication. 

(1.5, SC3) 

Students will physically dramatize the 

role of mRNA by taking a DNA base 

sequence from the teacher's desk 

(nucleus), and translate it into the 

correct protein in the lab area 

(ribosome). 

Given a DNA molecule, illustrate the 

replication process halfway through 

and its final product. 

Given a DNA strand, provide the 

correct amino acid sequence. 

Concept B: Protein Synthesis 

Identify several ways that mistakes during replication can lead 

to mutations. Include substitutions (sickle cell), insertions, and 

deletions. 

Concept C: Protein Synthesis 

Identify possible external causes (heat, radiation, certain 

chemicals) and effects of DNA mutations (protein defects 

which affect chemical reactions, structural deformities). 

Examples: Thalidimide babies, affects of UV radiation, skin 

cancer, x-rays 

Concept D: Protein Synthesis 

Recognize that DNA codes for proteins which are expressed as 

heritable characteristics 

of an organism. Examples: sickle cell anemia, lactose 

intolerance, Tay-sachs 

Concept A: Genetics 

Explain how genotypes (heterozygous and homozygous) 

contribute to morphologic variation within a species. 

Concept B: Genetics 

Predict the probability of the occurrence of specific traits 

(including sex linked traits) in an offspring by using a 

monohybrid cross 

C3 

R 

C3 

R 

C3 

E 

R 

C3 

R 

C3 

R 

(1.5, 2.3, SC3) 

Students will predict the possible 

outcomes from 5 mutation scenarios 

of the original strand. 

(1.6, 1.8, SC3) 




(1.6, 1.8, SC3) 




(1.6, 1.8, SC3) 

Students will complete Punnett 

squares and write the genotypes and 

phenotypes. 

(1.8, 3.4, 3.5, SC3) 

Students will participate in a 

probability lab where they will 

compute percentages and ratios of 

crosses. 

Given the three types of mutations, 

decide which one is the least harmful 

and justify your answer. 

Discuss the effects of UV radiation at 

a cellular level. 

Given _________, a genetic disease, 

hypothesis about its possible cause. 









Concept C: Genetics 

Explain how sex-linked traits may or may not result in the 

C3 

G 

(1.5, 1.8, 3.4, 3.5, SC3) 


squares with sex-linked traits and 



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expression of a genetic 

disorder (hemophilia, muscular dystrophy, colorblindness) 

depending on gender. 

Concept D: Genetics 

Display an understanding of multiple allele inheritance by 

completing A, B, O 

blood crosses. Be able to identify antigens and antibodies and 

the possibilities for transfusion. 

Concept A: Classification 

Describe the modern classification system: taxa, binomial 

nomenclature, and five kingdom system (prokaryote, 

eukaryote). 

Concept B: Classification 

Define species in terms of the ability to breed and produce 

fertile offspring. 

D 

R 

C3 

R 

C1 

C3 

C10 

R 

W 

C1 

C2 

W 

identify the genotypes and phenotypes 

of the offspring. 

(1.5, 1.8, 3.4, 3.5, SC3) 


squares with blood crosses and 

identify the genotypes and phenotypes 

of the offspring. 

(1.8, 3.4, 3.5, SC3) 

Provided diagrams and specimens, 

students will categorize organisms 

into proper taxons using provided 

characteristics. 

(1.6, 1.8, 2.3, 3.3, SC3) 

Using the animal populations at 

Grant's Farm, students will discuss 

which animals are species. 







Given a menu, students will select 

two organisms and classify them to a 

their proper kingdom and phlyum. 

Explain why a mule is not a species. 

Concept C: Classification 

Explain how similarities used to group taxa might reflect 

evolutionary relationships (e.g. similarities in DNA and protein 

sequences, internal anatomical features, and patterns of 

development). 

Concept D: Classification 

Be able to utilize a dichotomous key. 

Concept E: Classification 

Explain how and why the classification of any taxon might 

change as more is learned about the organisms assigned to that 

taxon. 

C1 

C8 

C3 

C8 

R 

C10 

R 

(1.10, 2.3, 3.3, SC3) 

Students will compare amino acid 

sequences among various primates. 

(1.6, SC3) 

Students will use a dichotomous key 

to identify salamanders. 

(1.6, 3.5, SC3) 

Students will be introduced to the 

historical perspective of classification. 

(1.5, 1.9, 3.2, SC3) 

Given a set of organisms and their 

respective amino acid differences, 

students will compose a phylogenic 

trees. 

For a given set of objects, create a 

dichotomous key. 

Evaluate how classification can 

determine if two specimens belong to 

the same species. 

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Concept A: Macroevolution 

Interpret fossil evidence to explain the relatedness of organisms 

using the principles of superposition and fossil correlation. 

Include relative dating techniques (e.g. correlation of fossils 

and rock sequences, presence of intrusions and faults) to infer 

geologic history. 

Concept B: Macroevolution 

Define half-life and explain how fossils are dated using carbon- 

14 dating. 

Concept C: Macroevolution 

Evaluate the evidence that supports the theory of biological 

evolution (e.g., fossil records, similarities between DNA and 

protein structures, homologous and vestigial structures). 

Concept A: Microevolution 

Describe how variation in characteristics provides populations 

an advantage for survival. 

C1 

C2 

C7 

R 

C1 

C2 

C10 

W 

C10 

C3 

R 

Students will assign fossils to rock 

strata and analyze how these fossils 

are related by creating a phylogenic 

tree. 

(1.6, 1.8, 2.3, 4.4, 4.6, SC3, SC5, 

SC7) 

Students will complete a simulation 

of carbon-14 decay. 

(1.5, SC1) 

Students will view a PowerPoint that 

discusses the evidence for evolution. 

(1.5, 1.7, SC3) 

Students will go through a guided 

inquiry activity on industrial 

melanism and peppered moths. 

Excluding radioactive dating, outline 

three trends of the fossil record. 

Given a half-life of carbon-14, as well 

as the initial and final amounts of 

carbon-14, students will calculate the 

specimen's absolute age. 

Evaluate a strength and weakness for 

two of the major evidences for 

evolution. 

For a given scenario, evaluate the 

survival value of the variation. 

Concept B: Microevolution 

Explain the importance of reproduction to the survival of a 

species (i.e., the failure of a species to reproduce will lead to 

extinction). 

Concept C: Microevolution 

Explain how environmental factors (e.g., habitat loss, climate 

change, pollution, introduction of non-native species) can be 

agents of natural selection. 

C3 

R 

C3 

R 

(1.6, 3.2, 4.1, SC3, SC4, SC7, SC8) 




(1.6, 3.2, 4.1, SC3, SC4, SC7, SC8) 




(1.6, 3.2, 4.1, SC3, SC4, SC7, SC8) 





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Concept D: Microevolution 

Identify examples of adaptations that may have resulted from 

variations favored by natural selection (e.g. long-necked 

giraffes, long ears on jackrabbits). 

Concept E: Microevolution 

Given a scenario describing an environmental change, 

hypothesize why a given species was unable to survive. 

Concept F: Microevolution 

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). 

Concept G: Microevolution 

State that adapations may occur as the result of an allele 

frequency increasing in a population's gene pool over a number 

of generations. 

Concept A: Ecological Relationships 

Explain the nature of interactions between organisms in 

different symbiotic relationships (mutualism: E. coli in colon) 

(commensalism: Spanish moss (epiphyte) in trees)(parasitism: 

mosquito on mammal). 

Concept B: Ecological Relationships 

Explain how cooperative (symbiotic) and competitive 

(predator/prey) relationships help maintain balance within an 

ecosystem. 

C1 

C2 

C3 

C6 

C8 

C11 

T 

R 

W 

C3 

R 

C3 

R 

C1 

C2 

C3 

C8 

E 

R 

W 

C3 

C2 

C8 

Students will brainstorm various 

adapations of plants and animals. 

(1.5, 2.1, 2.3, 4.5, 4.6, SC3) 

Students will evaluate the impact of 

invasive species on Missouri's habitat. 

(1.6, 1.8, 2.3, 3.1, SC4, SC8) 

Students will discuss the implications 

of inbreeding in dogs. 

(1.6, 2.3, SC3, SC8) 

Students will calculate the differences 

of the frequency of the sickle-cell 

allele in Africa compared to the 

United States. 

(1.5, 1.6, 4.1, SC3) 

Students will identify a set of 

symbiotic relationships as mutualism, 

commensalism, or parasitism. 

(1.5, 1.8, 4.1, SC3) 

Students will evaluate food webs and 

predict what happens when organisms 

are removed or introduced to the 

ecosystem. 

Students will evaluate how plant and 

animal adaptations have best suited 

them for their environment. 

Students will read and summarize an 

article that discusses the decrease in 

songbird populations. 

Students will read an article on 

monoculture and compare it to 

polyculture. 

Students will informally use Hardy- 

Weinberg Principle to indicate allele 

frequency. 

Students will create a cartoon that 

demonstrates one of the symbiotic 


Students will discuss the 

consequences of the exploding deer 

population in Missouri. 

(1.6, 3.5, 4.1, SC3, SC4) 

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Concept C: Ecological Relationships 

Explain why no two species occupy the same niche in a 

community. 

Concept A: Energy Flow in Systems 

Illustrate and describe the flow of energy within a food web 

(food chain, autotroph, heterotroph, scavenger, decomposer). 

Concept B: Energy Flow in Systems 

Explain why there are generally more producers than 

consumers in an energy pyramid (pyramids of energy, biomass, 

and numbers; trophic levels) 

C3 

C5 

C3 

C3 

Students will analyze data involving 

the growth rates of paramecia species 

cultured separately and together. 

(1.5, 1.6, 1.8, 3.5, 4.1, SC4, SC7) 

Students will create a food web. 

(1.6, SC3, SC4) 

Given a set of data, students will 

calculate the biomass of each trophic 

level and assign the results to an 

ecological pyramid. 

Students will discuss how an 

ecologist would explain the impact 

the introduced rabbit population had 

on the sheep population in Australia. 

Students will analyze a food web and 

identify the trophic levels. 

Students will identify that when 

trophic levels are arranged for an 

ecosystem, the shape is pyramidal and 

discuss why. 

Concept C: Energy Flow in Systems 

Given a scenario, predict how energy distribution and energy 

use will be altered due to changes in a food web. 

Concept A: Cycles 

Explain the processes involved and the importance of recycling 

nitrogen, oxygen, and carbon through a system. 

C3 

C5 

C3 

(1.5, 1.6, 1.8, SC4) 




ecosystem. 

(1.6, 3.5, 4.1, SC3, SC4) 

Students will diagram the carbonoxygen 

cycle and discuss the 

importance of recycling matter. 

Students will evaluate the 

consequences to the ecosystem when 

an species is removed or introduced. 

Students will analyze the nitrogen 

cycle. 


Identify and explain the limiting factors that may affect the 

carrying capacity of a population within an ecosystem (logistic 

v. exponential growth)(e.g. drought, disease). 


Predict how populations within an ecosystem change in number 

and/or structure in response to hypothesized changes in biotic 

and/or abiotic factors. 

C3 

C3 

C5 

(1.6, SC5) 

Students will construct graphs 

representing logistic and exponential 

growth. 

(1.6, 1.8, SC4) 




ecosystem. 

Students will identify the parts of the 

logistic growth curve. 


consequences to the ecosystem when 

a species is removed or introduced. 

(1.6, 3.5, 4.1, SC4, SC8) 

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Environment 

Given a scenario describing how human efforts have adversely 

affected the stability and/or diversity of an ecosystem (e.g. 

destruction caused by direct harvesting, pollution, atmospheric 

changes), devise a multi-step plan to restore the stability and/or 

biodiversity of that ecosystem. 

Concept B; Interdependence of Organisms and their 

Environment 

Predict and explain how natural or human caused changes 

(biological, chemical, or physical) in one ecosystem may affect 

another ecosystem. 

C3 

R 

T 

C3 

Students will use the Internet to 

research the restoration of various 

endangered species throughout the 

United States. 

(1.1, 1.2, 1.4, 1.5, 1.10, 2.3, 3.1, 3.2, 

3.6, 4.1, 4.4, 4.5, 4.6, SC4, SC8) 

Students will discuss how recent 

events affected multiple ecosystems. 

(Taum Sauk Reservoir, Mt. St. 

Helen's, Tsunami, Hurricane Katrina, 

overuse of fertilizers) 

Students will devise a multi-step plan 

to restore a specified endangered 

species population. 


consequences of the Midwest Flood 

of 1993 on other ecosystems. 

Concept C: Interdependence of Organisms and their 

Environment 

Explain the mechanisms (e.g. global wind patterns, water cycle, 

ocean currents) by which environmental changes (biological, 

chemical, or physical) may have global impact. 

Concept A: Biodiversity 

Predict the impact (beneficial or harmful) of a natural 

environmental event (e.g. fire, flood, volcanic eruption, 

avalanche) may have on the diversity of different species in an 

ecosystem. 

Concept B: Biodiversity 

Describe possible causes of extinction of a population (e.g. 

rainforest destruction, habitat degradation or 

fragmentation)(endangered v. threatened). 

Concept A: Climate 

Provide evidence (e.g. melting glaciers, fossils, desertification) 

that supports theories of climate change due to natural 

phenomena and/or human interactions (greenhouse effect). 

C3 

C3 

C3 

R 

C3 

T 

R 

(1.6, 1.10, 2.3, 2.4, 3.1, 3.2, 3.6, 4.1, 

SC4, SC8) 

Students will be presented with 

information on El Niño and its 

relationship to increased hurricane 

activity. 

(1.5, 1.6, 2.4, 3.5, SC5, SC8) 

Students will be presented with 

information on prairie restoration. 

(1.5, SC4) 

Students will choose an endangered 

or extinct species and evaluate the 

cause of their status. 

(1.5, 3.5, 4.1, SC4, SC8) 

Students will conduct Internet 

research to provide a list of causes 

and effects of the greenhouse effect in 

the biosphere. 

Students will predict how a severe 

hurricane season would affect the 

Midwest. 

Students will discuss several impacts 

of fires on prairies. 

Students will read and summarize an 

article that discusses the decrease in 

songbird populations. 

Students will formulate several ways 

to lessen greenhouse effects. 

(1.2, 1.4, 1.10, 2.3, 4.1, SC5) 

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Concept B: Climate 

Explain how weather and climate patterns in a particular region 

are affected by factors such as proximity to large bodies of 

water or ice/ocean currents, latitude, altitude, prevailing wind 

currents, and amount of solar radiation.(include biomes: 

tropical rain forest, grasslands, temperate forest, and desert). 

C3 

Students will discuss how various 

factors such as proximity to water, 

mountainous regions, and proximity 

to the equator affect particular 

ecosystems. 

(1.6, 4.1, SC4, SC5) 

Given the description of your 

ecosystem (climate), determine your 

location. 

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Physical Science 

Rationale: 



to our ever changing world. The goal of Physical Science is for students to gain an understanding of the physical world as it relates to 

physics and earth science while preparing students for study in biology, chemistry, and physics. 


Biology begins with a discussion of the unique properties of living organisms that set them apart from the non-living components of 

the environment in which they live. The presentation of molecular and cellular biology follows and gives a background for the 

concepts of reproduction and genetics. Units dealing with microbiology, multicellular plants, invertebrate animal life, the vertebrate 

animals, and evolution follow. Finally, an overview of the sphere of life on earth is presented. Much time is spent using methods in 

experimentation and observation, collecting and interpretation of data, followed by drawing of conclusion. This course is a perquisite 

for all the biological sciences, and is a god basic course to take before college biology. 

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Concept A: The motion of an object is described as a 

change in position, direction, and speed relative to 


2.1.A.a The motion of an object is described as a 


another object (frame of reference) Represent and 

analyze the motion of an object graphically 

Strand 7B, 8.1B 

C1 

C10 

R 

T 

Students will complete the Walking Graphs lab. 

Students will walk and build various 

graphs based on ability. 




2.1.A.b Analyze the speed of two objects in terms 

of distance and time 

Strand 7E, 8.1B 




2.1.A.c Calculate the speed of objects (speed = 

distance/time) 

Strand 7C 

Concept B: An object that is accelerating is speeding 

up, slowing down, or changing direction 

2.1.B.a Measure and analyze an object’s motion 

in terms of speed, velocity, and acceleration 

Strand 7D, 8.2A, 8.3B 

C1 

C10 

R 

T 

C3 

R 

C5 

C6 

C9 

E 

(1.3, 1.4, 1.8) 

Students will analyze various speeds of the 

students. Have student walk slow and fast and 

graph both sets of data on same set of coordinates 

and calculate the speeds from the slope of each 

line. 

(1.8,2.3) 

Students will calculate the slope of the line to find 

the speed. 

(1.6, 2.3) 

Students will complete a lab for positive 

acceleration with student's walking, graphing data, 

use graph to find final and initial velocity and final 

and initial time. Use formula to find the average 

acceleration of the student. For negative 

acceleration, use a bowling ball or basketball. Roll 

it on floor or ground and graph data. Do same as 

for positive acceleration. Discuss the relationship 

between speed and velocity in hurricanes. Discuss 

the effects on society and in disasters what are the 

roles of private and government groups. 

Students will switch data with another 

group and graph their data and calculate 

speed from the slope of the line. 

Students will take teacher's data graph it 

and find the slope of the line. 

Students will compare the speed graph 

with the acceleration graph. 

Concept B: An object that is accelerating is speeding 

up, slowing down, or changing direction 

C5 

C6 

(1.8, 2.3,4.3) 

See 2.1.B.a 

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2.1.B.b Calculate the acceleration of an object 

(final velocity-starting velocity/time) 

Strand 7D, 8.2A, 8.3B 

C9 

E 

(1.6, 2.3) 






2.2.B.d Recognize all free-falling bodies 

accelerate at the same rate due to gravity 

regardless of their mass 

Strand 7A, 8.2A, 8.2B 

C2 

C7 

C3 

G 

Students will demonstration of acceleration and 

gravity using vacuum tubes containing feather and 

penny. Discuss women in space. Discuss how new 

theories have emerged as the space program 

progressed. 

(1.2, 1.8, 4.1) 

Students will form hypothesis and choose 

their objects to drop. 






2.1.C.a Compare the momentum of two objects in 

terms of mass and velocity (Do NOT assess 

calculations) 

Strand 7A, 7C, 7D, 8.1B 

C1 

C10 

T 

D 

Students will crash two things into each other, 

using skates, carts, etc. First, use two objects that 

have the same mass, then use objects that have 

different masses. Observe the points were both 

collide. Then measure the masses and velocities of 

each object. Determine momentum using the 

formula. Have students predict the object. 

Students will discuss the effects of a 

traffic accident based on momentum. 

Discuss the quality of life after a major 

traffic accident. 



2.1.C.b Explain that the total momentum remains 

constant within a system 

Strand 7A, 7C, 7D, 8.1B 

C1 

C10 

T 

(1.2, 3.1) 

Compare the momentums of the objects used in 

2.1C.a. Observe the collision of pool balls. 

Same as 2.1C.b 

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forces (pushes, pulls, friction, buoyancy) or noncontact 

forces (gravity, magnetism), that can be 

described in terms of direction and magnitude. 

2.2.A.a Identify and describe the forces acting on 

an object (i.e., type of force, direction, magnitude 

in Newton’s) 

STRAND 7D 


interaction of mass and forces, and are used to predict 


2.2.D.a & b Recognize that inertia is a property 

of matter that can be described as an object’s 

tendency to resist a change in motion, and is 

dependent upon the object’s mass (Newton’s First 

Law of Motion). Describe the effect of a change 

in mass of an object on the inertia of that object 

(Newton’s First Law of Motion) 

STRAND 7E 




2.2.D.e Determine the overall effect (i.e., 

direction and magnitude) of forces acting on an 

object at the same time (i.e., net force) 

STRAND 7E 

C1 

C2 

C3 

C5 

C1 

C3 

R 

Use free-body diagrams to identify type of force, 

direction and magnitude. Teacher directed. 

(3.5, 4.1.) 

Demonstrate law of inertia by discussing car 

crashes and purpose of seat belts using the Barbie 

dolls. 

(1.3, 4.1) 

Start with a book on a table. Draw on board. Draw 

vertical arrows (vectors), equal and opposite, to 

represent weight (up) and gravity (down). The 

book is sitting still so the horizontal forces are 

equal and opposite. Show by arrows (vectors). 

Illustrate different scenarios, like pushing, pulling, 

dropping, etc. the book and have students 

determine relative length and direction of the 

arrows. 

Students will individually identify forces 

in terms of direction and magnitude. 

Students will come up with other 

examples of inertia. 

Students will present scenarios and 

another group draws the arrows. 




2.2.D.c & f Using information about the mass and 

C1 

C3 

R 

(1.6) 

Determine force and acceleration using books, 

Students will discuss what kinds of forces 

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acceleration of two objects, compare the forces 

required to move them (force = mass x 

acceleration) (Newton’s Second Law of Motion) 

Predict and explain the effect of a change in force 

and/or mass on the motion of an object (Newton’s 

Second Law of Motion) 

STRAND 7D 




2.2.D.g & h Analyze action/reaction forces acting 

between two objects (e.g., handball hits concrete 

wall, shotgun firing) and describe their magnitude 

and direction (Newton’s Third Law of Motion). 

Predict the change in motion of one object when 

it is acted upon by the equal and opposite force of 

another object (i.e., action/reaction forces) 

(Newton’s Third Law of Motion) 

STRAND 7C 



2.2.B.a & b Describe gravity as an attractive force 

among all objects Compare and 

describe the gravitational forces between two 

objects in terms of their masses and the distances 

between them 

STRAND 7C 



2.2.B.c Describe weight in terms of the force of a 

planet’s or moon’s gravity acting on a given mass 

STRAND 7D 

Concept E: Perpendicular forces act independently of 

each other 

2.2.E.a Describe the force(s) that keep an object 

traveling in a circular path 

STRAND 7E 

Concept E: Perpendicular forces act independently of 

each other 

2.2.E.b & c Describe the force(s) acting on a 

projectile on the Earth Predict the path of 

C1 

C3 

C10 

C3 

C2 

C12 

T 

C2 

C3 

C10 

C1 

C3 

C4 

C7 

spring scale. Vary the number of books and the 

force used to pull them. Read the force from the 

spring scale. Mass the books. Then calculate 

acceleration using the F=ma formula. 

(1.8) 

Put 1L plastic bottle on floor on top of straws, add 

water and alka-seltzer, cork it. As gas forms, the 

cork goes off one way and the bottle the opposite 

way. Can also have balloon races. 

(1.2, 1.3, 2.3, 3.4) 

First, drop something to show that gravity is 

always attractive. Then use model of a solar 

system along with magnets to hypothesize the size 

of the gravitational force between the sun and a 

planet compared to the sun and another planet and 

a greater or less distance. 

