COMMUNITY UNIT SCHOOL DISTRICT 200 Science Curriculum Philosophy

Transcription

1 COMMUNITY UNIT SCHOOL DISTRICT 200 Science Curriculum Philosophy Science instruction focuses on the development of inquiry, process and application skills across the grade levels. As the grade levels increase, the student will encounter ascending levels of difficulty and complexity. Students will additionally experience the variety of scientific disciplines as they progress through the secondary grades. Biology High School Advanced Level 1. Subject Expectation (State Goal 11) Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments, and solve problems. Essential Learning 1 (Learning Standard 11A) Know and apply the concepts, principles, and processes of scientific inquiry. Critical Content 11.A.4a Make observations and formulate hypothesis referencing prior research and knowledge. conduct background research prior to formulating hypotheses give examples of hypotheses that are based on prior research or knowledge formulate a hypothesis using an if-then, cause-effect statement predict an outcome in a hypothesis statement investigate reports of research (e.g., periodicals, web pages) to formulate hypotheses 11.A.4b Design and conduct controlled experiments or simulations to test hypotheses. describe and conduct experiments to demonstrate understanding of terms such as control dependent and independent variables experimental error explain steps necessary to test one s stated hypotheses considering such factors as equipment availability student familiarity design and conduct an experiment with a test group and a control group to test a hypothesis 11.A.4c Collect, organize, and analyze data accurately and precisely (metric system). distinguish appropriate instruments for gathering data interpret data from collecting instruments Biology A Critical Content.doc 1

2 11.A.4d 11.A.4e 11.A.4f Essential Learning 2 (Learning Standard 11B) explain and organize data on a variety of tables, graphs and charts analyze data from different types of graphs or tables to present findings objectively Apply statistical methods and analysis to the data to reach and support conclusions. Calculate and apply mode, mean, and percent of error to reach conclusions drawn from the data. Calculate and apply percentage, range, average, and percent of frequency to support conclusions Formulate alternative hypothesis to explain results. explain and summarize possible sources of error while performing the experiment and formulate an alternative hypothesis review and analyze prior research and knowledge to explain unexpected results Use available technology to report, display, and defend conclusions. explain a report of the design, procedures, test results available technology includes: - calculators - lab equipment - presentation tools - research resources - computers Know and apply the concepts, principles, and processes of technological design. Critical Content 11.B.4a Identify a technological design problem inherent in a commonly used product. design and analyze a lab experiment using technological tools brainstorm practical solutions to a design problem 11.B.4b Propose and compare different solution designs to the design problem based upon given constraints including available tools, materials, and time. use interactive software to investigate different simulations explain lab data through group presentation interpret different simulations and solutions propose different solutions to a design problem analyze time and cost involved in choosing one solution over another 11.B.4c Develop working visualizations of the proposed solution designs (e.g. blueprints, schematics, flow-charts, cad-cam, animation). concept mapping, white board presentations, presentation software and oral presentations Biology A Critical Content.doc 2

3 11.B.4d 11.B.4e 11.B.4f Develop and test a prototype or simulation of the solution designed using available materials, instruments and technology. give examples of how to develop a prototype or simulation of a design solution create a prototype or simulation to solve a design problem test, analyze, and record results of the simulation under various conditions explain lab data through group presentation Evaluate lab results based on established criteria, noting sources. use interactive software to investigate different simulations identify sources of error in a test and ways to improve the test retest and analyze test results explain lab data through group presentation Using available technology, report to an audience the relative success of a design based on test results and criteria. prepare a project report including design, procedures, and test results with the available technology present and discuss the results of a design project using available technology 2. Subject Expectation (State Goal 12) Understand the fundamental concepts, principles, and interconnections of life sciences. Essential Learning 1 (Learning Standard 12A) Know and apply concepts that explain how living things function, adapt, and change. Critical Content 12.A.3a Explain how cells function as building blocks or organisms and describe the requirements for cells to live. identify the many functions cells carry on to sustain life explain how specialized cells perform specialized functions in multi-cellular organisms investigate and discuss examples of cells working together to keep the organism alive (e.g. tissues, organs) 12.A.4a Explain how genetic combinations produce visible effects and variations among physical features and cellular functions of organisms. list and describe the phases of meiosis distinguish the differences between Mendelian and Non-Mendelian genetics - monohybrid crosses - dihybrid crosses - multiple alleles - incomplete dominance - codominance - X-linkage Biology A Critical Content.doc 3