(1.6) 

Have students predict if their weight on another 

planet would be greater or less. Than using a 

computer site plug in the student's weight and the 

site automatically computes their weight on 

another planet. 

(1.4, 3.5) 

Put a string in a slotted ball or one-holed rubber 

stopper and swing around vertically. Student 

should be able to feel the force in their fingers. 

Use the air-powered rockets in a large outside area. 

Have students predict where the maximum height 

would be. Shoot rockets off at various angles. 

Discuss history of rocketry with respect to war and 

makes cars speed up or slow down. 

Discuss the differences in masses and the 

effect upon acceleration. Also, practice 

using then F=ma formula. 

Students will explain the results in terms 

of action and reaction forces. 

Students will receive a planet and 

compare the gravitational force to that of 

earth. 

Students will analyze the accuracy of 

their predictions. 

Students will describe verbally or written 

the force they feel and how it controls the 

acceleration of the object. 

Students will draw the projectile path on 

the paper. Using the vector arrows 

describe the forces at various point. What 

happens to make the rocket go up and 

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an object when the forces directing it change 

7B, 7C, 7D, 8.1B, 8.1C, 8.2A, 8.2B, 8.3B, 8.3C 

G 

E 

T 

space travel. With the war topic, discuss courage 

of soldiers and racial and gender equity. And led to 

peace. 

what makes it come down. 

(1.6, 3.2, 3.5, 4.6) 

Standard 6: Composition and Structure of the Universe and the Motion of the Objects within 

It 

2. Regular and predictable motions of objects in the universe can be described and explained as the 

result of gravitational forces 


Concept D: Gravity is a force of attraction between 

objects in the solar system that governs their motion 

6.2.D.a Explain orbital motions of moons around 

planets, and planets around the Sun, as the result 

of gravitational forces between those objects 

STRAND 7E 

C1 

Discussion -Ask: What is the largest object you 

see in the sky (the sun). You don't see the 

planets. Talk about the size of the sun and how it 

keeps the planets in orbit. Talk about the largest 

planet, which is Jupiter, and the fact that it has 

several moons. 

(1.8, 3.5) 

Students will answer the following 

question: If Jupiter suddenly moved 

where Mars is, what effect could that 

have on the position of our planet in the 

solar system Any answer is acceptable 

as long as the student can back it up with 

known facts. 





Concept B: Mechanical energy comes from the motion 

(kinetic energy) and/or relative position (potential 


1.2.B.a Relate kinetic energy to an object’s mass 

C11 

T 

W 

Use 3 different size balls, e.g., like a bowling ball, 

basketball, and tennis ball. Have them apply 

enough force to get each to a certain distance. Ask 

why did you have to exert more force on the 

Students will work through the following 

scenario: You are hired by NASA to 

determine how much force it takes to lift 

a rocket off the ground. There are 

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and its velocity 

STRAND 7C, 7D, 8.2B, 8.3B 




1.2.B.b Relate an object’s gravitational potential 

energy to its weight and height relative to the 

surface of the Earth 

STRAND 7C 




1.2.B.c Distinguish between examples of kinetic 

and potential energy (i.e., gravitational, elastic) 

within a system 

STRAND 7C 




1.2.B.d Describe the effect of work on an object’s 

kinetic and potential energy 

STRAND 7D 


another within and between systems, but the total 

amount remains the same 

1.2.F.a Describe the transformations that occur as 

energy changes from kinetic to potential within a 

system (e.g., car moving on rollercoaster track, 

child swinging, diver jumping off a board) (Do 

NOT assess calculations) 

STRAND 7B, 7D 

C1 

C3 

C2 

C6 

C7 

C10 

C1 

C3 

C2 

C6 

C7 

C10 

heavier ball than the others. 

(2.3, 3.1, 4.1) 

Have students investigate what will crack open a 

peanut: a notebook or a textbook dropped from the 

same height. 

(1.2, 3.5) 

Hang a weight (water balloon) from the ceiling. 

Have the students predict if the student would be 

hit when someone on the opposite side swings the 

balloon. (don't give it a force, just let go.) 

(1.2, 1.4, 3.5) 

Refer to 1.2B.b. Now introduce the amount of 

work involved. Then apply this to throwing a ball 

up into the air. The more force given to the ball, 

the higher it will go. 

(1.2, 3.5) 

Do the pendulum activity. 

(1.6, 1.8, 3.5) 

different masses of cargos. Discuss the 

motivation and goal-setting of the 

astronauts, in fact, the whole space 

program. 

Students will explain GPE's importance 

in an egg drop contest (or dropping a 

water balloon). 

Students will find examples from current 

events of KE and PE. 

Students will identify work, PE and KE in 

this situation. Then in a few more 

examples provided by the teacher. Then 

using student's examples. 

Students will analyze the pendulum 

activity diagramming the areas of PE, KE 

and both. 




255 of 367

Concept F: Simple machines (levers, inclined planes, 

wheel and axle, pulleys) affect the forces applied to an 

object and/or direction of movement as work is done 

2.2.F.a Describe the relationships between work, 

applied net force, and the distance an object 

moves 

STRAND 7C, 8.1B 




2.2.F.b Explain how the efficiency of machines 

can be expressed as a ratio of work output to 

work input 

STRAND 7C 




2.2.F.c Describe power in terms of work and time 

STRAND 7E, 8.1B 




2.2.F.d Analyze and describe the relationship 

among work, power, and efficiency 

STRAND 7C, 7E, 8.1B 

C1 

C8 

D 

T 

W 

C1 

C8 

D 

T 

W 

C3 

C8 

T 

C1 

C2 

C10 

T 

Put weights (ex. Books) on a platform. Have a 

student try to lift the weights with no help. 

Discuss the need for ramps, including handicap.. 

(1.10, 3.1, 3.2, 3.5) 

Continuing from 2.2.F.a., now use a machine, like 

a car jack to lift the books. If no car jack, set up a 

pulley system Identify the input and output force. 

(1.10, 3.1, 3.2, 3.5) 

Explain the formula, P = work x time. Encourage 

students to be patient with themselves in doing the 

math. 

(1.10) 

Find the amount of work you do going up the 

stairs. Have students relate to how many light 

bulbs they can power by going up the stairs once, 

or more often. 

(3.2) 

Students will think of other situations 

where a lot of force is needed to do a job, 

like digging a hole, etc. How would you 

make the job easier 

Students will work through the following 

situation: You can't move the refrigerator 

from the kitchen to the moving truck. 

How would you do it. 

Students will do power problems. 

Students will use lab scenario and give 

students different sets of data and have 

them calculate the power. 








1.2.F.b Compare the efficiency of simple 

machines (recognizing that, as work is done, the 

amount of usable energy decreases with each 

transformation as it is transferred as heat due to 

friction) 

STRAND 7A, 7B, 7D 

C3 

C11 

W 

Have students design a block and tackle system to 

lift a weight. Using a spring scale determine the 

input force. Calculate the output force. Students 

will find that the output force is less than the input 

force. 

Students will explain why the output is 

less than the input. 

(1.2, 1.3 1.10, 3.5, 3.7) 

Concept F: Energy can change from one form to C2 Give the students a paper clip. Straighten it. Touch Students will determine how far someone 

256 of 367



1.2.F.c Classify the different forms of energy 

(i.e., chemical, nuclear, thermal, mechanical, 

electromagnetic) that can be observed as energy is 

transferred and transformed within a system when 

given a scenario (e.g., dynamite explosion, solar 

radiation interacting with the Earth, 

electromagnetic motor doing work, energy 

generated by nuclear reactor) 

STRAND 7A, 7B, 7D, 8.3B, 8.3C 




1.2.F.d Explain how energy can be transferred 

(absorbed or released) or transformed between 

and within systems as the total amount of energy 

remains constant (i.e., Law of Conservation of 

Energy) 

STRAND 7A, 7B, 7D 

C10 

R 

C6 

it to your lip to feel the cold. Then rapidly bend it 

10 times and touch to lip. It should feel hot. . Also, 

look up links to information using nuclear fusion 

as an energy source. Discuss as a class different 

examples of energy changes, not necessarily using 

all five energies in the same example. 

(1.2, 2.7, 3.5) 

Use the food chain to show how energy is 

transferred, transformed from one kind to another, 

including friction, eventually to humans. 

(1.6, 3.5) 

would have to walk to work off 3 snicker 

bars. 

Students will come up with their own 

example of transfer of energy. 





forces as different aspects of a single electromagnetic 

force 

2.2.C.a Recognize changing magnetic fields can 

produce electrical current and electric currents 

can produce magnetic forces 

STRAND 7C, 7D, 8.1B 


forces as different aspects of a single electromagnetic 

force 

2.2.C.b Predict the effects of an electromagnetic 

force on the motion of objects (attract or repel) 

STRAND 7C, 7D, 8.1B 

C7 

T 

C3 

C6 

T 

R 

Get an ammeter or a galvanometer. Get a 500 cm 

copper wire; wrap it around some insulated 

cylinder. Hook up one end to the meter, the other 

to a Christmas tree bulb, then to the meter. Insert a 

bar magnet, in and out, into the cylinder. 

Electricity is produced causing the bulb to light. 

(1.2, 3.5) 

Make an electromagnet. Show how it attracts a 

bunch of staples or paper clips. Then switch poles 

and see if the items are repulsed. 

(1.2, 2.7, 3.5) 

Students will infer what would happen if 

fewer or lesser coils of wire are used; and 

when the speed of the magnet is changed. 

Students will explain how a speaker 

works. Show how the amps are 

controlled. Find info on the internet. 

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transfer (work and heat), and a receiver 

1.2.A.d Differentiate between the properties and 

examples of conductors and insulators of different 

forms of energy (i.e., thermal, mechanical, 

electromagnetic) 

STRAND 7A, 7B, 7C, 7D, 7E, 8.1B 


transfer (work and heat), and a receiver 

1.2.A.e & f Describe sources and common uses of 

different forms of energy (i.e., chemical, nuclear, 

thermal, mechanical, electromagnetic) . Identify 

and evaluate advantages/disadvantages of using 

various sources of energy (e.g., wind, solar, 

geothermal, hydroelectric, biomass, fossil fuel) 

for human activity. 

STRAND 7B, 7C, 7D, 7E, 8.1B, 8.1C, 8.2B, 

8.3D 

C3 

C11 

T 

C1 

C3 

C5 

C6 

C8 

C11 

C12 

T 

R 

W 

Tape 3 D batteries together. Tape a wire to each 

end. On one end connect a Christmas tree light. 

Then go around room and check for insulators and 

conductors. Make a list. By the amount of 

brightness, tell which is the stronger conductor. 

(1.8, 2.1) 

Student does computer research and report on one 

type of energy source based on their choice of 

presentation, such as brochure, power point, 

poster, etc. Part of the report was the importance 

to humans and the effect that energy source had on 

the environment. Can be used as a Differentiated 

Instruction lesson. 

(1.5, 2.1, 2.4, 4.5, 4.6) 

Students will make a list of conductors 

and insulators based on this activity. 

Relate what materials each is composed 

of and generalize what kinds of matter 

conduct and what conduct. Within their 

home, find 5 conductors and 5 insulators. 

What kinds of materials are each made 

of Why do we have insulators and 

conductors Write a brief report and 

share with students the next day. 

Students will give a quiz after the energy 

source they reported on. 

Standard 5: Processes and Interactions of the Earth’s Systems 

258 of 367

(Geosphere, Atmosphere, and Hydrosphere) 




resources affected by human activity 

5.3.A.a Distinguish between renewable and 

nonrenewable energy resources. 

STRAND 7D, 7E, 8.1B, 8.1C, 8.3B, 8.3C, 

8.3D 

C1 

C2 

C3 

C6 

R 

T 

Ties into 1.2.A.e & f 

Standard 6: Composition and Structure of the Universe and the Motion 

of the Objects within It 

2. The universe has observable properties and structure. 


Concept A: The Earth, Sun, and moon are part of 

a larger system that includes other planets and 

smaller celestial bodies 

6.1.A.a Describe and relate the positions and 

motions of the Sun-Earth solar system, the 

Milky-Way galaxy, and other galaxies within 

the universe (i.e., it is just one of several solar 

systems orbiting the center of a rotating spiral 

galaxy; that spiral galaxy is just one of many 

galaxies which orbit a common center of 

gravity; the expanding universe causes the 

distance between galaxies to increase) 

STRAND 7A, 7D, 7E, 8.1B, 8.2B, 8.3D 




6.1.C.a Identify information that the 

C2 

C6 

C8 

E 

R 

T 

C3 

T 

Show the video “Powers of Ten” and the last 5 

minutes of the movie “Men in Black”. Use the 

activity “Expansion of the Universe” (balloon, mark 

two spots, blow up the balloon, etc) 

(2.2, 2.4, 3.5) 

Use the diffraction grating glasses, have students 

look at the fluorescent lights and incandescent lights. 

The two differ. Then help students relate this to the 

different spectrum obtained from stars, etc. and how 

Students will explain to a fifth grader the size 

of the universe. This requires the student 

coming up with his own analogy. Write a 

500 word essay on if you believe in the Big 

Bang or not based on what was discuss in 

6.1.A.a and 6.1.C.a.y of the universe. 

Students will use different H-R diagrams, 

decide which star cluster is youngest, oldest, 

and the ages of the clusters. 

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electromagnetic spectrum provides about the 

stars and the universe (e.g., chemical 

composition, temperature, age of stars, 

location of black holes, motion of celestial 

bodies) 





6.1.C.b Evaluate the 

advantages/disadvantages of using different 

tools (e.g., spectroscope, different types of 

telescopes, probes) to gather information 

about the universe (e.g., background radiation, 

magnetic fields, discovery of previously 

unknown celestial bodies) 

STRAND 7B, 7E, 8.1B, 8.1C, 8.2B 


location suitable to sustain life 

6.1.B.a & b Explain how Earth’s 

environmental characteristics and location in 

the universe (e.g., atmosphere, temperature, 

orbital path, magnetic field, mass-gravity, 

location in solar system) provide a lifesupporting 

environment Compare the 

environmental characteristics and location in 

the universe of Earth and other celestial 

bodies (e.g., planets, moons) to determine 

ability to support life. 

STRAND 7B, 7C, 7E, 8.1B, 8.2B 

C1 

C2 

C3 

C11 

T 

R 

W 

C3 

C6 

R 

T 

W 

that relates to the ages of the stars, black holes, and 

the locations. 

(1.4, 3.5) 

Research and list the advantages and disadvantages 

of different types of tools used to gather information 

about the universe. 

(2.3, 2.4) 

Compare Venus and Mars to Earth. Proof of water 

on each planet, atmosphere, distance from Sun. 

(2.3, 2.4) 

Students will use groups (jigsaw) to have 

various groups present a part of the 

information to the class. 

Students will pick one of the nine planets. 

And report on why life can or can not be 

supported.. 

Standard 6: Composition and Structure of the Universe and the Motion of the 

260 of 367

Objects within It 

3. Regular and predictable motions of objects in the universe can be described and explained as the 

result of gravitational forces 



between objects in the solar system that governs 

their motion 

6.2.D.a Explain orbital motions of moons 

around planets, and planets around the Sun, as 

the result gravitational forces between those 

objects 

STRAND 7C 

C3 

Using a model of the solar system, or one from the 

internet, and/or a video, discuss the orbital paths of 

the planets and moons. The moon and planets tend to 

move in a straight line unless acted upon by an 

unbalanced force. That unbalanced force is gravity. 

(1.6) 

Students will draw the planets and the 

direction of movement. Use vectors. 

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Concept C: The regular and predictable motions 

of a planet and moon relative to the Sun explain 

natural phenomena, such as day, month, year, 


seasons 

6.2.C.a, c & d Relate units of time (i.e., day, 

month, year) to the regular and predictable 

motion of the planets and moons and their 

positions in the Solar system. Provide 

evidence that can be observed from Earth that 

supports the fact Earth rotates on its axis and 

revolves around the Sun Predict the 

moon rise/set times, phases of the moon, 

and/or eclipses when given the relative 

positions of the moon, planet, and Sun. 

STRAND 7C, 8.2B, 8.3B 





seasons 

6.2.C.b Explain seasonal phenomena (i.e., 

weather, length of day, temperature, intensity 

of sunlight) as a consequence of a planet’s 

axial tilt as it rotates and a orbital position as 

it revolves around the Sun 

STRAND 7D 





seasons 

6.2.C.e Explain how the gravitational forces, 

due to the relative positions of a planet, moon, 

and Sun, determine the height and frequency 

of tides 

STRAND 7C, 7E 

C1 

C2 

C8 

C1 

C3 

C3 

Using the concept attainment model (which is like 

game), lead the students to the concept that the earth 

revolves around the sun and rotates on its axis to 

give us seasons. Teacher presents students a list of 

“yes” and “no”, one at a time. And students try to 

guess what the concept is. 

For example: Yes, student guess 365 days a year 

30 or 31 days a month night and day 650 days the 

seasons Milky Way the North star Etc… 

Earth is the center of the universe. For the second 

part of this objective, use the activity “Modeling 

Phases and Eclipses” 

(1.6, 2.3, 4.6) 

Do the lab “Comparing the Angle of Sunlight to 

Intensity.” Shining heat lamp on globe, measuring 

temperatures at different angles on the earth’s axis. 

(1.2, 2.3, 3.5) 

Draw diagrams of the earth and moon in reference to 

the sun and how they pull on each other and operate 

as a three-body system. 

(1.6) 

Students will define the concept based on the 

yeses and no’s. Have students answer the 

analysis questions with the activity. 

Students will infer which angle models of 

the sun represent the seasons. 

Students will explain the relationships to each 

other. 

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Concept A: The apparent position of the Sun and 

other stars, as seen from Earth, change in 


6.2.A 

Concept B: The apparent position of the moon, 

as seen from Earth, and its actual position relative 

to Earth change in observable patterns 

6.2.B 

Not assessed 

Not assessed 



2. Earth’s Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change 

by common processes 


Concept G: The geosphere, hydrosphere, and 


processes that transfer energy and Earth’s 

materials 

5.2.G.a Explain how global wind and ocean 

currents are produced on the Earth’s surface 

(e.g., effects of unequal heating of the Earth’s 

land masses, oceans, and air by the Sun due to 

latitude and surface material type; effects of 

gravitational forces acting on layers of air of 

different densities due to temperature 

differences; effects of the rotation of the 

Earth; effects of surface topography) 

STRAND 7B, 7C 

C1 

C3 

W 

R 

Heating soil, sand and water under lamp. Students 

take temperature of each part as it heated and then 

cooled. Students make a data table and Put finger on 

globe at Equator (or one of the poles) and drag finger 

to another place. Students see that the path is a 

curved line rather than straight. analyze their data. 

Refer to the lab setting in a work place. 

(1.2, 1.8) 

Students will answer lab questions. 

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materials 

5.2.G.b Describe the effects of natural 

phenomena (e.g., burning organic material, 

volcanic eruptions, lightning, changes in 

global wind and ocean currents) on the 

properties of the atmosphere 


Concept F: Constantly changing properties of the 

atmosphere occur in patterns which are described 

as weather 

5.2.F.a & b Predict the weather at a 

designated location using weather maps 

(including map legends) and/or weather data 

(e.g., temperature, barometric pressure, cloud 

cover and type, wind speed and direction, 

precipitation). Discover and evaluate patterns 

and relationships in the causes of weather 

phenomena and regional climates (e.g., 

circulation of air and water around the Earth, 

movement of global winds and water cycles 

due to solar radiation) 

STRAND 7D 

C1 

C2 

C4 

C5 

C9 

E 

C3 

Discuss volcanic eruptions and their impact on 

humans. Also the meteor impact on dinosaurs and 

the resulting weather and earth conditions. Discuss 

the 2004 tsunami and the number of people from all 

over the world that went down to help the victims. 

This brought some peace to that part of the world. 

(1.10, 3.5) 

Look at the different types of weather fronts. Discuss 

local weather possibilities, like formation of 

tornados. Take the local climate and compare it to 

another place in the world. 

(1.2, 3.5) 

Students will predict what would happen if a 

meteor hit earth today on the scale of the one 

that killed the dinosaurs. Study the impact on 

humans, economics, weather, etc. 

Students will evaluate the two different 

weather systems. 



1. Earth’s Systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures 



various materials, including soil, minerals, and 

rocks, with characteristic properties 

5.1.A 

Not assessed 



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5.3.A.e & f Recognize how the 

geomorphology of Missouri (i.e., different 

types of Missouri soil and rock materials such 

as limestone, granite, clay, loam; land 

formations such as karst (cave) formations, 

glaciated plains, river channels) affects the 

development of land use (e.g., agriculture, 

recreation, planning and zoning, waste 

management) Recognize the limited 

availability of major mineral deposits in the 

United States (e.g., lead, petroleum, coal, 

copper, zinc, iron, gravel, aluminum) and the 

factors that affect their availability 



5.3.A.g Recognize the economic, political, 

social, and ethical constraints associated with 

obtaining and using natural resources (e.g., 

mining and use of different types of Missouri 

mineral resources such as lead mining, gravel 

dredging, strip mining, coal burning, 

production of fertilizers and explosives; use of 

fossil fuels versus renewable resources) 

(Assess Locally) 

STRAND 7D, 7E, 8.2B 

C3 

C3 

C6 

On a blank map of Missouri, show the different types 

of soils, minerals, etc. in various parts of the state. 

Have student draw in good places for planting, 

mining, city building, etc. 

(1.2, 3.5) 

Tie in with the project in 5.3A e&f . 

Conserving resources p139 

Global Water Cycle p522 

Students will answer the following questions: 

Mr. Jones wants to buy a farm in Missouri. 

Where is the best place for him to buy and 

why 

Students will be given different scenarios 

have students discuss the economic, political, 

social, and ethical constraints. Put in form of 

an essay. 

265 of 367



2. Earth’s Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change 

by common processes 



sources of energy within the geosphere that cause 

changes in Earth‘s crustal plates 

5.2.B.a Describe the internal source of energy 

on Earth that results in uneven heating of the 

mantle (i.e., decay of radioactive isotopes) 

STRAND 7C, 7D, 7E 




5.2.B.b Illustrate and explain the convection 

currents that result from the uneven heating 

inside the mantle and cause movement of 

crustal plates 

STRAND 7B, 7C, 7D, 7E 




5.2.B.c Describe how the energy of an 

earthquake travels as seismic waves and 

provides evidence for the layers of the 

geosphere 





5.2.B.d Relate the densities of the materials 

found in continental and oceanic plates to the 

processes that result in each type of plate 

boundary (i.e., diverging, converging, 

transform) 

STRAND 7B, 7C 




C3 

C1 

C2 

C1 

C3 

C8 

R 

T 

C3 

R 

C3 

C7 

R 

Discuss and explain the decay of radioactive isotopes 

and the heat released from that decay. 

(1.5, 3.4) 

Use diagrams and convection current lab (with food 

coloring in hot water to show swirling. 

(1.5, 3.4) 

Use epicenter lab, using triangulation, to determine 

the epicenter. Incorporate the shadow zones and 

layers. Have students make poster of the shadow 

zones and have students explain the wave behavior. 

(1.6, 2.4, 3.5) 

Use the Continental Collision lab. Using wood base, 

adding machine paper, napkin, do the following. 

Push the wood blocks together and observe the 

formation of mountains. Pull them apart and slide 

them by each other. 

(1.2, 1.5) 

Use Continental Collision Lab as described in 5.2 

B.d for this objective. Also use the convection 

current lab from 5.2 B.b. Plus demonstrating the age 

Tie in with 5.2.B.b 

Students will draw a diagram of what went 

on and explain the results using scientific 

terms. 

Students will determine where the epicenter 

is. 

Students will identify the type of boundary 

based on if a trench or ridge or mountains 

occurred. 

Students will take the information they 

learned and put it into the form of a poem, 

song, story, drawing. Student option to 

266 of 367

5.2.B.e & f Describe the effects of the 

movement of crustal plates (i.e., earthquakes, 

sea floor spreading, mountain building, 

volcanic eruptions) at a given location on the 

planet Articulate the processes involved 

in the Theory of Plate Tectonics (i.e., uneven 

heating of the mantle due to the decay of 

radioactive isotopes, movement of materials 

via convection currents, movement of 

continental and oceanic plates along 

diverging, converging, or transform plate 

boundaries) and describe evidence that 

supports that theory (e.g., correlation of rock 

sequences, landforms, and fossils; presence of 

intrusions and faults; evidence of sea-floor 

spreading) 

STRAND 7C, 7D, 7E, 8.2B 


features are changed through a variety of external 

processes 

5.2.A.a Explain the external processes (i.e., 

weathering, erosion, deposition of sediment) 

that result in the formation and modification 

of landforms 

STRAND 7C,N 7D, 7E 


features are changed through a variety of external 

processes 

5.2.A.b Describe the factors that affect rates 

of weathering and erosion of landforms (e.g., 

soil/rock type, amount and force of run-off, 

slope) 

STRAND 7C, 7D, 7E, 8.1B, 8.1C, 8.3C 


materials and surface that result from internal and 

external processes is described by the rock cycle 

5.2.C 

C1 

C8 

C3 

C5 

C6 

C9 

T 

R 

of the seafloor in reference to the divergent boundary 

using this activity: take paper, fold it in eights, grab 

the ends and pull apart. This shows the spreading of 

the ocean floor and the age of the ocean floor at the 

coastlines in reference to the age at the divergent 

boundary. 

(2.1, 2.5, 3.4) 

Make their own sedimentary rock: take small and 

large aquarium gravel. Put in cup, mix with glue, and 

let set overnight. 

(3.4, 3.5) 

Describe the formation and composition of Johnson 

Shut-In. Refer to the Missouri Dept. of Natural 

Resource website for before and after pictures of the 

Ameren UE debacle. Also realize the human impact. 

(2.7, 4.3, 4.7) 

Not assessed 

presenting in front of class. 

Students will write an explanation of the 

cycle as to how sedimentary rocks are 

formed. 

Students will write about how the runoff 

affected the types of rocks and landforms. 




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5.3.A.b Recognize the finite availability of 

fresh water for use by living organisms 

STRAND 7D, 7E, 8.1B, 8.1C, 8.3B, 8.3C, 

8.3D 



5.3.A.c & d Identify human activities that 

adversely affect the composition of the 

atmosphere, hydrosphere, or geosphere. 

Predict the effect of change on the other 

sphere when given a scenario describing how 

the composition of the atmosphere, 

hydrosphere, or geosphere is altered 

STRAND 7A, 7B, 7E, 8.1C, 8.3B, 8.3C 

C1 

C2 

C3 

C6 

R 

T 

C3 

C6 

Use articles or web source(s) on water purity in 

different parts of country and world. 

(1.2, 1.5, 2.4) 

Discuss a scenario such as a dam breaking and the 

results on the different spheres. 

(3.1, 4.2, 4.3) 

Students will write summary of articles and 

discuss as a group. Include integrity of the 

companies in fulfilling their promises. 

Students will come up with their own 

scenario and discuss the results. 

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Physical Science - Honors 

Rationale: 



to our ever changing world. The goal of Honors Physical Science is for students to gain an understanding of the physical world as it 

relates to physics and chemistry while preparing students for advanced biology, chemistry, and physics. 


This course is recommended for all sophomores excelling in science. This is an accelerated physical science laboratory based course 

which will prepare students to continue in the sequence with advanced biology, chemistry and/or physics. In this course, the 

fundamental concepts of chemistry and physics are developed. The laws of chemistry and physics are presented qualitatively and 

considerable emphasis is placed on solving problems. 

269 of 367


1. Science understanding is developed through the use of science process skills, scientific knowledge, 

scientific investigation, reasoning, and critical thinking. 




quantitative observations. 

Measure length to the nearest millimeter, force 

(weight) to the nearest Newton, temperature to the 

nearest degree Celsius, time to the nearest second. 




Determine the appropriate tools and techniques to 

collect, analyze, and interpret data. 




Use correct accuracy and precision when measuring 

and analyzing data. 




Use scientific notation for data analysis. 

C6 

Students will measure mass, 

weight, temperature, length, 

volume of various substances. 



volume of various substances 



volume of various substances 

Students will solve problems 

with varying degrees of 

magnitude. 

Actual values will be compared 

to measured values. 

Students will choose 

appropriate tool for each 

measurement. 

Students will determine the 

correct number of significant 

values for each instrument 

used. 

Students will use scientific 

notation and correct rounding 

to express their answers. 


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


Concept A: Objects, and the materials they are Students will determine the Object densities will be 

270 of 367



Compare the densities of regular and irregular 

objects using their respective measures of volume 

and mass. 

densities of various objects 

using appropriate measuring 

tools and techniques. 

compared to actual values. 


1. The motion of an object is described as a change in position relative to another object or point. 


Concept A : The motion of an object is described 



Represent and analyze the motion of an object 

graphically 




Analyze the speed of two objects in terms of 

distance and time 

Students will analyze 

displacement over time graphs. 

Measure and record the 

displacement and time of two 

constant velocity vehicles. 

Students will reproduce the 

motion described a graph. 

Discuss differences between 

displacement and time for two 

different vehicles. 

271 of 367




Calculate the speed of objects (speed = 

distance/time) 



Measure and analyze an object’s motion in terms of 

speed, velocity, and acceleration 



Calculate the acceleration of an object [(final 

velocity – starting velocity)/ time] 

T 

Plot displacement over time on 

a linear graph. Draw a best fit 

line. 

Discuss three ways in which an 

object can accelerate. 

Students will measure the 

displacement and time of a 

bowling ball rolling down a 

hill. 

Students will calculate speed of 

the constant velocity vehicles. 

Analyze the motion of a car 

moving in a circular path. 


acceleration of a bowling ball 

rolling down a hill. 


2. Forces affect motion. 




Recognize all freefalling bodies accelerate at the 

same rate due to gravity regardless of their mass. 


forces (pushes, pulls, friction, and buoyancy) or 

non-contact forces (gravity, magnetism) that can 

be described in terms of direction and magnitude. 

Identify and describe the forces acting on an object 

(i.e., type of force, direction, magnitude in Newtons) 



Describe gravity as an attractive force among all 

objects. 

Demonstration of paper and 

book falling at the same rate. 

Students will draw free body 

diagrams of objects in various 

scenarios. 

Demonstration of gravitational 

force using a torsion balance 

video. 

Students will compare the free 

fall rates of objects in various 

scenarios. 

Students will compare free 

body diagrams and discuss the 

correct magnitude and direction 

of force vectors. 

Students will explain the 

relationships between gravity, 

mass, and distance. 

Concept B: Every object exerts a gravitational Students will discuss examples Students will explain the 

272 of 367


Compare and describe the gravitational forces 

between two objects in terms of their masses and the 

distances between them. 

Concept C: Newton’s Laws of Motion explain the 



Recognize that inertia is a property of matter that can 

be described as an object’s tendency to resist a 

change in motion, and is dependent upon the 

object’s mass (Newton’s First Law of Motion) 




Describe the effect of a change in mass of an object 

on the inertia of that object (Newton’s First Law of 

Motion) 




Using information about the mass and acceleration 

of two objects, compare the forces required to move 

them (force = mass x acceleration) (Newton’s 




Describe weight in terms of the force of a planet’s or 

moon’s gravity on a given mass 




Identify forces acting on a falling object and the 

factors that affect the rate of fall (i.e., mass, volume, 

shape, or type of material from which the object is 

D 

C10 

C1 

of gravitational force on large 

objects such as planets verses 

small objects from video. 

Students will crash a cart 

holding a doll into a wall with 

and without a seatbelt. 

Students will push a bowling 

ball and a tennis ball with a 

broom through an obstacle 

course. Students will record 

their qualitative observations. 

Students will apply a constant 

force to a cart with varying 

masses. Students will record 

the relative accelerations of the 

cart. 

Discuss weight as an 

application of Newton’s 

Second Law of Motion. 

Demonstrate the rates of freefall 

of various objects by 

changing their shapes. 

relationships between gravity, 

mass, and distance. 

Students will explain the results 

of the crash in terms of 

Newton’s Laws of Motion. 

Students will compare and 

contrast the differences in the 

motion of each object using the 

concept of inertia. 

Students will describe the 

relationship between the mass 

and acceleration of the cart. 

Students will calculate the 

weight in Newton’s of various 

objects and compare those 

calculations to actual spring 

scale calculations. 


effect of the object’s shape with 

the rate of free-fall. 

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made) 

Concept B: Newton’s Laws of Motion explain the 



Determine the overall effect (i.e., direction and 

magnitude) of forces acting on an object at the same 

time (i.e., net force) 




Predict and explain the effect of a change in force 

and/or mass on the motion of an object (Newton’s 





Analyze action/reaction forces acting between two 

objects (e.g., handball hits concrete wall, shotgun 

firing) and describe their magnitude and direction 


G 

Student will identify the forces 

acting on all objects in a tug-of 

–war scenario. 

Two students of different 

masses will sit in rolling chairs 

and take turns pushing off of 

each other. Class will observe 

the action of the student. 

Using the rolling chair 

demonstration, students of 

equivalent mass will push off 

of each other while the class 

observes. 

Students will draw a free-body 

diagram of the scenario and 

calculate the net external force 

on either side of the rope. 

Students will describe and 

explain the effect of varying 

mass on the motion of each 

student. 


action-reaction force pairs for 

each student. 

274 of 367




Predict the change in motion of one object when it is 

acted upon by the equal and opposite force of 

another object (i.e., action/reaction forces) 


Using spring-loaded collision 

carts are set together and 

released by students and record 

qualitative observations. 

Students will describe and 

explain the action-reaction 

force pairs. Students will 

predict what will occur when 

one cart is held down, and 

identify the action-reaction 

force pairs. 


1. The motion of an object is described by its change in position relative to another object or point. 


Concept A: Momentum depends of the mass of 


traveling. 

Compare the momentum of two objects in terms of 

mass and velocity 

Concept A: Momentum depends of the mass of 


traveling. 

Explain that the total momentum remain constant 

within a system. 

Discuss the demonstration of 

students in the rolling chairs in 

terms of their mass and 

velocity. 

Discuss the demonstration of 

students in the rolling chairs in 

terms of momentum as a 

vector. 

Students will apply the concept 

of momentum with other 

scenarios and explain the 

differences of velocity in terms 

of mass. 

Students will identify the total 

momentum of the system 

before and after of an event. 


2. Forces affect motion. 


Concept F: Energy can change from one form to Students will measure applied Students will calculate the 

275 of 367



Describe the relationships between work, applied net 

force, and the distance an object moves 




Describe the effect of work on an object's kinetic 

and potential energy. 




Explain how the efficiency of machines can be 

expressed as a ratio of work output to work input 




Describe power in terms of work and time 




Analyze and describe the relationship among work, 

power, and efficiency 

C4 

C7 

force and distance moved for 

several objects. 

Discuss how work input is 

transformed to other types of 

mechanical energy for various 

scenarios such as a car on a 

roller coaster and a swinging 

pendulum. 

Students will pull a brick up an 

inclined plane, and measure the 

amount of applied force, length 

and height of ramp, and the 

weight of the brick. 

Students will ascend stairs at 

different velocities and measure 

time, height of stairs, and 

weight of student. 

Students will pull a brick up an 

inclined plane, and measure the 

amount of applied force, length 

and height of ramp, the weight 

of the brick, and the time for 

each trial. 

work done on each object and 

compare the amount of work 

done to the applied force and 

the distance traveled. 

Students will specify the source 

of mechanical energy input for 

various systems. 

Students will analyze of 

efficiency of the inclined plane. 


work done and the power for 

each trial. 

Students will compare the 

power to the efficiency for each 

trial. 



conserved between and within systems. 





Describe the transformations that occur as energy 

changes from kinetic to potential within a system 

Using a computer program, 

students will observe the 

transformation of the 

gravitational potential energy 

and kinetic energy of a 

Students will analyze the 

motion of a roller coaster car in 

terms of gravitational potential 

energy of average kinetic 

energy. 

276 of 367

(e.g., car moving on rollercoaster track, child 

swinging, diver jumping off a board) (Do NOT 

assess calculations) 




Compare the efficiency of simple machines 

(recognizing that, as work is done, the amount of 

usable energy decreases with each transformation as 

it is transferred as heat due to friction) 




Classify the different forms of energy (i.e., chemical, 

nuclear, thermal, mechanical, electromagnetic) that 

can be observed as energy is transferred and 

transformed within a system when given a scenario 

(e.g., dynamite explosion, solar radiation interacting 

with the Earth, electromagnetic motor doing work, 

energy generated by nuclear reactor) 

R 

C5 

swinging pendulum. 

Students will pull various 

objects up an inclined plane, 

and measure the amount of 

applied force, length and height 

of ramp, the weight of the 

brick, and the time for each 

trial. 

Students will research various 

types of energy systems (e.g., 

dynamite explosion, solar 

radiation interacting with the 

Earth, electromagnetic motor 

doing work, energy generated 

by nuclear reactor) and 

describe there structure and 

function by creating a visual 

aid. 


efficiency of simple machines 

of various objects. Students 

will assess reasons for the 

different efficiencies. 


energy transformation within 

their system. 

277 of 367




Explain how energy can be transferred (absorbed or 

released) or transformed between and within systems 

as the total amount of energy remains constant (ie. 

Law of Conservation of Energy) 

Using a computer program, 

students will observe the 

transformation of the 

gravitational potential energy 

and kinetic energy of a 

swinging pendulum. 

Using additional scenarios, 

students will analyze and 

justify that energy will be 

conserved within a system. 




Concept B: Magnetic forces are related to 


electromagnetic force. 

Recognize changing magnetic fields can produce 

electrical current and electric currents can produce 

magnetic forces 



electromagnetic force. 

Predict the effects of an electromagnetic force on the 

motion of objects (attract or repel) 

Students will construct an 

electromagnet from a battery, 

wire, and large nail. 

Students will note the positive 

and negative poles of a magnet 

by observing the motion of iron 

filings sprinkled onto an 

overhead held directly above 

the magnet. 

Students will create a graph 

relating the number of coils in 

the wire (and thus its strength) 

to the number of paperclips the 

magnet can pick up. 

Students will test several pure 

substances for magnetic 

properties, and then use that 

information to help identify the 

substance. 

278 of 367



between and within systems. 


Concept A Forms of energy have a source, a 

means of transfer (work and heat), and a receiver 

Differentiate between the properties and examples of 

conductors and insulators of different forms of 

energy (i.e., thermal, mechanical, electromagnetic) 

Concept A Forms of energy have a source, a 


Describe sources and common uses of different 

forms of energy (i.e., chemical, nuclear, thermal, 

mechanical, electromagnetic) 



Differentiate between thermal energy (the total 

internal energy of a substance which is dependent 

upon mass), heat (thermal energy that transfers from 

one object or system to another due to a difference in 

temperature), and temperature (the measure of 

average kinetic energy of molecules or atoms in a 

substance) 

W 

Calorimetry Lab: Students will use 

an insulating material in order to 

successfully measure the heat 

capacity of a conductive substance. 

Students will research various types 

of energy systems (e.g., dynamite 

explosion, solar radiation interacting 

with the Earth, electromagnetic 

motor doing work, energy generated 

by nuclear reactor) and describe there 

structure and function by creating a 

visual aid. 

Students will place an ice cube in 

two different sized beakers 

containing 100 mL and 1000 mL of 

100°C water. Students will measure 

and record the temperature of the 

water after the ice cube has changed 

its phase. 

The student will outline 

differences in the physical 

properties of conductive and 

insulating materials used during 

the lab. 

Students will identify other 

examples of uses of the source 

of energy they researched. 

Given an ice cube in a 100 mL 

and a 1000 mL beaker of 

100°C, students will compare 

the thermal energy present, the 

heat transferred to the ice, and 

the temperature of the water for 

each beaker. 

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Concept D: Physical changes in states of matter 

due to thermal changes in materials can be 


Using the Kinetic Theory model, explain the 

changes that occur in the distance between 

atoms/molecules and temperature of a substance as 

energy is absorbed or released during a phase change 




Predict the effect of a temperature change on the 

properties (e.g., pressure, density) of a material 

(solids, liquids, gases) 




Predict the effect of pressure changes on the 

properties (e.g., temperature, density) of a material 

(solids, liquids, gases) 



Understand specific heat capacity is a physical 

property and can be used to identify unknown 

substances. 

T 

Students will discuss why the 

temperature of a substance does not 

change as it undergoes a phase 

change. 

Students will use a sealed syringe 

containing a set amount of gas, and 

measure and record the change in 

volume of the syringe when the 

syringe is placed in different water 

baths. Students will measure and 

record the temperature of each water 

bath. Students will graph data of 

temperature and volume of the gas. 

Students will use the graph produced 

during the syringe lab to formulate a 

hypothesis relating pressure to 

temperature. 

Students will measure and record the 

mass and initial temperature of an 

unknown object and a room 

temperature water bath. Students 

will measure and record the 

equilibrium temperature of both. 

Students will analyze a phase 

change graph and locate the 

different phase changes and 

describe the energy transfer 

during each change. 

Students will analyze the data 

of the graph and evaluate the 

relationship between 

temperature and volume, and 

predict the theory of absolute 

zero. 

Students will interpret a phase 

diagram in order to relate 

pressure and temperature to the 

state of a substance. 

Student will use calorimetry to 

identify an unknown substance 

based on the analysis of the 

substances specific heat 

capacity. 

280 of 367



Recognize chemical energy as the energy stored in 

the bonds between atoms in a compound. 



Describe the relationship among wavelength, energy, 

and frequency as illustrated by the electromagnetic 

spectrum 



Identify and evaluate advantages/disadvantages of 

using various sources of energy (e.g., wind, solar, 

geothermal, hydroelectric, biomass, fossil fuel) for 


C2 

C9 

Students will observe temperature 

changes caused by the transformation 

of chemical energy into thermal 

energy during the solvation of 

sodium hydroxide pellets in water. 

Students will use spectroscopes to 

observe sunlight and other sources of 

light. 

Students will research various types 

of energy systems (e.g., dynamite 

explosion, solar radiation interacting 

with the Earth, electromagnetic 

motor doing work, energy generated 

by nuclear reactor) and describe there 

structure and function by creating a 

visual aid. 

Students will describe the role 

that energy plays in the 

formation of compounds. 

Compare and contrast two 

different waves from the 

electromagnetic spectrum. 

Students will assess the 

advantages and disadvantages 

of the type of energy system 

that they researched. 

281 of 367






Sun (solar radiation) is a major source of energy 

on Earth 



spectrum 



on Earth 

Describe the effect of different frequencies of 

electromagnetic waves on the Earth and living 

organisms (e.g., radio, infrared, visible, ultraviolet, 

gamma, cosmic rays) 



on Earth 

Identify stars as producers of electromagnetic energy 



on Earth 

Describe how electromagnetic energy is transferred 

through space as electromagnetic waves (radiating 

charged particles) of varying wavelength and 

frequency 

C3 

Students will use spectroscopes 

to observe sunlight and other 

sources of light. 

Students will observe the 

different forms of the 

electromagnetic spectrum in a 

video. 



sources of light including gas 

filled tubes. 



sources of light. 


wavelengths (color) and 

frequencies for each source of 

light. 


effect of solar radiation on the 

earth and living organisms. 

Students will identify elements 

based upon their spectral 

analysis. 


wavelengths (color) and 

frequencies for each source of 

light. 


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


Concept A: Objects, and the materials they are C12 Students will use a properties Students will analyze the 

282 of 367



Identify pure substances by their physical and 

chemical properties (i.e., color, luster/reflectivity, 

hardness, conductivity, density, pH, melting point, 

boiling point, specific heat, solubility, phase at room 

temperature, chemical reactivity) 




Classify a substance as being made up of one kind of 

atom (element) or a compound when given the 

molecular formula or structural formula (or electron 

dot diagram) for the substance 




Compare and contrast the common properties of 

metals, nonmetals, metalloids, and noble gases 

station lab to measure and 

record the physical and 

chemical properties of different 

types of matter (i.e., color, 

luster/reflectivity, hardness, 

conductivity, density, pH, 

melting point, boiling point, 

specific heat, solubility, phase 

at room temperature, chemical 

reactivity) 

Students will use a properties 

station lab to measure and 

record the physical and 

chemical properties of different 

types of matter. Students will 

use reference material to 

identify the chemical formula 

of the substance. 

Using a computer program 

students will research 

properties of different types of 

elements. 

properties of matter from 

collected data to classify 

different types of substances. 

Students will classify the 

substance as an element or a 

compound using the identified 

chemical formula. 

Students will categorize the 

properties of each element 

group to identify the 

similarities and differences 

between them. 

283 of 367


explained in terms of moving particles too small 

to be seen without tremendous magnification 

Not assessed 



Distinguish between physical and chemical changes 

in matter 



Describe the atom as having a dense, positive 

nucleus surrounded by a cloud of negative electrons 



Calculate the number of protons, neutrons, and 

electrons of an element (or isotopes) given its atomic 

mass (or mass number) and atomic number 

E 

Students will make 

observations of different states 

of matter (solid, liquid, gas) 

and draw a model showing the 

motion of the particles within 

each type. 

Students will observe and 

discuss the type of physical or 

chemical changes occurring 

from various examples. 

Students will discuss the 

changes that occurred in the 

atomic model based on 

information that was given 

during different time periods. 