4 12.A.5a 12.A.3b 12.A.4b 12.A.4c - chromosomal variation explain how mutations occur and give examples - genetic diseases - chromosomal variations compare DNA molecular structure (e.g., genes, chromosomes) - describe the structure and function of DNA compare the genes of homologous chromosomes (homozygous and heterozygous) use examples of genetic recombination (e.g., crossing over, non-disjuncture) and gene mutation (e.g., point, substitution and deletion) explain the role of chromosomes and genes in sex determination Explain changes within cells and organisms in response to stimuli and changing environmental conditions. homeostasis dormancy Compare the characteristics of organisms produced from a singular parent (asexual) with those organisms produced by two parents (sexual). explain asexual and sexual reproduction differentiate between characteristics of organisms produced by single parent and those produced by two parents summarize how every organism requires a set of instructions for specifying its traits Describe the structures and organization of cells and tissues that underlie basic life functions including nutrition, respiration, cellular transport, biosynthesis, and reproduction. describe the elements and compounds necessary for life examine the role and importance of cellular respiration describe how the cell uses active and passive transport, membrane channels, and endocytosis and exocytosis maintaining homeostasis, importing required molecules, and exporting products and wastes explain the processes of protein synthesis and enzyme activity and their roles in the normal function of the cell explain the levels of organization explain asexual (mitosis) and sexual (meiosis) reproduction in terms of an organism Describe processes by which organisms change over time using evidence from comparative anatomy and physiology, the fossil record, genetics, and biochemistry. give examples of how changes in form and structure are related to adaptations to changes in the environment Biology A Critical Content.doc 4

5 Essential Learning 2 (Learning Standard 12B) Know and apply concepts that describe how living things interact with each other and with their environment. Critical Content 12.B.4a Know how environmental interactions and interdependencies of organisms are influenced by its physical, ecological and behavioral factors. identify the differences between the biotic (living) and abiotic (nonliving) factors of an ecosystem explain the flow of energy through an ecosystem using - food chains - food web - energy pyramid identify the role of niches, habitats, and trophic levels in ecosystems analyze how the ecological health of an ecosystem is determined by the extent of its biodiversity 12.B.4b Know the factors that influence the size and stability of populations within ecosystems. explain the differences between density-dependent and density-independent limiting factors explain population genetics/hardy-weinberg field studies sampling techniques data collection 3. Subject Expectation (State Goal 13) Understand the relationships among science, technology, and society in historical and contemporary contexts. Essential Learning 1 (Learning Standard 13A) Know and apply the accepted practices of science. Critical Content 13.A.4a Estimate and suggest ways to reduce the degree of risk in science activities. describe safety procedures associated with specific activities demonstrate proper procedures while conducting a specific activity safety contract safety assessment 13.A.4b Assess the validity of lab results including sample size and potential sources of error as related to technology. explain why sample set, sample size, and misrepresentation of data can affect the validity of the results of an investigation demonstrate how keeping accurate data, comparing results, and analyzing conclusions can improve validity of data Biology A Critical Content.doc 5

6 13.A.4c 13.A.4d Essential Learning 2 (Learning Standard 13B) - sample size - class sets of data - number of trials - awareness of limitations of measurement tools Recognize that scientific knowledge may change with new information over time explain how changes in technology, changes in public opinion, research, and cultural development can improve over time describe how a technological advance has improved the quality of life Explain how peer review helps to assure the accurate use of data and improves the scientific process explain different points of view determined by historic, cultural, economic and intellectual factors and how they influence the scientific process - group work - discuss, present, or debate a problem or question select a peer review process to assure quality of data and conclusions drawn from an investigation Know and apply concepts that describe the interaction between science, technology, and society. Critical Content 13.B.4a Compare and contrast scientific inquiry and technological design as pure and applied sciences. explain why scientific inquiry is a process and tech design is an application 13.B.5b Describe, analyze, and evaluate the processes and effects of scientific and technological breakthroughs. provide examples of the role that perseverance plays in scientific discovery explain how the relationships between science and technology impact and advance one another 13.B.4c Analyze ways that resource management and technology can be used to accommodate population trends. describe the influences of ongoing industrial and agricultural revolution on population growth identify how resources and technology effect changes in population in both developing and developed countries 13.B.4d Analyze local examples of resource use, technology use, or conservation programs; document findings; and make recommendations for improvements. research water treatment in terms of current and pending legislation, future trends and other environmental issues analyze recycling and solid waste programs Biology A Critical Content.doc 6

7 13.B.4e Evaluate claims derived from purported scientific studies used in advertising and market strategies. identify research claims used in an advertising or marketing strategy give an example of governmental regulations in terms of research used to support those regulations Biology A Critical Content.doc 7