Students will construct a 

diagram of the current atomic 

model. 

From a list of known nuclear 

symbols of various isotopes, 

students will use the given 

information along with their 

periodic table to record the 

number of protons, neutrons, 

and electrons. 

Students will analyze and 

predict the state of matter based 

on the motion of particles 

within a given substance. 

Students will specify from the 

different examples of change if 

the change is physical or 

chemical. 

Students will identify the 

different parts of the atom and 

distinguish the characteristics 

of each part. 

Students will specify the 

number of each subatomic 

particle for the various 

examples of isotopes. 

284 of 367



Describe the information provided by the atomic 

number and the mass number (i.e., electrical charge, 

chemical stability) 



Understand the location of electrons within an atom. 




Explain the structure of the periodic table in terms of 

the elements with common properties 

(groups/families) and repeating properties (periods) 




Classify elements as metals, nonmetals, metalloids, 

and noble gases according to their location on the 

Periodic Table 

C8 

Students will sort, count, and 

measure and record the mass of 

beans (isotopes) from a random 

sample taken from a container. 

Students will construct and 

write electron-dot diagrams 

including energy levels of 

various examples of elements. 

Students will identify unknown 

elements from provided clues 

or common properties of the 

element. Students will cut and 

paste the elements on a separate 

piece of paper. 

Students will use a computer 

power point presentation to 

research characteristics of 

family group elements. 

Students will record the 

information within their notes. 

Students will use their recorded 

sample information to calculate 

the average weighted mass of 

the bean (element). Students 

will use the weighted average 

mass to calculate and predict 

the number of isotopes in a 

random sample of isotopes. 


electron-dot diagrams in order 

to determine the identity of an 

unknown element. 

Students will analyze and 

predict the correct arrangement 

of elements by creating a 

partially filled periodic table. 


characteristics of the family 

groups to identify their proper 

location on the periodic table. 

285 of 367




Predict the chemical reactivity of elements, and the 

type of bonds that may result between them, using 

the Periodic Table 



compounds) to form new substances with 


Describe how the valence electron configuration 

determines how atoms interact and may bond 





Compare and contrast the types of chemical bonds 

(i.e., ionic, covalent) 





Name and write formulas for ionic and covalent 

compounds. 

Students will discuss periodic 

trends (atomic radius, 

ionization energy, chemical 

reactivity, electro negativity) 

and label the direction and rate 

of the trend on their periodic 

table. 

Students will use knowledge of 

the Octet Rule to predict and 

draw Lewis-Dot structures of 

various types of compounds. 

Students will construct a Venn 

diagram and list the properties 

of ionic and covalent bonds 

within it. Students will record 

physical characteristics of 

various substances. 

Students will differentiate the 

rules for naming ionic 

compounds with those of 

covalent compounds. 

Students will predict the type of 

bond formed (ionic, covalent) 

by analyzing various periodic 

trends. 

Students will use the Lewis 

structure to assess the sharing 

or transferring of electrons 

between individual atoms. 


substances characteristics to 

predict the type of bond formed 

within the substance. 

Students will translate the rules 

for naming ionic and covalent 

compound from various 

examples of chemical 

reactions. 

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Predict the reaction rates of different substances 

based on their properties (i.e., concentrations of 

reactants, pressure, temperature, state of matter, 

surface area, type of reactant material) 





Identify the consequences of different types of 

reactions (i.e. oxidation/reduction reactions such as 

combustion, acid/base reactions) to humans and 

human activity. 


the concentrations, properties, and interactions of 

particles 

Classify solutions as dilute, concentrated, or 

saturated 



particles 

Compare and contrast the properties of acidic, basic, 

and neutral solutions 

Students will discuss the effects 

rates of reactions based on 

properties of concentrations of 

reactants, pressure, 

temperature, state of matter, 

surface area, type of reactant 

material. 

Students will combine different 

chemical solutions together and 

record the observations of the 

chemical reaction. 

Students will make Alum 

crystals from its powder form 

and water. 

Students will use known and 

unknown samples of acids and 

bases and various materials and 

indicators to observe and 

record the properties of acids 

and bases. 

Students will predict the effect 

on reaction rate from changing 

physical properties of reactants. 

Students will specify the 

products from each reaction 

and identify the type of reaction 

that occurred. 

Students will identify the 

different levels of solution 

concentration during the crystal 

making process. 

Students will summarize the 

properties of acids and bases. 

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particles 

Predict the effect of the properties of the solvent or 

solute (e.g., polarity, temperature, surface 

area/particle size, concentration, agitation) on the 

solubility of a substance 

C11 

Students will make Alum 

crystals from its powder form 

and water. Students will design 

a procedure to maximize the 

solubility for the crystal 

making process. 

Students will justify the 

procedures they created. 





Concept D: Chemical reactions involve changes 

in the bonding of atoms with the release or 

absorption of energy 

Describe evidence of energy transfer and 

transformations that occur during exothermic and 

endothermic chemical reactions 

Students will observe a 

demonstration of endothermic 

and exothermic reactions: 

1) Reaction of barium 

hydroxide and ammonium 

nitrate. 

2) Reaction of hydrochloric 

acid and water. 

Students will write general 

equations that include the net 

energy transformation as it 

relates to the reactants and 

products of the reaction. 

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


Students will combine baking Students will analyze and 

soda with hydrochloric acid. compare the amount of sodium 

Students will measure and chloride produced in the lab 

record the amount of sodium with the theoretical amount of 

chloride formed from the sodium chloride. 




Compare the mass of the reactants to the mass of the 

products in a chemical reaction or physical change 

as support for the Law of Conservation of Mass 



Recognize whether the number of atoms of the 

reactants and products in a chemical equation are 

balanced 

Students will be given a set of 

chemical reactions to evaluate 

for conservation of mass. 

Students will determine 

whether or not a chemical 

reaction is balanced. Students 

will write balance equations for 

the reactions. 

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Chemistry 

Rationale: 



to our ever changing world. The goal of Chemistry is for students to gain an understanding of the composition, properties, and 

behavior of substances at the atomic level. Students make important connections between chemistry and their everyday lives through 

meaningful activities and lab experiences. 


This course allows chemistry to be understandable and accessible to all students. The emphasis is on the role chemistry plays in 

everyday life, thus helping the student to better understand the scientific issues affecting out country and the world. Students will be 

able to make more informed and reasoned decisions on crucial scientific issues. Some of the topics studies are atomic theory, 

chemical reactions, gas laws, organic chemistry, biochemistry and problem solving. This lab-based course will prepare students to 

take chemistry in college. 

290 of 367

Strand 1: Matter, Atoms, and the Periodic Table 


Identification lab using the Students will determine the 

following properties.(i.e., color, identity of unknown substances 

luster/reflectivity, hardness, after determining a number of 

conductivity, density, pH, physical and chemical 

melting point, boiling point, properties in the lab. 

specific heat, solubility, phase 

at room temperature, chemical 

reactivity) 

Concept: Classification of Matter 

Classify matter based on physical and chemical 

properties. (1.1.A.b) 


Distinguish between elements and compounds, and 

heterogeneous and homogeneous mixtures. 


Differentiate between physical and chemical changes 

in matter. (1.1.G.a) 

Concept: The Atom 

Describe the development of Modern Atomic 

Theory. 

Concept: The Atom 

Use the number of protons, neutrons, and electrons 

to predict the atomic number, mass number, and 

charge of atoms, isotopes, and ions. 

Concept: Periodic Table 

Classify elements as metals, nonmetals, metalloids, 

and noble gases according to their location on the 

Periodic Table (1.1.F.b) (1.1.A.d) 

Concept: Periodic Table 

Explain the structure of the periodic table in terms of 

C6 

C7 

R 

C11 

Construct a classification of 

matter flow chart using 

questions in a guided activity. 

Poppy Seed Lab: Separate 

sand, salt, iron filings, and 

poppy seeds using. 

Students work in groups to 

create a part of a timeline and 

present to the class. 

Practice deriving the number of 

particles in an atom, isotope, or 

ion. 

Color a periodic table with each 

color representing a different 

family of elements. This 

periodic table will be added to 

as the year progresses and more 

knowledge is learned. 

Element Project: Students 

research and present 

Separate known homogeneous 

and heterogeneous mixtures 

into pure substances during lab 

using various separation 

techniques. 

Explain on a test how to 

separate a certain mixture 

including what property is 

being used to separate 

components. 

Explain the contribution of 

several individuals involved on 

a test. 

Complete an unfinished table 

of isotopes. 

Compare and contrast the 

common properties of metals, 

nonmetals, metalloids, and 

noble gases 

Students will predict the 

characteristics of an element 

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the elements with common properties 

(groups/families) and repeating properties (periods) 

(1.1.F.a) 


Classify a substance as being made up of one kind of 

atom (element) or a compound when given the 

molecular formula or structural formula (or electron 

dot diagram) for the substance (1.1.A.c) 

information on selected 

elements to the class. 

Students will contrast the 

properties of individual 

elements with compounds that 

are created when those 

elements combine. 

based on the properties of 

elements that surround it on the 

periodic table. 

On a test, classify pure 

substances as elements or 

compounds based on their 

composition 

Strand 2: Electrons and Nomenclature 


Electron Configuration War 

Electron Configuration 

Battleship 

Concept: Electrons 

Predict the electron configuration of elements 

applying the aufbau principle, the Pauli exclusion 

principle, and Hund’s rule. 

Concept: Electromagnetic Spectrum 



spectrum (1.2.A.c) 

Concept: Electromagnetic Spectrum Objectives: 

Describe the effect of different frequencies of 

electromagnetic waves on the Earth and living 

organisms (e.g., radio, infrared, visible, ultraviolet, 

gamma, cosmic rays) (1.2.A.g) 

C1 

T 

Diagram different types of 

waves 

Cooperative learning project. 

Each group presents on a 

different kind of wave. 

Students will correct flawed 

electron configurations and 

orbital diagrams while 

identifying the rule(s) that was 

violated. 

Compare and contrast two 

different waves from the 

electromagnetic spectrum. 

In addition to testing, student 

presentations are graded 

according to quality of 

information, presentation skills, 

and creativity. 

292 of 367

Concept: Electromagnetic Energy and the Sun 

Identify stars as producers of electromagnetic 

energy(1.2.C.a) 

Concept: Electromagnetic Energy and the Sun 

Describe how electromagnetic energy is transferred 

through space as electromagnetic waves (radiating 

charged particles) of varying wavelength and 

frequency(1.2.C.b) 

Concept: Electromagnetic Spectrum Applications 

Identify information that the electromagnetic 

spectrum provides about the atoms and elements 

(6.1.C.a) 

Concept: Electromagnetic Spectrum Applications 

Evaluate the advantages/disadvantages of using 

different tools (e.g., spectroscopes and telescopes) to 

gather information about the universe (6.1.C.a) 

Concept: Nomenclature 

Differentiate between ionic and covalent/molecular 

compounds. 


Apply rules for naming and writing formulas for all 

ionic compounds (e.g. binary, transition, polyatomic, 

and acid base) 


Apply rules for naming and writing formulas for all 

T 

R 

Virtual Lab Activity: Students 

will use spectral (light wave) 

information about the Sun to 

determine its fundamental 

composition. 

Virtual Lab Activity: Students 

will use spectral (light wave) 

information about the Sun to 

determine its fundamental 

composition. 

Use spectroscopes to observe 

different sources of light. 

Project about stars 

(e.g., chemical composition, 

temperature, age of stars, 

location of black holes, motion 

of celestial bodies) 

(e.g., background radiation, 

magnetic fields, discovery of 

previously unknown celestial 

bodies) 

Use pairs of element cards and 

decide whether they would 

form an ionic or covalent 

compound, or an alloy. 

Design a nomenclature flow 

chart 

Add to nomenclature flow chart 

On a test, students will describe 

the relationship between 

electromagnetic radiation and 

the Sun. 


wave-particle duality of 

electromagnetic radiation. 

Students will contrast types of 

radiation by wavelength and 

frequency. 

In the lab, students will identify 

elements based on their spectral 

lines. 

Describe the role that 

technology has played in our 

understanding of the Universe. 

On a test, classify compounds 

as ionic or molecular based on 

their elemental composition. 

Name and write formulas for 

ionic compounds 

Name and write formulas for 

covalent/molecular compounds. 

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covalent/molecular compounds 

Strand 3: Bonding and Reactions 


Label Periodic Table with Given two elements students 

valence electrons. 

should be able to determine the 

Construct Lewis Dot Structures type of bonding. 

for elements and compounds. 

Concept: Bonding 

Describe how compounds form using the Octet Rule 

(1.1.H.a) 

Concept: Bonding 

Compare and contrast the types of chemical bonds 

with physical properties (i.e., ionic, covalent, 

metallic) (1.1.H.c) 

Concept: Reactions 

Write balanced chemical equations obeying the Law 

of Conservation of Mass. 


Identify a reaction as combination/synthesis, 

decomposition, single-replacement, doublereplacement, 

or combustion. 


Predict the products of each type of reaction. 


Identify the consequences of different types of 

reactions (i.e., oxidation/reduction reactions such as 

combustion, acid/base reactions) to humans and 

human activity (1.1.H.c) 

C2 

C10 

Properties lab 

Drill and practice on balancing 

equations. 

Teacher demonstrates each type 

of reaction and complete a 

demo observation sheet 

Double replacement reactions 

lab 

Identify the chemical reactions 

of daily life. 

Create a matrix comparing 

bonding types and their 

properties. 

Balance a word equation. 

Classify reactions by type 

Write a balanced equation 

when only given reactants. 

Answer an essay question on 

the test regarding the 

consequences of reactions to 

humans and human activity. 

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Strand 4: Chemical Quantities and Stoichiometry 


Density of aluminum lab using Thickness of aluminum foil test 

water displacement. 

question. 

Concept: Chemical Quantities 

The student will apply SI units, significant figures, 

and scientific notation appropriately to 

measurements and calculations. 


The student will apply problem-solving 

strategies, including the factor-label method, to 

convert SI units and calculate derived quantities. 


The student will calculate the empirical formula for 

ionic compounds. 


The student will use the mole to express 

measurements in terms of mass, volume, and the 

number of particles. 

Concept: Mass is conserved during any physical 

or chemical change. 

The student will compare the number of moles and 

grams of reactants and products in a chemical 

reaction or a physical change as support for the Law 

of Conservation of Mass. 

Concept: The outcome of a chemical reaction can 

be predicted and/or described quantitatively. 

The student will define the limiting and 

excess reactant(s), and calculate percent yield for a 


W 

“The mole, the elephant, and 

the atom” packet. 

Formation of magnesium oxide 

lab 

Build a mole map relating 

mass, particles, and volume to 

the mole. 

Use factor-label method to 

convert a given to new units. 

Calculation of empirical 

formula given mass data 

Write “road maps” using the 

mole map to plan and complete 

mole conversion problems. 

C12 Baking soda and HCl lab. Determine the amount of 

product made given the mass of 

a single reactant. 

Copper (II) chloride and 

aluminum lab 

Calculate limiting and excess 

reactants using mass data. 

Strand 5: States of Matter 

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Draw diagrams of different Distinguish between the states 

states of matter. Observe of matter based on kinetic 

online animations. 

theory. 

Concept: Kinetic Theory 

The student will be able to explain 

kinetic theory as it relates to the states of matter. 


The student will explain that during a 

phase change the distance between the particles 

changes while the temperature does not. 1.1.D.a 


The student will predict the effect of changing 

temperature and pressure conditions on the 

properties (density, pressure, temperature) of a 

material (solid, liquid, gas). 1.1.D.b 

Concept: Gas Laws 

The student will calculate the pressure, volume, 

temperature, and moles of atoms/molecules for an 

ideal gas using Gas Laws. 1.1.D.c 

Concept: Atmosphere 

The student will be able to relate the composition of 

gases and temperature of the layers of the 

atmosphere to cloud formation and the transmission 

of radiation. 5.1.C.a 

C3 

C5 

Create Temperature vs. Time 

diagram for the ice to liquid to 

water vapor phase change. 

Construct a phase diagram 

using pressure vs. temperature 

data. 

Complete Boyle’s Law and 

Charles’ Law labs using 

syringes. 

Construct a model of the 

atmosphere that illustrates the 

troposphere, stratosphere, and 

ionosphere as well as 

ultraviolet and infrared 

radiation 

Be able to explain and interpret 

a heating curve diagram. 

Label and interpret a phase 

diagram. 

Perform calculations involving 

pressure, temperature, volume, 

and particle quantity data. 

Evaluate the effects of human 

activity on the Earth’s 

atmosphere. 

Strand 6: Solutions / Acids and Bases 


Concept: Properties of mixtures depend upon the Crystal making activity Students will classify solutions 

296 of 367

concentrations, properties, and interactions of 

particles. 

The student will classify solutions 

as dilute, concentrated, saturated, 

strong and weak. 

Concept: Properties of mixtures depend upon the 


particles. 

The student will predict the effect of properties 

(polarity, agitation, temperature, surface area/particle 

size, concentration) of the solvent or solute on the 

solubility of the substance. 



particles. 

The student will classify substances as acid or base 

using the Bronsted-Lowry definition. 



particles. 

The student will compare and contrast the properties 

of acids, bases, and neutral solutions. 

Concept: Properties of mixtures can be described 

quantitatively. 

The student will determine the concentration of an 

acid or base solution in the lab. 

C8 

W 

C6 

C12 

Demonstration of solubility and 

concentration based on solution 

color 

Slushie Lab--colligative 

properties 

Crystal making activity 

Students will define acids and 

bases based upon the chemical 

formula of the substance. 

Students will classify 

household items as acidic, 

basic, or neutral based on their 

physical properties. 

Aspirin Titration Lab: Students 

will quantitatively compare the 

product claims of extra-strength 

aspirin with the results of their 

own testing using titration 

techniques. 

based on appearance and 

concentration. 

Students will prepare lab 

reports detailing colligative 

properties and factors affecting 

solubility based on the 

suggested activities. 

On a test, students will classify 

substances as acid or base by 

examining their formulas 


an unknown substance based 

on its physical properties. 

Students will create a lab report 

detailing their findings for the 

aspirin lab. 

Strand 7: Thermochemistry, Kinetics, and Nuclear Chemistry 


Concept: Thermochemistry 

Demonstrate the relationship between heat and 

temperature. (1.2.A.a) 

Use calorimeter to quantify the 

heat flow between system and 

surroundings. 

Use everyday situation where 

heat flows and identify system 

and surrounding, direction of 

297 of 367

Concept: Chemical reactions involve changes in 

the bonding of atoms with the release or 

absorption of energy. 

Describe evidence of energy transfer that occur 

during endothermic and exothermic chemical 

reactions. 

Concept: Thermochemistry 

Understand the connection between chemical 

reactions and heat flow.(1.2.A.b) 

Concept: Kinetics 

Understand the factors affecting rate of chemical 

reactions. (1.1.H.b) 

Heat pack and cold packs and 

explore heat transfer. 

Calculation using q=mc∆T 

Demonstration of endothermic 

and exothermic reaction: 

1) Reaction of barium 

hydroxide and ammonium 

nitrate. 

2) Reaction of hydrochloric 

acid and water. 

Observe chemical reactions for 

changes in temperature and 

heat. 

Document heat as part of the 

chemical reaction. (Example to 

include: exothermic and 

endothermic) 

Do an experiment which 

changes one factor and 

measures the change in the rate 

of reaction. (Example to 

include: concentration of 

reactants, pressure, 

temperature, state of matter, 

surface area, and type of 

reactant material.) 

heat flow and temperature. 


changes as endothermic or 

exothermic based upon reaction 

equations, and observations 

regarding the flow of energy. 

Identify which reactions are 

exothermic or endothermic 

when documented. 

Be able to determine the effect 

of changing reactant factors to 

the speed of products 

298 of 367

Concept: Nuclear 

Contrast the different types of nuclear reactions. 

Concept: Reaction Applications 

Evaluate the effectiveness of reactions to produce 

useful energy for humans. 

C9 

G 

C4 

C1 

Use a Geiger to check different 

radiation sources. 

Write nuclear reactions. 

Model how a nuclear power 

plant works. 

Energy project which looks at 

chemical and nuclear energy 

into useful work for everyday 

applications. 

Be able to write nuclear 

reactions of the following type 

fission, fusion, and 

bombardment by particles. 

Be able to judge the 

effectiveness of energy 

production for human uses. 

Strand 9: Organic chemistry 


Compare and contrast carbon Summarize the characteristics 

with other elements and why it of carbon which make it unique 

is best choice organic 

to organic compounds. 

compounds. 

Concept: Carbon Role 

Understand the properties of carbon which connect 

organic molecules. 

Concept: Organic nomenclature 

Construct organic model and names using the root, 

prefix, and suffix method. 

Concept: Organic functional groups 

Combine the functional group structure with 

physical properties of compound with the functional 

groups. 

Concept: Isomer 

Understand how changing the arrangement atoms in 

organic molecule affect the chemical characteristic. 

Concept: Organic reactions 

Create some common organic compounds from 

basic reactions. 

Build models and/or name 

organic molecules. 

Classify functional groups by 

structure and characteristics. 

Build models of isomers for 

condensed formulas. 

Perform reactions to produce 

soap, aspirin, or esters 

Be name or draw the structure 

for organic compounds. 

Be able to connect organic 

functional groups with their 

physical properties. 

Be able to draw and name 

isomer for an organic molecule. 

Prepare a lab report detailing 

the preparation of a known 

consumer product by organic 


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Concept: Biochemical compounds 

Discover how biochemical compounds are polymer 

of simple organic molecules. 

E 

D 

Construct protein, fats, 

carbohydrates, and plastics 

from their monomer. 

Identify complex biochemical 

polymers based on their 

component parts. 

300 of 367


Rationale: 

The Lindbergh School District science curriculum respects the importance of science literacy for all students. The AP/IB Chemistry 

curriculum, based upon the College Board Avanced Placement and International Baccalaureate programs. The course is o\part one of 

the two year program. It is designed to be student-centered and will allow students to explore, discover, understand and apply science 

to our ever changing world. The goal of Chemistry is for students to understand the composition and properties of matter, as well as 

their transformations and interactions to become materials in everyday life. 


This course is recommended for juniors and seniors excelling in science and interested in pursing a career in science, health, and 

engineering. This is the first half of a two-year intensive chemistry program which is designed to provide the student with enhanced 

opportunities for learning both the theory and practice of chemistry through discussion, a variety of lab exercises, lecture, films, and 

group activities. Units of study include a review and extension of the chemistry covered in Honors Physical Science. This course 

allows students to continue on with Chemistry 2 AP/IB. 

301 of 367

Standard 1: Classification of Matter 


The student will classify and separate matter by type and state. C1 Using Paper Chromatography to 

determine the R f for Kool-Aid as 

compare to the food dyes 

Design a graphic organizer for basic 

types of matter 

The student will consider properties of matter by chemical vs 

physical and intensive vs extensive. 

C12 

W 

Find the density of liquids using a 

pycnometer 

Use a set of properties to predict the 

type of matter 

Standard 2: Atoms, Molecules, and Ions 


The student will connect chemical formula and name for Ionic 

and Covalent compounds (including polyatomic ions, transition 

ions, & inorganic acids) . 

The student will review Atomic Theory (from Democritus to 

Rutherford). 

G 

E 

Predict the name of a compound from 

its chemical formula 

Compare and contrast various atomic 

theories 

Write chemical formula from the 

chemical name 

Explain the contribution of gold foil 

experiment to the modern atomic 

theory 

Standard 3: Mass Relationships in Chemistry Stoichiometry 


The student will understand connect between Atomic Mass & 

the Mole. 

The student will perform calculations using mass relationships 

with chemical formulas. 

The student will perform calculations using mass relationships 

with chemical reactions. 

C5 

C11 

Using Mass Spectrometer Simulation 

to determine the steps on the process 

for Mass Spec 

Determination of Empirical formula 

of MgO by combustion of Mg in 

crucible 

Determination of Limiting Reaction 

and % yield for reaction of iron and 

copper II chloride 

Explain the main parts of mass 

spectrometer 

Calculate the empirical formula from 

% mass data. 

Determine the amount of excess 

reactant 

302 of 367

Standard 4: Reactions in Aqueous Solutions 


The student will perform calculations with solution and 

determination of molarity of solutions. 

The student will use solubility rules to balance Net Ionic 

Reactions. 

C10 

Make a salt solution and measure the 

density using a hydrometer. Each lab 

group does a different molarity and 

graph class results. 

Comparing aqueous solution for 

participate by mixing equal drops of 

solution on acetate sheet with grid 

The student will balancing Oxidation and Reduction equations. C7 Determining an activity series for 

following metals by test the metal 

with aqueous from of the metal ion. 

Calculate the molarity of solution 

from the mass of solute and total 

volume. 

Write a balanced net ionic equation 

Balance an reactions using oxidation 

and reduction 

Standard 5: Gases 


The student will calculate gas properties using the Ideal & 

Combined Gas Law. 

The student will perform calculations using Gas Law 

Stoichiometry. 

The student will perform calculations using Partial Pressure 

and Mole fractions. 

C9 

T 

Determine volume of hydrogen 

produced in the reaction of Mg and 

HCl 

Design a experiment to test variable 

in the Ideal gas law 

Predict the vapor pressure of water at 

a room temperature 

Calculate the pressure of gas using the 

ideal gas law. 

Predict the volume of carbon dioxide 

produced for the reaction of acid and 

baking soda. 

Predict the mole fraction of oxygen 

in air using partial pressures 

303 of 367

Standard 6: Electronic Structures and Periodic Table 


The student will understand the waves of the Electromagnetic 

Spectrum. 

The student will determine the quantum numbers, electron 

configuration for elements of Periodic table. 

C6 

Demonstration emission spectrum 

using flame tests, spectrum tubes and 

spectroscopes 

Classify the possible value of the 

quantum numbers for each energy 

level 

Use orbital notation to demonstrate 

Calulate the energy of photon from 

the hydrogen atomic spectrum 

Predict the quantum numbers for an 

electron found in the element calcium 

The student will compare electron Configuration and orbital 

diagrams. 

Hund’s Rule 

Determine the electron configuration 

for an element on the periodic table 

The student will understand the Periodic Trends. R Graph the trend of the periodic table Explain the trend of atomic radius for 

the periodic table 

Standard 7: Covalent Bonding 


The student will apply Lewis dot structures to covalent 

compounds. 

The student use molecular Geometry to predict the polarity, 

resonance, hybridization for a compound. 

Building covalent models using 

molecular model kits 

Compare Lewis dot structure by 

varying polarity 

Draw a Lewis dot structure for 

covalent compound 

Preidict the hybridization for 

molecule using it dot structure 

Standard 8: Thermochemistry 


The student will use calorimetry to determine the change in 

heat. 

The student will calculate enthalpy by using calorimetry, heat 

of formation and Hess's Law. 

C8 

Coffee cup calorimetry for Hess's 

Law using the reaction of NaOH and 

HCl reaction 

Calculation of heat using calorimetry, 

heat of formation and Hess's Law 

Predict the amount of NaOH needed 

to raise the temperature of water by 

one degree Celsius 

Predict the heat of reaction using heat 

of formation 

304 of 367

Standard 9: Liquids and Solids 


The student will use Liquid-Vapor Equilibrium & Phase 

diagrams to predict pressure and temperature relationships. 

Demonstration of Liquid properties of 

viscosity, surface tension, and 

capillary action 

The student will predict intermolecular forces using covalent 

structures. 

Classify intermolecular forces by 

bonding type 

The student will compare bonding type to solids structure. C3 Classification of solids using physical 

properties 

Determine boiling point and freezing 

point using a phase diagram 

Explain covalent bonds are the only 

bonds with intermolecular forces. 

Explain why solubility in water is 

connected to ionic solids 

Standard 10: Solutions 


The student will calculation solution concentration in various 

units. 

The student will use Colligative Properties to determine molar 

mass. 

C6 

Classification system for 

concentration units by solution use. 

(Example molarity used for 

stoichiometry, Molality used for 

colligative properties) 

Determine molar mass from Freezing 

Point depression using lauric acid in 

water 

Connect concentration units with the 

correct solution application 

Calculate the molar mass for sugar 

using freezing point data 

Standard 11: Acid and Bases 


The student will classify acids and bases by theory. C2 Predict products from an acid base 

reaction 

The student will calculate the pH for acids and bases. Calculate the molarity from the pH of 

solution 

The student will understand the process of titration. D Find the concentration of vinegar 

using titration 

Predict the type of acid from the 

chemical formula 

Calculate the amount of acid needed 

to neutralize a base. 

Determine the molarity of an acid by 

using the data from a titration. 

305 of 367

Standard 12: Nuclear 


The student will classify the different types of nuclear 

reactions. 

The student will determine the half-life for radioactive 

elements. 

Use a Geiger counter to investigate 

the properties of different radioactive 

particles 

Simulation of half-life decay using a 

model 

Balance a nuclear reaction 

Calculate the time of decay using the 

half-life 

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Rationale: 




functions and processes of organisms, their interactions with one another and the environment, and to respect the living world. This 

course is recommended for juniors and seniors excelling in science and interested in pursuing a career in science and health. 


This course is recommended seniors excelling in science and interested in pursuing a career in science and health. This course will 

provide an intensive, in depth and investigative approach to the study of biology. Emphasis will be placed on biochemistry, cell 

biology, genetics, molecular biology, and human anatomy and physiology, the course serves as the first year of the higher level IB 

Biology course as well as the first half of the Advanced Placement course. 

307 of 367

Standard 1: Cell Biology 

Measurable Student Objectives IS Suggested Activities Suggested Assessments 

The student will demonstrate an understanding of cell structure 

and function and the major differences between prokaryotic 

and eukaryotic cells. 

The student will demonstrate an understanding of the structure 

of the cell membrane and the mechanisms by which substances 

enter and leave the cell. 

R 

C6 

C3 

D 

Research cell structure and function 

and the major differences between 

prokaryotic and eukaryotic cells. 

Via of a diagram and text describe the 

structure of the cell membrane and 

illustrate how vital substances enter 

and exit the cell membrane. 

Compare and contrast in an essay a 

bacterium to a typical plant cell. 

Include diagrams. 

Answer multiple choice questions 

about cell biology. 

Standard 2: Cell Division 


The student will demonstrate an understanding of mitotic and 

meiotic cell divisions. 

C12 

Draw and label a dividing somatic 

cell with a diploid number of 4. 

Diagram the meiotic process in the 

chromosomes only. 

Explain mitotic and meiotic cell 

division in an essay test question. 

Standard 3: Genetics 


The student will demonstrate an understanding of Mendelian 

genetics, sex-linked inheritance, multiple allele inheritance, and 

codominance. 

C1 

Classroom discussion of Mendelian 

genetics, sex-linked inheritance, 

multiple allele inheritance, and 

codominance. 

Answer a constructed response sexlinked 

inheritance problem. 

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Standard 4: Molecular Biology 


The student will demonstrate an understanding of nucleic acid 

structure. 

The student will demonstrate an understanding of process of 

replication, transcription, and translation. 

The student will demonstrate an understanding of basic 

techniques and applications of biotechnology. 

C5 

C8 

Classroom discussion of nucleic acid 

structure. 

Diagram the replicatism, 

transcription, and translation process. 

Determine a variety of polypeptide 

chain formed given a sequence of 

DNA strands. 

Answer a constructed response 

question dealing with replication, 

transcription, and translation. 

T Research examples of biotechnology Write a report explaining the basic 

techniques and applications of 

biotechnology. 

Standard 5: Organic Compounds 


The student will demonstrate an understanding of the four 

categories of organic compounds involved in living systems. 

The student will demonstrate an understanding of the nature of 

enzymes. 

G 

Classroom discussion of organic 

compounds. 

Compare and contrast in an essay 

carbohydrates, proteins, lipids, and 

nucleic acids. 

C1 Experiment with enzymes in the lab. In a formal lab report, explain how 

enzymes work. 

Standard 6: Respiration and Photosynthesis 


The student will demonstrate an understanding of anaerobic 

and aerobic respiration and the processes of glycolysis, Kreb’s 

cycle, and chemiosmotic generation of ATP. 

The student will demonstrate an understanding of 

photosynthesis including noncyclic photphosphorylation and 

light independent reaction which include Calvin cycle. 

E 

W 

Classroom discussion of biochemical 

reaction. 

IN a chart form compare and contrast 

the processes of respiration and 

photosynthesis. 

Answer a variety of multiple choice 

questions about anaerobic and aerobic 

respiration and the process of 

glycolysis, Kreb’s cycles, and 

chemiosmotic generation of ATP. 


question about photsynthesis. 

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AP Physics 1 

Rationale: 



to our ever changing world. The goal of Physics is for students to gain an understanding of motion and energy. Students make 

important connections between physics and their everyday lives through meaningful activities and lab experiences. Upon successful 

completion of this course, students will be able to take the AP Physics Exam. 


This course is recommended for juniors and seniors excelling in science and interested in pursing a career in science and engineering. 

This course is an accelerated study of physics. A strong background in math is expected and good problem solving skill. The topics 

cover include kinematics, dynamics, momentum, gravity, energy, heat, sound, light electricity, magnetism, atomic and nuclear 

physics. The course uses lab experiment approach to understand concepts. The development of problem solving skills is both 

quantitative and qualitative. Upon successful completion the student is eligible to take the Physics B AP exam. 

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Strand 1: Circular Motion 


Define calculate and find experimentally the period of 

an object in uniform circular motion 

Complete circular motion lab. 

Discuss circular motion lab results in 

written lab report. 

Define and calculate circular motion, tangential 

velocity, and angular velocity 

G Classroom discussion of uniform circular motion. Calculate velocities of a second hand in 

constructed response test question. 

Define and calculate frequency and period Given a vibrating object determine T and f. Answer various multiple choice questions 

about frequency and period. 

Apply concepts of uniform circular motion to common 

problems 

R Find examples of uniform circular motion in 

everyday life. 

Calculate velocity of orbiting satellite in 

constructed response question. 

Using the equations of circular motion determine x, v, 

and for any given time t. 

E Classroom discussion of the equations of circular 

motion. 

Calculate variables given equations of 

constant acceleration in short answer test 

question. 

Define and calculate centripetal acceleration and force C1 Experiment with centripetal acceleration in lab. Calculate velocity to keep water in 

spinning cup in constructed response test 

question. 

Identify and calculate centripetal force and acceleration 

in common examples of circular motion 

Prove equations for circular motion by graphing 

experimental data 

Graph and identify damped, critically damped and over 

damped motion 

Given a damped harmonic oscillator determine the 

coefficient of damping 

Relate simple harmonic motion to uniform circular 

motion. 

W Design part of a roller coaster. Orally present a roller coaster to class. 

Graded by Rubric. 

C7 Complete MacGyver lab. Graph experimental data in lab notebook. 

Practice graphing damping. 

Experiment with harmonic oscillators in lab. 

Classroom discussion of simple harmonic motion. 

Given 3 graphs identify the three 

conditions in constructed response test 

question. 

Calculate gamma for a given pendulum in 

short answer test question. 

Plot d vs.. t and v vs.. t and a vs.. t for 

simple harmonic motion. 

Strand 2: Electric Circuits 


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Define current, resistance and potential difference 

including all proper units 

Understand Ohm’s law and calculate current, resistance 

potential difference 

Relate power lost in a resistor to heating, voltage, and 

current 

Define and calculate equivalent resistance for resistors 

in parallel and series 

Be able to measure current, voltage and resistance 

using a multimeter 

Using the analogy of water in a pipe describe I, R 

and V in written report. 

Answer multiple choice questions about 

electric circuits. 

Classroom discussion of Ohm's law. 

Given a simple circuit calculate current 

flow in short answer test question. 

Demonstrate power lost in a resistor. 

Calculate the rise in temperature for a 

given resistor in a given circuit in short 

answer test question. 

Classroom discussion of resistors. 

Given 3 resistors in a parallel and series 

calculate total resistance for each circuit 

in constructed response test question. 

T Experiment with multimeter in lab. Measure R , V and I for several simple 

circuits in performance event graded by 

Rubric. 

Understand and apply Kirchoff’s rules Collapse a complex circuit down to one resistor. Explain Kirchoff's rules in essay test 

question. 

Understand standard circuit symbols Classroom discussion of standard circuit symbols. Identify all standard symbols in matching 

test questions. 

Identify standard circuit symbols Diagram all circuit symbols. Given a picture of a circuit, diagram it 

with symbols in constructed response test 

question. 

Apply the circuit theory to residential circuits W Draw power distribution schematic for residential 

wiring based on NEC. 


circuits. 

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Strand 3: Electrostatics 


Define an electrostatic charge Experiment with electrostatic charge in class. In paragraph form, list four characteristics 

Define and name the types of charges, conductors, and 

insulators 

Experiment with conductors and insulators. 

of an electrostatic charge. 

List the type of charges and least three 

conductors and insulators in short answer 

test question. 

Demonstrate the process of charging by induction and 

conduction 

Demonstrate by charging a balloon by induction 

and conduction. 

Compare and contrast induction and 

conduction in essay test question. 

Understand Coulomb’s Law Classroom discussion of Coulomb's Law. Describe how changing one variable 

changes the force in constructed response 


Understand and define the components of Millikan’s 

oil drop experiment 

Use computer simulated Milliken's oil drop 

experiment. 

Sketch the experiment from memory on 

test. 

Define and calculate electric field strength Experiment with voltmeter in lab. Plot an equipotential line using a 

voltmeter in written lab report. 

Determine electric field lines around various stationary 

charges 

Demonstration of drawing electric field lines. Draw the field lines for two like charges 

and two unlike charges in constructed 

response test question. 


field lines. 

Identify the characteristics of an electric field inside 

Draw field lines for a hollow conductor. 

and outside a conductor 

Define electric potential C2 Classroom discussion of electric potential. Using work energy theorem derive 

electrical potential in constructed 


Relate electric potential to work done on a particle Calculate work done on an electron in a uniform 

electric field. 

Answer short answer questions about 

electric potential. 

Define and calculate potential difference C5 Classroom discussion of potential difference. Using dimensional analysis define (V) 

potential difference in short answer test 

question. 

Define and calculate capacitance and understand the 

relationship between capacitance voltage and stored 

charge 

Experiment with capacitance voltage in lab. 

Describe how to change the capacitance 

of a capacitor in essay test question. 

Describe the components of a parallel plate capacitor C8 Make a parallel plate capacitor. Diagram components of plate capacitor in 

lab notebook. 

Describe and calculate the effect of capacitors in series 

and parallel 

Experiment with capacitors in series and parallel. 

Given three capacitors in series and 

parallel, calculate total capacitance on 


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Strand 4: Forces and Vectors 


Define and understand inertia C4 Classroom discussion of inertia. Describe how inertia ball activity is 

effected by inertia in essay test question. 

Define and understand Newton’s First Law of Motion Use two carts to demonstrate Newton's Law. Answer multiple choice questions about 

inertia. 

Apply Newton’s First Law to common examples of 

motion 

C12 Classroom discussion of inertia. Describe why a book stays on a desk on 

essay test question. 

Understand the relationships between acceleration, 

mass and force 

C11 Find mass of unknown object with scale. Describe the relationship between 

acceleration, mass and force in essay test 

question. 

Define the “Newton” as a unit of force Use dimensional analysis to determine units of N. Answer multiple choice test questions 

Understand the relationship between mass, weight, and 

acceleration due to gravity 

Find weight on other planets in solar system. 

about force. 

Explain why objects have different 

heights on different planets in essay test 

question. 

Apply Newton’s law to common examples of motion Experiment with Newton's law of motion. Apply Newton's Laws to a game of pool 


Define and calculate net force Experiment with force of bricks on ramp. Calculate net force of a brick on a ramp in 


Define and calculate a normal force and coefficient of 

friction 

C3 Classroom discussion of friction. Calculate friction or force on a ramp in 

constructed response question. 

Compare static to kinetic friction Measure coefficient of static and kinetic friction 

with lab pro device. 


static and kinetic friction. 

Apply friction to the concept of net force Calculate friction of a Hotwheel. Answer essay question about net force. 

Identify force pairs Use wheeled carts to identify force pairs Diagram force pairs in lab notebook. 

Define Newton’s third law of motion Classroom discussion of Newton's third law of 

motion. 

Using a rocket describe how Newton's 

third law creates propulsion in 

Apply Newton’s third law of common examples of 

motion 

constructed response test questions. 

C6 List examples of Newton's third law of motion. Apply third law to two students on two 

carts in constructed response test 

question. 

Distinguish between vector and scalar quantifies C10 Classroom discussion of vector and scalar 

quantities. 

Add and subtract vectors using graphical 

Practice graphing vectors. 

representations 

Add and subtract vectors using trigonometric 

Demonstration of trigonometric representations to 

representations 

add and subtract vectors. 

Apply vector addition to operations of displacement, 

Experiment with vectors in the lab. 

velocity and force vectors 

List examples of vector and scalar 

quantities in short answer test question. 

Add three vectors graphically in short 


Add three vectors algebraically in short 


Given two velocity or force vectors add 

the values in constructed response test 

question. 

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Apply vector addition to conditions of static and 

dynamic equilibrium 

D 

Give examples of vectors of static and dynamic 

equilibrium. 

Calculate tension on hanging sign in short 

answer test questions. 

Strand 5: Kinematics 


Define and calculate position, speed, and velocity Graph distance vs....... time. v=d/t given two variables determine the 

Distinguish between scalar and vector quantities Classroom discussion of scalar and vector 

quantities. 

Derive kinematics equation by interpreting d Vs t and v 

Experiment with velocity in the lab 

Vs t graphs 

third in short answer test question. 


scalar and vector quantities. 

Given graphs of an objects motion 

determine the velocity displacement and 

acceleration in constructed response test 

question. 

Define and calculate uniform acceleration Classroom discussion of uniform acceleration. Using the equations of motion calculate 

displacement or velocity with time in 


Quantify motion of freely falling objects Experiment with free-falling objects in the lab. Calculate final velocity given height of 

table and distance traveled in short 


Strand 6: Law of Universal Gravitation 


Define and quantify the law of universal gravitation Calculate gravitational force between two 

classmates. 

Discuss law of universal gravitation in 


Calculate the gravitational constant for a given plant Find own weight on Mars and Moon. Answer multiple choice questions about 

gravitational force on different planets. 

Define and quantify gravitational field strength Plot gravitational field for earth to five diameters. Present plotted gravitational field to class 

orally. Graded by Rubric. 

Using Kepplers’ law plot planetary and satellite orbits Classroom discussion of Keppler's law. Calculate orbital data for given satellite in 


Strand 7: Light 


Recognize and describe the characteristics of the full 

range of electromagnetic spectrum 

Classroom discussion of electromagnetic waves. 

Describe electromagnetic wave and six 

different types in constructed response 

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Utilize the relationship between frequency, 

wavelength, and velocity 

Determine the relationship between white light and it’s 

various components 

Determine the relationship for mixing primary 

pigments to obtain secondary pigments 

Practice calculating problems involving frequency, 

wavelength and velocity. 

Experiment with light in the lab. 

Experiment with pigments in the lab. 


Calculate wavelength given f and v in 

short answer test questions. 

Given two colors of light determine 

resultant in short answer test question. 

Given two colors of pigment determine 

resultant in constructed response test 

question. 


reflection. 

Draw and label the components of the law of reflection Using a ray diagram draw the reflection of an 

object from a plane mirror. 

Apply the law to plane and converging lens Experiment with lenses in lab. Using a ray diagram sketch the reflection 

on a plane and converging lens in 


Define and identify the focal points of curved mirrors Find focal points of a variety of curved mirrors. Using ray diagram and lens equation 

determine focal point in short answer test 

question. 

Determine the image size and location by ray tracing Draw ray diagram to determine magnification. Answer short answer questions about 

image size and location. 

Use Snell’s law to determine the path of light through 

various media 

C9 Classroom discussion of Snell's laws. Apply Snell's law using equations and ray 

diagrams in constructed response test 

question. 

Define total internal reflection and critical angle Calculate critical angle for glass and a diamond. Answer multiple choice questions about 

critical angles. 

Describe how a fiber optics cable works Research fiber optic cables. Sketch light path through a fiber optics 

cable in constructed response test 

question. 

Characterize the types of images produced by 

converging and diverging lenses at various objects 

lengths 

Determine image location and magnification by ray 

tracing 

Experiment with converging and diverging lenses 

in lab. 

Ray trace and image from a converging lens. 

Calculate images from converging and 

diverging lens in constructed response 



image location and magnification. 

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Strand 8: Linear Momentum 


Apply torque equation. Calculate torque required to open door. Answer multiple choice questions about 

Define and calculate momentum and understand the 

Classroom discussion of linear momentum. 

relationship between mass, velocity and momentum 

Understand the vector nature of momentum Use graphical addition of vectors to determine 

momentum of a cart. 

Define and calculate impulse and understand the 

By jumping up and down describe how t changes 

relationship between force, time, and momentum 

f. 

Understand how momentum is conserved in isolated 

Experiment with elastic and inelastic systems in 

and elastic and inelastic systems 

lab. 

Calculate using conservation of momentum in both one 

Complete conservation of two-dimension lab. 

and two-dimensional collisions 

torque. 

Given m and v calculate momentum in 


Discuss lab results in written lab report. 


linear momentum. 

In a collision calculate final momentum 

in short answer test question. 

Explain law of conservation of 

momentum in essay test question. 

Strand 9: Pendulum Motion 


Identify factors affecting the period of a pendulum Complete a pendulum lab. Discuss results of pendulum lab in written 

Prove equations of a pendulum through graphing 

experimental data. 

Identify theoretical and practical applications for 

pendulum motion 

Graph experimental pendulum data. 

Complete a MacGyver lab. 

lab report. 

Explain why graphed data proves 

equations of pendulum in written lab 

report. 

Discuss practical application for 

pendulum motion in essay test question. 

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Strand 10: Rotational Dynamics 


Define angular displacement, velocity, and acceleration Classroom discussion of angular displacement, 

velocity and acceleration. 

Quantify the relationship between angular 

displacement, velocity and acceleration 

Classroom discussion of angular displacement, 

velocity and acceleration. 

Define center of mass and locate it for several objects Given an odd shaped object determine the center 

of mass using string. 

Determine angular displacement velocity 

and acceleration of a second hand in 


Apply equations of constant acceleration 


Describe how to find the center of mass 

for a variety of objects in an essay test 

question. 

Define and calculate torque Work with torque in lab. Calculate torque on a bolt given the force 

applied and the size in constructed 


Understand the relationship between torque and 

Using a meter stick balance determine component Write results of lab in written report. 

rotational equilibrium 

torque given rotational equilibrium. 

Define and calculate the moment of inertia Classroom discussion of moment of inertia. Use dimensional analysis to define 

moment of inertia in essay test question. 

Understand and quantify conservation of angular 

momentum 

Classroom discussion of conservation of angular 

momentum. 

Describe why an ice skater increases spin 

when pulling arms toward body in an 


Strand 11: Two Dimensional Motion 


Define projectile motion Experiment with projectiles in lab. Draw vector diagrams of a projectile at 

Distinguish between the acceleration of vertical 

components of motion and the constant velocity of the 

horizontal components of motion 

Diagram vertical and horizontal components of 

motion. 

various stages in written lab report. 

Describe in paragraph form component 

velocities in written report. 

Predict results for horizontally launched projectiles Experiment with launched projectiles in lab. Given a ramp, Hotwheel and meter stick, 

calculate velocity of car in performance 

event graded by Rubric. 

Quantify motion and predict results for projectiles 

launched at angles 

Classroom discussion of two dimensional motion. 

Predict landing point of slingshot in 


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Prove independence of vertical and horizontal 

components by videotaping and graphing experimental 

data 

Videotape Hotwheel and calculate velocities. 

Present videotape to class. Graded by 

Rubric. 

Strand 12: Waves and Sound 


Identify the characteristics properties of waves Classroom discussion of waves. Properly label components of a wave in 

Identify period frequency, wavelength, and amplitude 

of waves 

Make a variety of waves with a slinky in the lab. 


Apply equation problems v = f pi to 

simple problems in constructed response 


Calculate wave speed and identify factors effecting 

speed 

Classroom discussion of wave speed. 

List factors which effect wave speed in 


Determine the relationship between frequency and 

wavelength 

Using a slinky demonstrate inverse relationship. Diagram waves in lab notebook. Label 

parts. 

Determine the behavior of waves at boundaries Practice making reflected waves with slinky. Describe reflected wave at fixed and free 

boundary in written lab report. 

Distinguish between constructive and destructive 

interference 

Classroom discussion of constructive and 

destructive interference. 

Sketch the resultant wave given two 

waves in constructed response test 

question. 

Define standing waves and describe their 

characteristics 

Draw and label a standing wave. 


waves. 

Calculate the frequency of a beat given two waves Classroom discussion of the frequency of a beat. Apply the boat equation in constructed 


Draw fundamental and several harmonics for open and 

closed end pipes 

Demonstrate several harmonics using pipes. Draw and calculate fundamental and first 

three harmonic frequencies. 

Understand Doppler effect ad determine the frequency 

of approaching and receding sources 

Classroom discussion of the Doppler effect. 

Sketch the wave patterns and frequencies 

created by Doppler effect in constructed 


Calculate speed of sound Using starter pistol at 250m calculate velocity. Write results of lab in report. 

Calculate frequency, wavelength or velocity given two 

variables 

Classroom discussion of calculating frequency, 

wave length and velocity. 

Apply v = f pi equation in short answer 


Calculate frequency of various harmonics or the 

fundamental wave of a musical instrument 

Given a violin calculate the frequency and first 

two harmonics. 


harmonics. 

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Discuss human’s ability to hear frequency and loudness Research human hearing. Describe how aging process changes 

hearing range in essay test question. 

Describe and calculate the decibel scale Classroom discussion of decibel scale. Identify threshold of hearing and pain and 

calculate values in between in 

performance event graded by Rubric. 

Strand 13: Work, Energy, and Power 


Define and calculate work, potential energy and kinetic 

energy 

Understand the relationship between potential energy, 

kinetic energy, and work 

Calculate power walking up a flight of stairs. Answer multiple choice questions about 

work, potential energy and kinetic energy. 

Classroom discussion of work, energy and power. Predict height of ball based on k + 

pullback and distance in constructed 


Identify several types of each form of energy Classroom discussion of forms of energy. List at least four examples of each in 


Define conservation of energy Experiment with pendulum in lab. In a lab notebook for a pendulum, sketch 

the kinetic and potential energy changes 

with time. 

Define and calculate power Gather data of power to climb upstairs. Calculate expended power walking up 

stairs in written lab report. 

Relate power to work and energy Classroom discussion of power, work, and energy. Using dimensional analysis define power 

in terms of work and energy in 


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Astronomy 

Rationale: 

The Lindbergh School District science curriculum respects the importance of science literacy for all students. The 

curriculum based upon the Missouri Show-Me Standards si student-centered and will allow students to explore, 

discover, understand and apply science to our ever changing universe. The goal of Astronomy is for students to 

gain a better understanding for the complexity of our universe and the broad range of studies involved in 

Astronomy. It is our goal that the students recognize and understand simple natural phenomena such as the 

constituents of our solar system, electromagnetic radiation, galaxies, nebulae, and other concepts that are vital to 

understanding and learning more about our universe. 


This course is designed for students interested in studying space science. Some of the topics include star formation, observing the 

objects beyond our earth, how our sun affects our earth, theoretical discussion on our solar system, galaxy and universe, and current 

NASA programs and future space exploration. Upon completion of Astronomy, students will have a better appreciation for the 

universe, as well as our world. Content will be presented through lecture, video, individual and group projects, field trip, labs, and 

computer based research. 

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Standard 1: Life Cycle and Evolution of Stars 


Classroom discussion of life 

cycle of a star. 

The student will be able to describe the apparent life 

cycle of a star. 

Given temperatures and colors 

of stars, determine the stage of 

the star, in a short answer test 

question. 

Standard 2: Scientific Processes Used to Explore Space 


W Observe and experiment with a 

variety of astronomical 

instruments. 

The student will be able to describe the function of 

the various types of astronomical instruments. 

The student will be able to explain the function and 

use of electromagnetic radiation in studying the 

universe. 

C2 

Classroom discussion of 

function and use of 

electromagnetic radiation. 

Differentiate between 

reflecting, refracting and radio 

telescopes, and describe nonlight 

gathering telescopes, in an 

essay type test question. 

Explain how to determine a 

star's movement relative to the 

Earth by its electromagnetic 

spectrum, in a written report. 

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Standard 3: Solar System 


R Research a component of our 

solar system. 

The student will be able to investigate the structure 

and components of our solar system. 

The student will be able to compare and contrast the 

characteristics of the components of our solar 

system. 

The student will be able to state the contributions of 

Galileo and Kepler to our understanding of the solar 

system. 

The student will be able to describe the structure and 

motions of the moon. 

C1 

Classroom discussion of the 

characteristics of our solar 

system. 

Research contributions of 

Galileo and Kepler to our 

understanding of the solar 

system. 


structure and motions of the 

moon. 

Diagram the order of the 

planets and asteroid belt from 

the sun outward, also noting 

comet orbits. 

Contrast the characteristics of 

Jovian versus terrestrial 

planets. Differentiate between 

asteroids, comets, meteoroids, 

and meteors. Describe and 

classify comets, asteroids and 

Given specific measurable data, 

determine the orbital period of 

objects around the sun in an 


Describe how the phases of the 

moon affect the Earth's 

atmosphere in an essay test 

question. 

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Rationale: 




functions and processes of organisms, their interactions with one another and the environment, and to respect the living world. Upon 

successful completion of this course students will be able to take the AP and IB exams. 


This course is recommended seniors excelling in science and interested in pursuing a career in science and health. This course will 

provide an intensive, in depth and investigative approach to the study of biology. Emphasis will be placed on ecology, microbiology, 

botany, zoology, evolution and the human nervous, skeletal and muscular systems. Upon successful completion of the second year, 

the student is eligible to take the high level IB exam and the AP exam. 

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Strand 1: Botony 


The student will demonstrate an understanding of the general 

characteristics of bryophytes and tracheophytes. 

The student will demonstrate an understanding of the 

reproduction and importance of angiosperms. 

Trace the flow of water through a 

dicot plant. 

Design an experiment to measure the 

water loss under a variety of 

conditions. 

Discuss bryophytes and tracheophytes 

in essay test question. 


question about angiosperms. 

Strand 2: Ecology 


The student will demonstrate an understanding of population 

dynamics, coevolution, symbiosis, biogeochemical cycles, 

energy flow, and biomes. 

The student will demonstrate an understanding of major 

environmental problems. 

R 

C3 

Construct a diagram to demonstrate 

the recycling of nitrogen in a 

terrestrial 

Research an environmental problem. 


about population dynamics, 

coevolution, symbiosis, biochemical 

cycles, energy flow and biomes. 

Oral presentation of environmental 

problem graded by Rubric. 

Strand 3: Evolution 


The student will demonstrate an understanding of the evidences 

for origin of life on earth, micro evolution and macro evolution. 

The student will demonstrate an understanding of Darwin's 

theory of Natural Selection. 

The student will demonstrate an understanding of the Hardy- 

Weinberg Principle. 

G 

E 

Compare and contrast micro and 

macro evolution. 

Classroom discussion of Darwin's 

theory of natural selection. 

Classroom discussion of Hardy- 

Weinberg Principle. 

Answer an essay question involving 

the origin of life on earth. 

Determine the p and q values for the 

population. 

Solve: A population consists of 

twenty individuals of which 64% are 

homozygous dominant for the trait 

and the remaining individuals are 

heterozygous. Determine the p and q 

values for the population. 

Strand 4: Human Nervous System 


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The student will demonstrate an understanding of the basic 

anatomy and physiology of the human body's systems. 


maintenance of homeostasis. 

W 

Identify from a dissected fetal pig the 

major organs and structures of the 

body. 

Trace the production, release, and 

effect of insulin in the human body 

via of an essay and 

Answer a series of multiple choice 

questions about anatomy and 

physiology. 

Answer a constructed response test 

question about homeostasis. 

Strand 5: Microbiology 



classification, structure and function of viruses, bacteria, 

protists, and fungi. 


importance of the microorganisms to ecosystems. 

C1 

Compare and contrast in a chart form 

the key characteristics and examples 

of Monera, 

Classroom discussion of the 

importance of microorganisms to 

ecosystem. 

Correctly via classification chart on 

test. 

Answer essay question about 

microorganisms in ecosystems. 

Strand 6: Zoology 


The student will demonstrate an understanding of the general 

characteristics of the major animal phyla. 


evolutionary relationships among the animal phyla. 

C11 

Construct a phylogenetic tree to 

display the evolutionary relationships 

of the major animal 

Classroom discussion of Zoology. 

List several general characteristics of 

major animal phyla in short answer 



question about evolutionary 

relationships among animal phyla 

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Rationale: 

The Lindbergh School District science curriculum respects the importance of science literacy for all students. The AP/IB Chemistry 

curriculum, based upon the College Board Advanced Placement and International Baccalaureate programs. The course is completion 

the two year program. It is designed to be student-centered and will allow students to explore, discover, understand and apply science 

to our ever changing world. The goal of Chemistry is for students to understand the composition and properties of matter, as well as 

their transformations and interactions to become materials in everyday life. 


This course is recommended for seniors excelling in science and interested in pursing a career in science, health, and engineering. 

This is the second half of a two-year intensive chemistry program which is designed to provide the student with enhanced 

opportunities for learning both the theory and practice of chemistry through discussion, a variety of lab exercises, lecture, films, and 

group activities. 

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Strand 1: Organic Molecules 


The student will learn the nomenclature for basic organic 

compounds 

Use covalent model to create organic 

compound models 

The student will learn the basic reactions for organic molecules Perform organic reactions to produce 

example organic compounds to 

include ester, aspirin, and soap 

The student will understand the basic characteristic of polymers Compare the properties of soap to 

water and oil 

Draw the isomer for pentane 

Write the reaction for making an ester 

Classify the difference between 

carbohydrates, lipids, and proteins 

Strand 2: Kinetics: Rates and Mechanisms 


The student will understand the factors which effect rate law Compare the rate of reaction at 

different temperature 

The student will determine the order of reaction using the rate 

Calculate the order a reactions using 

law 

rate and concentration data 

The student will understand the integrated law C6 Graph concentration vs. time data for 

different order of reactions 

The student will propose a mechanism from a rate law for a R 

Compare mechanisms with overall 

chemical reaction 

rate law 

Explain why crushing a solid reactant 

increase the rate of reactions 

Determine the rate law constant from 

rate and concentration data. 

Predict the order of reaction from a 

graph of conc vs. time 

Propose a mechanism for a specific 

reaction with known order 

Strand 3: Basic Equilibria 


The student will solve equilibrium problems for gases and 

solutions 

Survey equilibrium reactions testing 

the reversibility 

The student will understand Le Châtelier's Principle Create an experiment to prove Le 

Châtelier's Principle by varying conc., 

temp, or pres 

Calculation K c from a K p 

Explain how pressure effect the 

equilibrium of reaction. 

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Strand 4: Acid-Base Equilibria 


The student will classify the types of acid/bases using 

Classify acids and bases by type 

Arrhenius, Brønsted, and Lewis theories 

The student will calculate the pH of acids or bases using 

Calculate the K a for acetic acid using 

equilibrium of water 

titration and pH 

The student will solve equilibrium problems for weak acids or 

Use pH and initial concentration to 

bases 

predict K a 

The student will predict the pH for salts Make solution of various salt and test 

the pH of the solution 

Explain the difference between 

Brønsted, and Lewis theories 

Perform equilibrium calculation using 

K, concentration, and pH 

Rank the strength of weak acids by 

their K a 

Explain how a salt becomes acid or 

basic in water 

Strand 5: Ionic Equilibria 


The student will determine how a buffer works C7 Test various acid/base pairs for 

buffering ability 

The student will determine characteristics of titration curve Graph a titration and analyze it for 

endpoint pH and equil constant 

The student will determine solubility product for equilibrium 

solutions 

Determine the relationship between 

solubility product and saturation 

amount for compound 

Determine the pH of a buffer from 

initial concentrations and K a 

Explain if the acid is titrated is weak 

based on the titration graph. 

Determine a K sp from the slightly 

soluble salt. 

Strand 6: Thermochemistry 


The student will understand the 2nd Law of Thermodynamics Determine the entropy for reactions 

from entropy formation data 

The student will understand spontaneity of reaction as it relates 

to work & equilibrium 

Calculate the work produce by a 

spontaneous reaction 

Predict the change in entropy in a 

reactions based on the balance 

equations 

Determine the equilibrium constant 

from spontaneous reaction 

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Strand 7: Electrochemistry 


The student will understand the structure of a electrochemical 

call 

The student will compare and contrast voltaic cells and 

electrolytic cells 

The student will see the relationship between electrical work, 

free energy and equilibrium 

Create various cell potential for 

various metal pairs 

Draw voltaic cell from a balanced 

chemical equation 

C9 Electroplating of copper and zinc Explain the differences between 

voltaic and electrolytic cells. 

Calculate the free energy from Calculate the equilibrium constant 

electrical potential 

from electrical potential data 

Strand 8: Senior science Project 


A group of students will design, execute, and evaluate an 

investigation of their own choice 

G,E,D,T,R,W,C1 

A group of students will design, 

execute, and evaluate an 

investigation of their own choice 

Present results from the investigation 

in an oral presentation 

Strand 9: Modern Analytical Methods 


The student will distinguish the three type of analytical 

methods 

The student will use results form an analytical method to 

predict the characteristic of compound 

The student will combine results from several analytical 

methods to predict the compounds structure 

T 

T,W,C11 

Map the structure of mass 

spectrometer 

Analyze a IR graph for organic 

functional groups 

Use results from mass spectrometer, 

IR or NMR to predict the structure of 

organic compound 

Identify the major stages of mass 

spectrometer 

Identify the functional groups found 

in NMR graph 

Use mass spec data and NMR data to 

determine the organic compound 

Strand 10: Environmental Chemistry 


A group of students will understand the major environmental 

issue with water 

A group of students will understand the major environmental 

issue with air 

C2 

C3 

Map the major part of water 

purification from waste to drinking 

water 

Compare and contrast the difference 

between ozone in upper atmosphere 

vs the air we breathe. 

Explain what the addition of chlorine 

does in the purification of water 

Explain the source of acid rain from 

ground population 

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Earth Science 

Rationale: 

The Lindbergh High School Earth Science Curriculum has been designed to allow students to explore and discover the world around 

them. In order for the students of today to make informed decisions tomorrow, they must have a good understanding of the Earth has 

changed over time, the processes that are responsible for those changes, and how humans are impacting our planet. Students, in 

attaining scientific literacy, will be able to demonstrate their newly found knowledge by exhibiting creative problem solving, 

reasoning, and informed decision making. 


This course is for students interested in studying geology, meteorology, and oceanography. Some of the topics include rock types and 

history, plate tectonics, mapmaking, weather/climate patterns and ocean currents. The course content will be presented through 

lecture, individual and group projects, videos, labs, and computer based research. This is a lab-based course. 

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5.3.A.e Recognize how the geomorphology 

of Missouri (i.e., different types of 

Missouri soil and rock materials such as 

limestone, granite, clay, loam; land 

formations such as karst (cave) formations, 

glaciated plains, river channels) affects the 

development of land use (e.g., agriculture, 

recreation, planning and zoning, waste 

management) 

R 

T 

Students will research various areas of Missouri (ex. 

NW, SE, etc.) and write a report explaining what 

types of rocks or rock formations are predominantly 

in that area and what the area is mostly used for (ex. 

Land fill, farming, etc.). 

Students will use the information that they gathered to 

explain why certain rocks or rock formations are 

utilized for various land uses. 



5.3.A.f Recognize the limited availability 

of major mineral deposits in the United 

States (e.g., lead, petroleum, coal, copper, 

zinc, iron, gravel, aluminum) and the 

factors that affect their availability 

T 

C3 

Students will complete a webquest on US mineral 

deposits. 

Students will be able to identify which minerals are the 

most plentiful and which are scarcer in the US. They 

will also be able to explain why this is happening. 

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2. Earth’s systems (geosphere, atmosphere, and hydrosphere) interact with one another as they 

undergo change by common processes 





5.2.A.a Explain the external processes (i.e., 

weathering, erosion, deposition of 

sediment) that result in the formation and 

modification of landforms 




5.2.A.b Describe the factors that affect 

rates of weathering and erosion of 

landforms (e.g., soil/rock type, amount and 

force of run-off, slope) 




5.2.B.c Describe how the energy of an 

earthquake travels as seismic waves and 

provides evidence for the layers of the 

geosphere 




5.2.B.d Relate the densities of the 

materials found in continental and oceanic 

plates to the processes that result in each 

type of plate boundary (i.e., diverging, 

converging, transform) 

C1 

C8 

C1 

C8 

C10 

C2 

Students will model weathering, erosion, and 

deposition using sand, water, and a fan. (group 

work) 

Tie this into 5.2.A.a 

Partially covered in PS. 

Students will observe a seismic wave diagram that 

explains how an earthquakes seismic waves move 

through various parts of the Earth. 

Briefly review (covered in detail in PS) 

Students will be able to identify each type of process 

and predict where they think these processes are most 

common on our planet. 

Students will also be able to describe the rock type that 

is probably the easiest to weather and erode and the 

rock type that is the hardest and why. 

Pretest over causes of earthquakes. 

Students will be able to explain how an earthquakes 

seismic wave provides us evidence of the different 

layers of the earth. 

Pretest on densities of Earth’s plates and the types of 

plate boundaries. 

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5.2.B.e Describe the effects of the 

movement of crustal plates (i.e., 

earthquakes, sea floor spreading, mountain 

building, volcanic eruptions) at a given 

location on the planet 




5.2.B.f Articulate the processes involved in 

the Theory of Plate Tectonics (i.e., uneven 

heating of the mantle due to the decay of 

radioactive isotopes, movement of 

materials via convection currents, 

movement of continental and oceanic 

plates along diverging, converging, or 

transform plate boundaries) and evidence 

that supports that theory (e.g., correlation 

of rock sequences, landforms, and fossils: 

presence of intrusions and faults: evidence 

of sea-floor spreading) 

C1 

C2 

C3 

R 

C10 

Review briefly (due to coverage in required physical 

science). 

Partially covered in PS. Review 1 st part briefly. 

Students will use the information that they have 

gained in Physical Science about Plate Tectonics to 

examine the evidence scientists have uncovered to 

support Plate Tectonics. Students will complete the 

following labs: 

1. Rock Layers, Fossils, and Landform 

Correlation 

2. Fault Locations 

3. Sea-floor Spreading 

Students will be given pictures of plate boundaries and 

are expected to be able to identify the types of plate 

boundaries and what occurs at each of these boundaries 

(volcanoes, earthquakes, etc.). 

Pretest over Plate Tectonics 

Students will be able to write a brief essay on how the 

plates move and what evidence scientists have to 

support the Theory of Plate Tectonics. 



5.2.D.a Use evidence from relative and 

real dating techniques (e.g, correlation of 

trace fossils, landforms, and rock 

sequences: evidence of climate changes: 

presence of intrusions and faults: magnetic 

orientation: relative age of drill samples) to 

infer geologic history 

R 

W 

C8 

Students will complete a Relative-dating Lab using 

index fossils and correlation techniques. 

Students will be able to explain how scientists use 

fossils to date rock layers by answering questions about 

the lab. Ex. “Which fossil is older: X or D How can 

you tell” Answer: “X is older because the layer that it 

is located in is beneath the rock layer that fossil D is 

in.” 

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Objective: Changes in the Earth over time can 


Using outcrop diagrams and pictures, 

identify the ages of the rock layers, the 

fossils located in them, and what processes 

have occurred throughout the designated 

time period (e.g. earthquake, folding, 

unconformity, mountain building, glacier, 

etc.). 

Objective: Changes in Earth over time can be 

inferred through rock and fossil evidence 

A. Be able to understand and use the 

Geologic Time Scale. Know what major 

events have occurred over the past 4.6 

billion years. 

B. Be able to identify specific animals and 

plants that lived in each Era and how they 

have evolved over time. 

Objective: Understand how animals adapt to 

their environment and how that leads to 

evolution. 

Students will be given various diagrams of outcrops. 

They will have to number the layers from oldest to 

youngest. They will then have to locate the 

unconformity. 

A. Students will need to fill in a blank Geologic 

Time Scale with the appropriate Eons, Eras, Periods, 

and Epochs. 

B. Students will research specific Periods and 

present their findings to the class. 

Students must research a present-day animal’s 

family tree and show how and why they have 

adapted and evolved over time. They must also 

explain what evidence scientists have of this. 

Students will present their findings to the class in a 

powerpoint presentation. 

Students will need to be able to sequence an outcrop by 

writing an essay for each of those outcrops. 

A. Students should be able to identify which each of 

the Eons, Eras, and Periods. They will also be able to 

explain why the Time Scale is divided the way it is. 

B. Students will identify the various types of ancient 

animals and plants that existed in their period. They 

will need to explain why they went extinct or if they 

survived by adapting and evolving over time. 

Students will present their findings to the class as a 

powerpoint presentation. Students will use their 

research to explain to the class how scientists are able 

to theorize that evolution has been occurring on our 

planet for millions of years (what evidence did they 

find). 

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1. Earth’s Systems (geosphere, atmosphere, and hydrosphere) have common components and 

unique structures 



water (a material with unique properties) and 

other materials 

5.1.B.a Recognize the importance of water 

as a solvent in the environment as it relates 

to karst topography (cave formation), acid 

rain, and water pollution 

T 

Students will complete a webquest on karst 

topography including cave formations and sink 

holes. 

Students will be given a quiz in which they will need to 

identify speleothems, sink holes, and caves. They will 

also have to explain how water is responsible for 

creating caves, speleothems, and sink holes. 



1. Earth’s Systems (geosphere, atmosphere, and hydrosphere) have common components and 

unique structures 



of a mixture of gases, including water vapor, and 

minute particles 

5.1.C.a 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) 

C1 

C3 

R 

W 

Students will complete the “Layers of the 

Atmosphere” lab. They will graph the temperatures 

and altitude of the layers and identify where the 

boundaries are located. They will also identify 

where the ozone layer is located and why the 

temperature in the atmosphere increases at the ozone 

layer. 

Students will complete a week long study of clouds 

(“Clouds” lab) and be able to identify types of 

clouds and the conditions that they typically form in. 

Students will infer why the boundaries are located in 

specific areas (temperature changes) and why this 

change occurs. 

Students will be able to categorize the clouds by their 

altitudes. They will also classify them as fair-weather 

clouds or rain clouds. 

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5.1.C.b Describe the causes and 

consequences of observed and predicted 

changes in the ozone layer 

Concept D: The atmosphere (air) is composed 



5.1.D.a Provide evidence (e.g., melting 

glaciers, fossils, desertification) that 

supports theories of climate change due to 

natural phenomena and /or human 

interactions 

Concept D: The atmosphere (air) is composed 



5.1.D.b Explain how climate and weather 

patterns in a particular region are affected 

by factors, such as proximity to large 

bodies of water or ice/ocean currents, 

latitude, altitude, prevailing wind currents, 

and amount of solar radiation 

R 

C1 

C8 

R 

Students will watch a video that shows how the 

ozone layer is formed and what gases are 

responsible for destroying it. Students will then 

observe the current conditions of the ozone layer by 

studying a diagram that shows where the ozone hole 

is currently located. 

Students will measure ancient tree rings in order to 

find out how the climate in a particular area has 

changed over time. 

Partially covered in Physical Science. 

Students will complete a lab to distinguish between 

warm and cold ocean currents and how they affect 

the weather around them. 

Students will predict what the ozone hole will look like 

in the next 50 years and determine how that will affect 

our planet and man-kind. 

Students will be able to estimate how long the cold 

weather and warm weather lasted over hundreds of 

years in a particular area. They will then be able to 

discuss how the climate in that area has changed over a 

period of time. 

Pretest 

Students will have to compare the temperatures of a 

town near a cold ocean current at a lower latitude to a 

town near a warm ocean current at a higher latitude. 

They will have to explain why the higher latitude is 

actually warmer then the lower one. 

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2. Earth’s systems (geosphere, atmosphere, and hydrosphere) interact with one another as they 

undergo change by common processes 





5.2.F.a Predict the weather at a designated 

location using weather maps (including 

map legends) and /or weather data (e.g., 

temperature, barometric pressure, cloud 

cover and type, wind speed and direction, 

precipitation) 




5.2.F.b Discover and evaluate patterns and 

relationships in the causes of weather 

phenomena and regional climates (e.g., 

circulation of air and water around the 

Earth, movement of global winds and 

water cycles due to solar radiation) 




materials 

5.2.G.a Explain how global wind and 

ocean currents are produced on the Earth’s 

surface (e.g., effects of unequal heating of 

the Earth’s land masses, oceans and air by 

the Sun due to latitude and surface material 

type: effects of gravitational forces acting 

on layers of air of different densities due to 

temperature differences: effects of the 

rotation of the Earth: effects of surface 

topography) 

R 

W 

T 

C1 

C3 

C10 

C1 

C3 

C8 

C10 

R 

W 

Students will complete a week long meteorology lab 

that includes using weather maps and finding our 

current weather data. 

Students will observe a diagram that indicates the 

global wind patterns of the Earth. They will also 

observe a chart that shows how ocean currents 

circulate around the Earth. 

Partially covered in PS. 

Ocean Density Lab to show how cold/warm and 

salt/fresh water react to one another. 

Students will measure each day’s current weather 

conditions using a thermometer, anemometer, matches 

(wind direction), rain gauge, and a barometer that they 

have created in class with wet and dry bulbs. They will 

also be noting the types of clouds that they are seeing 

in the sky each day. They will then analyze their data 

at the end of the week and answer various questions 

relating to their findings. 

Students will predict what type of weather/climate can 

be expected in specific areas around the globe due to 

the ocean currents and wind patterns near the area. 

Pretest 

Students will compare and contrast cold and warm 

water to one another and salt and fresh water to one 

another. They will then explain why cold currents 

come from the poles and warm currents come from the 

equator. They will also be able to predict what 

happens when fresh river water washes into ocean 

water. 

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Environmental Science 

Rationale: 


upon the Missouri Show-Me Standards, is student-centered and will allow students to discover, investigate, understand, and apply 

science concepts to our ever changing world. The goal of Environmental Science is for students to understand the relationship 

between the air, land, water, and every citizen in our global society. The curriculum and teaching methods strive to bring the student 

into the environment as part of it. In addition to learning science content, this course includes respecting opinions, realizing the 

politics of environmentalism, and the benefits of exploring actual environments to witness the delicate balance in ecological systems. 


This course is for students interested in studying the environment. Environmental science is designed to give a student a current, 

comprehensive, and a holistic overview of environmental issues. The subject matter will be treated thematically, integrating physical 

science and life science concepts in six major areas. Understanding the issues requires knowledge from many seemingly unrelated 

disciplines. A diverse science background is very helpful including biology, chemistry, and physical science. The format of the 

course is very interactive: using lab activities both in a lab and outside on school grounds, reading current sources for information on 

environmental issues both locally and globally, writing to express ideas and thoughts is an evaluation tool in addition to several 

projects both independent and in groups. 

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Strand 1: Atmosphere 


The student will cycles and changes composition. 

The student will evaluate human uses of water and the 

atmosphere and seek improvements. 

R 

C3 

Research a viewpoint of global 

warming. 

Research different human uses of 

water. 

Compare and contrast global warming 

as from both sides in a class debate. 

Discover the major types of water 

pollution and why they are so serious, 

in a written report. 

Strand 2: Communities 


The student will individually reflect on their personal impact to 

environment. 

C5 

Keep a journal of personal impact on 

the environment. 

The student will determine different types of natural resources. C2 Classroom discussion of natural 

resources. 

The student will question human uses of these natural 

C11 Research human use of natural 

resources. 

resources. 

Explain their role in preserving the 

earth for future generations in a 

written report. 

Explain what is a natural resource in 

an essay test question. 

Demonstrate positive and negative 

uses of natural resources by human in 

a poster presentation. 

Strand 3: Energy 


The student will determine where life gets energy to do work. Research where life gets it energy. Explore the energy found on earth and 

The student will compare human requirements for energy 

historically. 

The student will judge the current energy requirements and 

suggest solutions. 

Research the history of energy. 

its sources in a written report. 

Explain the stages that humans have 

gone through with regard to energy 

use in a poster presentation. 

W Interview an energy specialist. Evaluate human current dependence 

on fossil fuels and propose 

alternatives in a brochure. 

Strand 4: Energy 

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The student will define the requirements necessary for life. C8 Observe a variety of terrariums and 

build one. 

Build a terrarium and explain all the 

necessary components 

The student will determine the level of organization of life. Classroom discussion of organization 

of life. 

Create a food web using local 

environments in a poster presentation. 

The student will examine the interaction between different 

types of life. 

C6 

Visit a nature area and observe an 

ecosystem. 

Explain the type of relationship 

between several different animals 

found in local ecosystems in a written 

The student will evaluate the Gaia hypothesis as a theory. Classroom discussion of the Gaia 

hypothesis. 

The student will discover how all life is part of a cycle where 

all material is reused. 

The student will assess that human consumption must be part 

of the earth's cycling of materials. 

The student will assess that human consumption must be part 

of the earth's cycling of materials. 

Classroom discussion of cycles where 

all material is reused. 

report. 

Defend with at least two facts both 

sides of the Gaia hypothesis debate in 

class. 

Explain what happens to oxygen, 

carbon, and nitrogen in the earth's 

cycle in an essay test question. 

G Interview a human waste specialist. Classify the type of human waste and 

explain a method for each becoming 

part of the earth's material cycle in a 

poster presentation. 

Classroom discussion of Earth's 

cycling of materials. 

Explain the possible changes to a 

population and the causes for those 

changes in an essay test question. 

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Strand 5: Resource Management 


The student will understand the earth is materially a closed 

system (No waste). 

The student will see a land community and how changes to 

land effect the community of life it hosts. 

Classroom discussion of a closed 

system. 

Research a food web and make a 

poster. 

The student will conclude the need for natural restoration. C7 Class discussion of natural 

restoration. 

The student will explore the difference between renewable vs 

non-renewable energy. 

The student will construct new ways to reduce, reuse, or 

recycle natural resources. 

C9 

Classroom discussion on renewable 

vs. non-renewable energy. 

Research different methods of 

recycling. 

Explain a closed system using the 

earth as a example in a poster 

presentation. 

For a food web explain the effect of 

removing in any one member from 

the web to the other members of the 

web in a poster presentation. 

Compare and contrast natural 

community with a human 

monoculture in an essay test question. 

Compare and contrast solar power 

with gasoline in an essay test 

question. 

Determine at least one way locally 

resources can be protected in a written 

report. 

Strand 6: Water 


The student will define the types and location of water and the 

atmosphere. 

The student will determine the natural uses for water and 

atmosphere. 

Discussion of water and atmosphere. 

Classroom discussion of the natural 

uses for water and atmosphere. 

Create graphically the water and 

atmosphere cycles in a poster 

presentation. 

Explain the difference between 

ground water and ocean water in an 


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Human Anatomy and Physiology 

Rationale: 



to our ever changing world. The goal of Human Anatomy and Physiology is for students to understand the role each system plays in 

the organism and their relationships to each other. This course is designed for students interested in pursuing a career in health. 


This course is designed for students interested in pursuing a career in health. This course is designed as an introductory course in 

human anatomy and physiology. Dissection of a cat is mandatory and plays an integral part in reinforcing the material in this course. 

It is tailored to meet the needs of students in allied health, medical and biology programs. Many body systems are studied, with 

emphasis placed throughout on presenting the human body as a living, functioning, homeostatic organism. Clinical material and 

disease processes are introduced where appropriate. Upon completion of Human Anatomy and Physiology, students have a fuller 

understanding of the role body systems play in the organism and their relationship to each other. This course prepares to take college 

level human biology and college level anatomy and physiology. 

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Strand 1: Blood and Heart 


The student will list the functional components of blood. View slides of blood under 

microscope. 

The student will describe the production of formed elements. Classroom discussion of how body 

produces the formed elements. 

The student will describe and give the functions of erythrocytes 

and leukocytes. 

The student will explain the formation and function of platelets 

related to blood clotting. 

The Student will describe the basis for ABO and Rh blood 

typing and the possible incompatibilities. 

The student will explain how the blood's normal values can be 

used as diagnostic tests. 

The student will describe the heart's location, shape, size and 

basic functions. 

The student will list the flow of blood through the heart with 

the special chambers and structures which blood passes. 

The student will describe the cardiac cycle and the relationship 

of each chamber, the pressure in each chamber, and the phases 

of the electrocardiogram. 

The student will give the major conditions for heart related 

treatments. 

View samples of erythrocytes and 

leukocytes in microscope. 

Diagram the formation of platelets 

related to blood clotting. 

Describe the result of an incorrect 

transfusion, and make a chart showing 

compatible donors and recipients. 

Research various diagnostic blood 

tests. 

Classroom discussion of the heart. 

Diagram blood flow through the 

heart. 

Experiment with an 

electrocardiograph. 

Research various heart ailments. 

List the four components of blood, 

describing their similarities and their 

differences in an essay question. 

Describe how the body produces the 

formed elements in constructed 


Compare and contrast erythrocytes 

and leukocytes in essay test question. 

List the steps involved in blood 

clotting in short answer test questions. 


about blood typing. 

Describe the procedures followed in 

various diagnostic tests, listing the 

purposes for each of these tests in 


Describe the heart's location, shape, 

size and function in constructed 


Describe how blood flows through the 

heart in essay test question. 

Describe the P-Q-R-S-T 

electrocardiograph stages of the heart 


Describe various heart ailments, 

listing symptoms, causes and 

treatments in written reports. 

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Strand 2: Cell Structures and Functions 

Cell Metabolism 


The student will explain the role of cell metabolism and its 

importance. 

Classroom discussion of cell 

metabolism. 

Describe the steps in cellular 

respiration and why it is important to 

life in constructed response test 

questions. 

The student will describe mitosis and its significance. Make a mitosis model. Answer multiple choice questions 

about mitosis. 


Cell Structure 


The student will distinguish and describe the cell membrane 

and its functions. 

The student will draw and label the main organelles of the 

basic cell. 

The student will explain the roles of the various organelles of 

cells. 

Classroom discussion of cell 

membrane. 

Make a cell model. 

Make a model of cell factory. 

Describe the various methods of 

movement into and out of cell in 


Orally present cell model to class 

graded by Rubric. 


about organelles of cells. 


Movement through the Cell Membrane 


The student will list and explain ways by which substances 

cross the cell membrane without energy usage. 

The student will list and explain the processes of active 

transport, endocytosis, and exocytosis. 

Classroom discussion of ways to 

cross cell membranes. 


active movement into and out of cell. 


passive movement into and out of cell 


Answer short answer questions of 

active transport and endocytosis and 

exocytosis. 

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Protein Synthesis and Cell Division 


The student will relate transcription and translation to protein 

synthesis. 

Classroom discussion of transcription 

and translation to protein synthesis. 

Using various charts, describe the 

process of protein synthesis in 

constructed response test questions. 

The student will explain and list steps of mitosis and meiosis. Diagram meiosis and mitosis. Compare the similarities and 

differences between mitosis and 

meiosis in essay test question. 

Strand 6: Chemistry of Life 


The student will identify the main elements that comprise the 

human body. 

Prepare organic compound poster. Answer multiple choice questions 

about elements that comprise the 

human body. 

The student will summarize basic atomic theory. Make dot models of variety of atoms. Describe the general make up of an 

The student will distinguish different types of acids, bases and 

buffers in relationship to human homeostasis. 

The student will chemically show the relationships of 

carbohydrates, proteins, and fats. 

The student will distinguish the different types of mono, cli, 

and polysaccharides. 

Practice using acids, bases and buffers 

in lab. 

Do a chemical test for presence of 

carbohydrates, proteins, and fats. 

Make models of carbohydrates. 

atom in essay test question. 

Describe how buffers work with acids 

and bases in the body to help maintain 

homeostatis in constructed response 


Prepare an organic compound poster. 


about carbohydrates. 

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Strand 7: Digestive System 


The student will list the organs of the digestive tract and 

describe each organs function. 

The student will name the teeth and the structure of an 

individual tooth. 

The student will explain the characteristics of the stomach, 

small intestine, and the large intestine. 

The student will describe the secretions and the movements of 

the stomach, small and large intestines. 

The student will define digestion, absorption, and 

transportation. 

The student will explain the structures and functions of 

mastification and deglutition. 

The student will define nutrition, essential nutrient and kilo 

calorie. 

The student will describe the sources of dietary nutrients, and 

their function. 

The student will list the common vitamins and minerals and 

their function. 

The student will define metabolism, anabolism, and catabolism 

and explain their roles in healthy diets. 

View models of organs in the 

digestive system. 

View a model of teeth and discuss 

function. 


characteristics of stomach, small 

intestine and large intestine. 

List functions of stomach intestines. 

Research digestion, absorption and 

transportation. 

Classroom discussion of mastification 

and deglutition. 

Prepare a nutrition poster. 

Name the 6 essential nutrients, where 

they are obtained, and their functions 

in the human body. 

Look for common vitamins and 

minerals in foods. 

Research roles of metabolism, 

anabolism and catabolism. 

List the organs of the digestive system 

and their functions in lab report. 

List and describe the structure and 

function of each type of tooth in 

poster presentation. 

Describe the structure and function of 

the stomach, small intestine, and large 

intestine, including the names and 

functions of all enzymes and 

secretions in constructed response test 

question. 

Answer multiple choice test questions 

about the digestive system. 

Explain mechanical digestion, 

chemical digestion, absorption, and 

food transport in constructed response 


Describe the processes of mastication 

and deglutition, including where these 

processes occur in essay test question. 

Describe nutrition, essential nutrients, 

and kilocalories in short answer test 

questions. 


about nutrients. 

List the major vitamins and minerals 

needed in the body and their functions 



about metabolism, anabolism and 

catabolism. 

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Strand 8: How the Human Body is Organized 


The student will distinguish anatomy and physiology. Classroom discussion of anatomy and 

physiology. 

The student will define homeostasis and its relationship to 

negative feed back. 

The student will memorize principal orientation terms of the 

body, as well as regions - cavities. 

The student will distinguish the ways in which the skin 

functions as a part of human homeostasis. 

The student will recognize the effects of aging on the 

integumentary system. 

The student will identify how the skin can be used as a tool for 

diagnosis of health. 

The student will classify the types of burns and cancers that can 

be found on human skin. 

Classroom discussion of homeostasis. 

Body map – students will identify the 

orientation terms and regions of the 

body. 

Classroom discussion of skin and its 

function. 



Research cyanosis, paleness, 

reddening and jaundice. 

Research and give report about one 

type of skin cancer or burn. 

Identify procedures as being 

anatomical or physiological in 

matching test questions. 

Explain how negative feedback 

restores homeostasis in various health 

scenarios in constructed response test 

question. 

Fill in the blank principal orientation 

terms in test. 

List the various ways that skin helps 

to maintain homeostasis in short 


Discuss the changes that occur when 

the integumentary system ages in 


List the consequences indicated by 

cyanosis, paleness, reddening and 

jaundice in short answer test question. 

Orally present report, graded by 

Rubric. 

Strand 9: Human Circulatory System 


The student will describe the structure and function of arteries, 

capillaries, and veins. 

The student will explain the changes that occur in arteries as 

they age. 

The student will relate how blood pressure and resistance to 

flow change as blood flows through the blood vessels. 

Classroom discussion of arteries, 

capillaries and veins. 

Classroom discussion of changes in 

arteries as people age. 

Explain the changes in blood pressure 

in the body and the reasons for those 

changes in written report. 

List the similarities and differences 

between arteries, capillaries, and 

veins in short answer test question. 

List the changes that occur in the 

arteries as they age and the reasons 

and results of those changes in 



questions about the circulatory 

system. 

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The student will describe the pulmonary part of the circulatory 

system. 

The student will explain how local control mechanisms and 

nervous control regulate blood flow. 

Examine a model of the lungs in the 

lab. 

Classroom discussion of local control 

mechanism and nervous control 

regulate blood flow. 

List the structures of the pulmonary 

system in short answer test questions. 

Describe the relationship between the 

pacemaker, vagus nerve, and 

accessory nerve in constructed 


Strand 10: Human Nervous System 


The student will define sensation using the special and general 

senses. 

The student will describe the sensory accessories of the general 

senses. 

The student will list the olfactory system organs and their 

functions. 

The student will outline the structure and function of taste 

buds. 

The student will list the accessory structures of the eye and 

their functions. 

Experiment with special and general 

senses in lab. 

In lab, list the various types of touch 

sensory receptors and describe their 

function. 

View a model of the olfactory system 

organs in lab. 

Experiment with taste buds in lab. 

View a model of the eye in lab. 

Compare and contrast special vs. 

general senses in written lab report. 


about senses. 

Describe how the olfactory system 

works in written lab report. 

Describe how the taste buds function 

in written lab report. 

List and give the functions of each of 

the accessory structures of the eye in 

short answer test questions. 

The student will list the structures and functions of the eye. Classroom discussion of the eye. Identify and describe the purposes of 

various structures of the eye in 


The student will describe the operations and problems of the 

eye. 

The student will describe the structures and functions of each 

section of the ear. 

The student will explain the basic diseases and physiological 

problems of the sensory organs. 

Research health problems of the eye. 

View a model of ear in lab and label 

parts. 

Research various health problems of 

sensory organs and present to class. 

Problem Based Learning: Identify the 

health problems described in various 

health scenarios. 

Identify and describe the purposes of 

various structures of the ear, 

vestibule, and semicircular canals in 


Using actual descriptions of health 

problems, identify the health 

problems and describe treatments in 


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Strand 11: Human Reproductive System 


The student will identify internal and external male and female 

reproductive organs. 

Identify reproductive organs in model 

in labs. 

The student will compare meiosis and mitosis. Diagram the steps of meiosis and 

mitosis. 

The student will trace the passage of sperm through the female 

reproductive tract. 

The student will trace the development of an ovum in time and 

space from oogonium to fertilization. 

The student will describe the principal events of the menstrual 

cycle including hormonal responses and interactions. 

The student will identify the common sexually transmitted 

diseases. 

The student will describe the hormonal events of the male and 

female in relationship to sexuality. 

Classroom discussion of the passage 

of sperm. 

Classroom discussion of fertilization. 

Completely describe the hormone 

interactions and events that occur 

during the menstrual cycle. 

Research a sexually transmitted 

disease. 

Classroom discussion of harmones. 


the organs of the male and female 

reproductive tracts in written lab 

report. 

Compare and contrast the steps in and 

the outcomes of mitosis and meiosis 


Describe the pathway followed by 

sperm through the male's reproductive 

tract into the females in essay test 

question. 

Describe the changes that occur in an 

ovum from ogenesis to fertilization in 


Multiple choice questions about the 

menstrual cycle. 

List the common sexually transmitted 

diseases, giving the pathogen, 

systoms, and treatment in constructed 


Describe the changes that occur in the 

male and female a the onset of 

puberty in written report. 

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Strand 12: Human Skeleton 


The student will identify the macro and micro functions of the 

skeletal system and the general features of bone. 

The student will list and describe the components of the 

skeletal system. 

The student will outline the process of bone ossification, 

growth, remodeling, and repair. 

The student will describe the bones of the axial and 

appendicular skeletons in detail. 

Classroom discussion of skeletal 

system. 

View skeleton and label parts. 

Research bone ossification, growth, 

remodeling and repair. 

Examine a skeleton in lab and label 

bones. 

The student will list and describe the various types of bones 

and joints. 

Palpation Exercises: Palpate the 

various bones of the human body. 

The student will explain the major joint movements. Classroom discussion of major joint 

movements. 

List the functions of the skeletal 

system in short answer test question. 

Describe the bone tissue, cartilage, 

tendons, and ligaments in constructed 


Describe the steps involved in 

ossification, growth, remodeling and 

repair in constructed response test 

question. 

List the various bones in the axial and 

appendicular skeletons in short 



about the skeletal system. 

Explain and identify the various types 

of joints in essay test question. 

Strand 13: Integumentary System 


The student will recognize the important functions of the 


The student will describe and distinguish the layers of the 

subcutaneous and cutaneous tissue and their functions. 

The student will identify and diagram the accessories of the 

skin. 



View layers of tissue in lab. 

View various skin accessories. 

List the functions of the 

integumentary system in short answer 


Identify the various layers in the 

integumentary system in lab report. 

List and give importance of the 

various skin accessory structures in 


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Strand 14: Muscular System 


The student will recognize the functions of the muscular 

system including the characteristics of skeletal muscle. 

Classroom discussion of muscular 

system. 

List the purposes of skeletal muscle in 


The student will list the structural components of muscle tissue. Examine skeletal muscle in lab Describe and identify the structures in 

skeletal muscle in lab report. 

The student will explain the various types of muscle and their 

general characteristics. 

Experiment with muscle contractions 

in the lab. 

The student will recognize the way muscles are described and 

named using proper nomen clature. 

Identify muscles on a model. 

The student will describe how a 

muscle undergoes contraction and the 

types of muscle contractions in essay 


List muscles found in each region of 

the body and the actions they create in 


Strand 15: Respiratory System 


The student will identify the anatomy of the respiratory 

passages, beginning at the nose and ending at the alveoli. 

The student will explain how contraction of the muscles of 

respiration causes changes in thoracic volume during quite and 

labored breathing. 

The student will describe how oxygen and carbon dioxide are 

transported in the blood. 

The student will explain how changes in blood chemistry effect 

rates of breathing. 

The student will describe the causes of changes in normal 

patterns of ventilation. 

Identify the organ in the respiratory 

system in a model in lab. 

Classroom discussion of muscles in 

respiratory system. 

Classroom discussion of the use of O2 

and CO2 in blood. 

Describe the relationship between the 

level of carbon dioxide in the blood 

and the respiratory center in the 

medulla. 

Research problem of the respiratory 

system. 

List the structures of the respiratory 

system in short answer test question. 

Describe the interaction of the rib 

cage, diaphragm, and lungs in 


List the various ways that oxygen and 

carbon dioxide are carried in the 

blood in short answer test question. 


about the respiratory system. 

List various respiratory health 

problems, giving causes and 

treatments in written report. 

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Strand 16: Tissues, Glands, and Membranes: Connective Tissues 


The student will distinguish between the different types of 

connective tissues. 

The student will compare the functions of each type of 

connective tissue. 

Examine and identify the various 

types of connective tissue. 

Research connective tissue. 

Answer short answer test questions 

about connective tissue. 

Describe the special characteristics of 

each type of connective tissue in 


Strand 17: Tissues, Glands, and Membranes: Functions of Epithelia 


The student will classify types and the functions of epithelia by 

structure. 

Using charts, students will identify 

the various types of epithelial tissue. 


about epithelial tissue. 

Strand 18: Tissues, Glands, and Membranes: Inflammation and Tissue Repair 


The student will describe the process of inflammation and 

explain how tissue repairs itself. 

Inflammation scramble -- place in 

correct order the various steps in 

inflammation. 

Explain the process of inflammation 


Strand 19: Tissues, Glands, and Membranes: Membranes 


The student will list the structural and functional characteristics 

of the two types of membranes. 

Complete membrane chart, showing 

the similarities and differences. 

Discuss membranes in essay test 

question. 

Strand 20: Tissues, Glands, and Membranes: Muscle Tissue 


The student will summarize the characteristics of the three 

major muscle types. 

Make a muscle tissue chart. 

Present muscle tissue chart in oral 

report to class graded by Rubric. 

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Strand 21: Tissues, Glands, and Membranes: Nervous Tissue 


The student will state the functions of nervous tissue and 

describe a neuron. 

Draw a model of a neuron. 

Answer various multiple choice test 

questions about the nervous system. 

Strand 22: Urinary System 


The student will identify the major structures of the urinary 

system and their function in a healthy person. 

The student will trace renal blood flow and the role of the 

kidneys in maintaining a healthy person. 

The student will explain the major physical and chemical 

characteristics of urine. 

The student will contrast the male and female anatomy and 

physiology with regards to the urinary bladders and urethras. 

Label major structures of the urinary 

system on model. 

Classroom discussion of the urinary 

system. 

Describe the chemical and physical 

makeup of urine, indicating how 

changes in the normal makeup can 

signal health problems. 

View models of male and female 

anatomy and discuss differences with 

regard to urinary bladders and 

urethras. 


the major organs of the urinary 

system in constructed response test 

question. 

Describe the processes of filtration 

and re-absorption in a healthy kidney, 

indicating both the pathways followed 

by the blood and by the filtrate in 



about the urinary system. 

Compare and contrast the structure 

and function of urinary bladder and 

urethras as found in the male and the 

female in essay test question. 

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Physics 

Rationale: 



to our ever changing world. The goal of Physics is for students to gain an understanding of motion and energy. Students make 

important connections between physics and their everyday lives through meaningful activities and lab experiences. 


This course is recommended for juniors and seniors excelling in science and interested in pursing a career in science and engineering. 

This course is an accelerated study of physics. A strong background in math is expected and good problem solving skill. The topics 

cover include kinematics, dynamics, momentum, gravity, energy, heat, sound, light electricity, magnetism, atomic and nuclear 

physics. The course uses lab experiment approach to understand concepts. The development of problem solving skills is both 

quantitative and qualitative. Upon successful completion the student is eligible to take the Physics B AP exam. 

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Strand 1: Circular Motion 


The student will define, calculate and find 

experimentally the period of an object in uniform 

circular motion. 

The student will define and calculate circular motion, 

tangential velocity, and angular velocity. 

The student will define and calculate frequency and 

period. 

The student will apply concepts of uniform circular 

motion to common problems. 

The student will define and calculate centripetal 

acceleration and force. 

The student will identify and calculate centripetal force 

and acceleration in common examples of circular 

motion. 

The student will prove equations for circular motion by 

graphing experimental data. 

Practice obtaining the period of an object in 

uniform circular motion. 

Classroom discussion of tangential velocity and 

angular velocity. 


questions about circular motion. 

Calculate angular velocing displacement 

and acceleration of a second hand in 


T Use computer to calculate frequency and period. Given five vibrating objects calculate T 

and f in constructed response test 

question. 

R 

Research common forms of uniform circular 

motion. 

Experiment with centripetal motion in lab. 

Classroom discussion of centripetal force. 

Obtain experimental data with circular motion. 

Calculate forces on a ferris wheel in 


Using dimensional analysis, define 

centripetal force in essay test question. 

Calculate forces on a jet plane in 


Complete circular motion lab report. 

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The student will define an electrostatic charge. C2 Classroom discussion of electrostatic charge. Define components of electrostatic charge 

The student will define and name the types of charges, 

Experiment in lab with conductors and insulators. 

conductors and insulators. 

The student will demonstrate the process of charging 

Using a balloon, charge a second balloon by 

by induction and conduction. 

induction and conduction in lab. 

The student will understand Coulomb's Law. Calculate forces on two charged balloons hanging 

from strings. 

The student will understand and define the components 

Use computer simulated Millikan oil drop 

of Millikan's oil drop experiment. 

experiment. 

The student will define and calculate electric field 

strength. 

Classroom discussion of electric fields. 


List four examples of each in short 


Explain induction and conduction on 

formal lab report. 

Relate Coulomb's law to balloon lab, in 

lab report. 

Sketch and label components of 

Milliken's oil drop experiment in lab 

report. 

Relate electric field to a gravitational 

field in constructed response test 

question. 

The student will determine electric field lines around 

various stationary charges. 

Diagram electric fields 

Sketch field lines on one or two point 

charges in short answer test question. 

The student will identify the characteristics of an 

electric field inside and outside a conductor. 

Experiment with electric fields in lab. 

Sketch field lines of several conductors of 

various shapes in written lab report. 

The student will define electric potential. Classroom discussion of electric potential. Use dimensional analysis to verify 

electric potential equation in constructed 


The student will relate electric potential to work done 

on a particle. 

The student will define and calculate potential 

difference. 

Use computer to simulate electric potential. 

Demonstration of calculating potential difference 

followed by guided practice. 

Calculate work done on an electron in a 

uniform field in written lab report. 

Calculate potential difference of an 

electron moving through a uniform field 


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Strand 3: Forces and Vectors 


The student will define and understand inertia. C8 Describe characteristics of inertia ball game. Answer multiple choice questions about 

The student will define and understand Newton's first 

law of motion. 

The student will apply Newton's first law to common 

examples of motion. 

The student will understand the relationships between 

acceleration, mass and force. 

C9 

Using two carts demonstrate Newton's laws. 

Classroom discussion of Newton's first law of 

motion. 

Find mass of unknown object with a scale. 

The student will define the "Newton" as a unit of force. Classroom discussion of Newton's second law of 

motion. 

inertia. 

Relate Newton's laws to lab in written lab 

report. 

Describe a pool game using Newton's 

laws in constructed response test 

question. 


questions about acceleration, mass and 

force. 

Using dimentional analysis, determine 

units of a Newton in constructed response 


The student will understand the relationship between 

mass, weight and acceleration due to gravity. 

Classroom discussion of mass, weight and 

acceleration due to gravity. 

Find weight on another planet in 


The student will apply Newton's law to common 


Newton's laws using everyday objects in lab. Apply Newton's laws to a game of pool in 


The student will define and calculate net force. Experiment with net force in lab. Calculate net force of a brick on a ramp in 


The student will define and calculate a normal force 

and coefficient of friction. 

C3 Experiment with friction in lab. Calculate frictional force on a ramp in 


The student will compare static to kinetic friction. Measure static and kinetic friction with lab-pro Discuss lab results in written lab report. 

meters. 

The student will apply friction to the concept of net 

force. 

C11 Re-create Galelio's thought experiment. Discuss concept of net force in written lab 

report. 

The student will identify force pair. Using wheeled carts, identify force pairs. Diagram force pairs in written lab report. 

The student will define Newton's third law of motion. C12 Classroom discussion of Newton's third law of 

motion. 

Using a rocket, describe how third law 

creates thrust in constructed response test 

The student will apply Newton's third law to common 


The student will distinguish between vector and scalar 

quantities. 

The student will add and subtract vectors using 

graphical representations. 

The student will add and subtract vectors using 

trigonometric representations. 

The apply vector addition to operations of 

displacement, velocity and force vectors. 

question. 

C4 Experiment with Newton's third law of motion. List four examples of the third law in 


C5 Classroom discussion of vector and scalar Given two vectors calculate the resultant 

quantities. 


Practice adding and subtracting vectors. 

Given two vectors calculate the resultant 


C7 Classroom discussion of trigonometric 


representation. 

vectors. 

Diagram displacement, velocity and force vectors. Discuss vector operations in essay test 

questions. 

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The student will apply vector addition to conditions of 

static and dynamic equilibrium. 

D 

Classroom discussion of static and dynamic 

equilibrium. 


static and dynamic equilibrium. 



The student will define and calculate position, speed 

and velocity. 

The student will distinguish between scalar and vector 

quantities. 

The student will derive kinematics equation by 

interpreting d Vs t and v Vs t graphs. 

The student will define and calculate uniform 

acceleration. 

The student will quantify motion of freely falling 

objects. 

Classroom discussion of kinematics. 

v=d/t given two variables determine the 

third in short answer test question. 

Classroom discussion of scalar and vector Answer multiple choice questions about 

quantities. 

scalar and vector quantities. 

Graph kinematics data on computer. 

Derive kinematics equation in constructed 

response question. 

E Experiment with uniform acceleration in lab. Using the equations of motion calculate 



Experiment with free-falling objects in lab. Using the equations of motion calculate 



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Strand 5: Linear Momentum 


The student will define and calculate momentum and 

understand the relationship between mass, velocity and 

momentum. 

The student will understand the vector nature of 

momentum. 

The student will define and calculate impulse and 

understand the relationship between force, time and 

momentum. 

The student will understand how momentum is 

conserved in isolated and elastic and inelastic systems. 

The student will calculate using conservation of 

momentum in both one and two-dimensional collisions. 

Demonstration of calculating momentum followed 

by guided practice. 

Using dimensional analysis define 

momentum in short answer test question. 

G Diagram vectors in momentum event. Given two collision in different 

directions, describe how the momentum 

changes in written lab report. 

C10 

W 

The student will define and calculate impulse and 

understand the relationship between force, time 

and momentum. 

Experiment with elastic and inelastic systems in 

lab. 

Use computer simulated models to observe 

construction of momentum. 

Describe why you bend your knees when 

you jump off a table in essay test 

question. 

Apply equation of conservation of 

momentumto simple collision in 


Given a pool table, describe how 

collisions occur in constructed response 


Strand 6: Pendulum Motion 


The student will relate simple harmonic motion to 

uniform circular motion. 

The student will identify factors affecting the period of 

a pendulum. 

The student will prove equations of a pendulum 

through graphing experimental data. 

Classroom discussion of pendulum motion. Answer multiple choice questions about 

pendulum motion. 

C1 Complete pendulum lab. Discuss factors affecting the period of a 

pendulum in written lab report. 

Graph experimental pendulum data on computer. Prove pendulum equations in formal lab 

report. 

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Strand 7: Torque 


The student will define center of mass and locate it for 

several objects. 

Classroom discussion of center of mass and 

torque. 

Given an irregular shaped object and a 

string, determine the center of mass in 


The student will define and calculate torque. Experiment with torque in lab. Given force and distance applied, 

calculate torque in short answer test 

question. 


torque and rotational equilibrium. 

Classroom discussion of rotational equilibrium. 

Given a meter balance and rotational 

equilibrium, determine torque in 


Strand 8: Work, Energy, and Power 


The student will define and calculate power Students calculate their own power walking and Discuss lab results in format lab report. 

running up stairs. 

The student will relate power to work and energy. Classroom discussion of power. Given a motor of known horespower, 

calculate work and energy in a given table 


The student will define and calculate work, potential 

energy and kinetic energy. 

Experiment with potential and kinetic energy in 

lab. 

Calculate work done and change in 

mechanical energy pushing a block up a 

slope in written lab report. 


potential energy, kinetic energy and work. 

Graph change in potential energy and kinetic 

energy of a pendulum. 


kinetic and potential energy. 

The student will identify several types of each form of 

energy. 

Research several types of energy. 

List three examples of each in short 


The student will define conservation of energy. Experiment with bouncing ball in lab. Calculate change in energy forms and of a 

ball bouncing in written lab report. 

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AP Physics 2 

Rationale: 



to our ever changing world. The goal of AP Physics 2 is for students to gain an understanding of motion and energy at an advanced 

level. Students make important connections between physics and their everyday lives through meaningful activities and lab 

experiences. Upon successful completion of this course, students will be able to take the AP Physics Exam. 


This course is will cover all the topics from year one in greater depth using a spiral curriculum and additional topics including fluid 

mechanics, thermodynamics, atomic and nuclear physics will be covered. An emphasis will be placed on problem solving of multiple 

step and multiple concept questions. In addition, some topics of interest to the students such as astrophysics, relativity, in-depth 

nuclear physics and the grad theory will be explored. Books such as Steven Hawkings’ A Brief History in Time or Brian Green’s The 

Elegant Universe will be read. 

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Predict the motion of an object in two dimensions 

given initial conditions using simple calculus 

Derive the equations of uniform acceleration using 

derivates 

Apply coefficient of drag to objects falling through the 

air 

Slingshot lab 

Use the equations to solve the corresponding free 

response problems from the Calculus based AP 

test. 

Coefficient of drag lab 

In a constructed response question, 

determine the location of an object at 

some time t given the initial conditions of 

motion. 

Successful completion of the free 

response question 

Successful completion of the AP C free 

response questions 

Strand 4: Circular motion 


Apply conservation of angular momentum to rotating 

objects. 

Using three rings of equal mass explain the 

difference in speed down a ramp. 

Describe how and why an ice skater 

increases her spin rate in an essay 

question. 

Calculate the rotational inertia of simple objects. Given four objects calculate the rotational inertia. Calculate the rotational inertia given an 

Apply the equations of kinematics to rotating objects. Using a record player calculate the acceleration of 

the record. 

angular momentum. 

Using constructed response determine the 

acceleration of a rotating object. 

Strand 5: Fluid Mechanics 


Calculate the hydrostatic pressure of a submerged 

Calculate the pressure on a submerged object. 

object. 

Describe the requirements for an object to achieve 

Given four objects, determine if the objects would 

buoyancy. 

float and then try to float them. 

Apply Bernoulli’s equation to fluid flow problems. Using the equipment from PT 1 and 2 to measure 

fluid flow. 

Calculate the pressure on a submerged 

submarine. 

Given an object, determine if it will float. 

Given a flow restriction calculate the 

pressure drop. 

Strand 6: Temperature and Heating 

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Mechanical equivalent of heat. Mechanical energy to heat lab using lead shot. Calculate the raise in temperature given 

an input of mechanical energy. 

Calculate the specific and latent heat of materials. Calorimeter lab. In constructed response question 

determine the energy required to raise a 

mass of given material a given 

Describe heat transfer and the process of thermal 

expansion. 

Measure the thermal expansion coefficient of 

several long rods. 

temperature. 

In constructed response determine the 

change in length given change in 

temperature and material. 

Strand 7: Thermodynamics 


Use the ideal gas laws and the kinetic model to 

describe the behavior of gasses. 

Model solids, liquids and gases with students. 

Apply the first law of thermodynamics to pV diagrams. Have students plot isobaric and isothermic 

processes on a pV diagram. 

Apply the second law of thermodynamics to a heat 

Describe the process of a heat engine in terms of a 

engine. 

pV diagram. 

In an essay question describe the 

difference between solids, liquids, and 

gases. 

Given a pV chart, determine which 

process is present. 

Describe entrophy and the second law in 

an essay question. 



Draw a field and potential for spherical and cylindrical 

surfaces. 

W 

R 

Have students create three dimensional models of 

electric fields for spherical and cylindrical 

surfaces. 

Apply Gauss’s law to irregular surfaces. Given several Gaussian fields in electric fields 

calculate the charge inside the surface. 

Have students create an electric field on a 

surface given a charge. 

Use a Gaussian surface to calculate the 

charge on an unknown object. 

Strand 9: Electrical Circuits 


Analysis the current, resistance and voltage drop for Given four equivalent lights create and several Students will completely analysis a 

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components in a complex DC circuit. 

Analysis capacitors in circuits including transients in 

RC circuits. 

complex circuits and measure R, V, and I for the 

circuits. 

RC circuit lab. 

complex circuit for R, V, and I given half 

the data. 

Using a RC circuit, plot the time to 

charge the capacitor and calculate the 

constant. 

Strand 10: Electromagnetism 


Apply Biot-Savart and Amperes law. C8 Current Balance lab II Calculate the magnetic field at a distance 

from a current carrying wire. 

Apply Lenz’s and Faraday’s law. Current Balance lab II Describe in essay form, what happens 

when a magnet is moved through a coil of 

Use the concept of inductance to analysis LR and LC 

circuits. 

Current Balance lab III 

wire. 

Calculate the current in a simple capacitor 

and inductance coil circuit. 

Strand 11: Optics 


Apply the concepts of interference and diffraction to 

Use a CD to describe interference and diffraction. 

simple problems. 

Describe the concept of dispersion to a beam of white 

Graphically plot the path light takes in a raindrop 

light. 

to explain a rainbow. 

Apply geometric optics to mirrors and lenses. Measure the diameter of the sun with a pinhole 

camera. 

In an essay question describe how a CD 

diffract white light into it’s components. 

Describe the process of making a rainbow 

in and essay question. 

Given a object location and focal length 

students will use graphical and analytical 

methods to determine image location and 

magnification. 

Strand 12: Atomic and Nuclear Physics 


Describe the photoelectric effect. Use a solar cell to investigate the output vs. several 

intensities and frequencies of light. 

Calculate a current flow given an 

intensity, material constants and 

frequency of light. 

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Calculate the energy required to raise electrons to 

higher levels. 

Use flame tests to explain color varieties of several 

materials. 

Describe the wave-particle duality of light. Use three examples of the particle and wave 

natures of light to explain the duality. 

Describe what happens when an electron 

is raised to a higher energy level in an 

essay question. 

In an essay question describe the waveparticle 

duality. 

Strand 13: Nuclear physics 


Using the conservation of mass and charge describe the 

process of nuclear reactions. 

Using the radionuclitides chart plot the decay of 

uranium. 

Apply the mass-energy equivalence equation. Describe Einstein’s derivation of the mass energy 

equation. 

Given an incomplete uranium decay 

process have students complete the 

process. 

Calculate the energy given off when 

uranium decays based on change in mass. 

Note: The scope and depth of a 2 nd year physics class goes beyond those outlines in the state standards for all students. 

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TABLE OF CONTENTS - Lindbergh School District

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