Approved by the Laramie County School District #2
Board of Trustees
August , 2014
1
Table of Contents
Acknowledgements....................................................................................................................................... 3
Introduction .................................................................................................................................................. 4
Mission .......................................................................................................................................................... 6
Course/Grade Level Purposes ....................................................................................................................... 6
Kindergarten ................................................................................................................................................. 9
First Grade................................................................................................................................................... 13
Second Grade .............................................................................................................................................. 17
Third Grade ................................................................................................................................................. 20
Fourth Grade ............................................................................................................................................... 25
Fifth Grade .................................................................................................................................................. 30
Sixth Grade .................................................................................................................................................. 33
Seventh Grade............................................................................................................................................. 37
Eighth Grade ............................................................................................................................................... 39
Biology I....................................................................................................................................................... 41
Biology II...................................................................................................................................................... 45
Chemistry I .................................................................................................................................................. 50
Physical Science .......................................................................................................................................... 54
Physics ......................................................................................................................................................... 60
2
Acknowledgements
Laramie County School District #2 would like to acknowledge the following people for their dedication
support, and hard work put forth during the development of this curriculum:
Science Subject Area Committee (SAC):
Kindergarten
First Grade
Second Grade
Third Grade
Fourth Grade
Fifth Grade
Sixth Grade
Seventh-Twelfth Grade
Sharon Brown-McIrvin – BES
De Burkett – CES
Kristina Millard – AES
Wanda Theobald – PBES
Rose Tierney –BES
Chris Nusbaum – AES
Lisa Gilbert – PBES
Dale Gilbert –PBHS
Kendra Roeder – PBHS
Eric Allen – BHS
Dan Clayson – BHS
Margie Carr – Curriculum Leadership Institute
Sue Stevens – LCSD2 Curriculum Coordinator
Leanne Person – PBES secretary, for making copies and processing documents
3
Introduction
(This intro has not yet been updated because of issues with alignment to the state standards. It will be
updated when the state decides on its standards.)
The purpose of Laramie County School District #2’s Science Curriculum is to provide a clear,
organized framework on which to build instruction in the classroom. The curriculum includes
clear outcomes and components of these outcomes which further clarify the skills necessary to
achieve each outcome. Each outcome also describes the depth of knowledge and level of rigor
required for students to demonstrate their conceptual understanding of the knowledge and
skills outlined in the curriculum.
The Outcomes and Components are grade-level specific. These have been carefully aligned to
the state standards and teachers are expected to align their instruction to these. Outcomes
express the essential learning that all students in the grade level must know or be able to
demonstrate in the content area. They make connections among separate concepts or skills
described in the components. Outcomes require high cognitive levels and direct assessment.
Components state simple and complex concepts or skills that students must know or do in
order to perform each outcome. All outcomes and components are to be included within the
course of instruction for the year. Assessments will be written at the outcome level.
 Each grade level/course also includes a list of Science terms and their definitions.
Students should recognize, understand, and use these words fluently as they
communicate about language arts. Students should also continue to fluently use terms
from previous grades.
Each outcome has been assigned a code number consisting of symbols for content area, grade
level or course, and outcome number. In the example shown below, SCI stands for Science
(content area) – K stands for kindergarten (grade) – 1 symbolizes that it is the first outcome in
this grade level.
Example:
Outcome ELA-K-1:
Students will analyze literary text describing the story elements and structure.
ELA-K-1-1
ELA-K-1-2
ELA-K-1-3
Identify common types of text (e.g., poems, storybooks, etc.). (K.RL.5)
Name the author and illustrator of a story and define the role of each in
telling the story. (K.RL.6)
Actively engage in group reading activities with purpose and
understanding. (K.RL. 10)
Each component has also been given a code number consisting of symbols for the content area,
grade level or course, outcome number, and component number. In the example shown
above, ELA stands for English Language Arts (content area) – K stands for kindergarten (grade) –
1 stands for the component number – and 3 symbolizes that it is the third component of the
outcome.
4
At the end of each component, the code number in parentheses indicates the Wyoming
Common Core State Standard to which it aligns and includes the grade level, domain, and
standard number. In the above example, the K stands for Kindergarten, RL stands for Reading
Literature, and 10 stands for standard 10 under Reading Literature. A link to the complete
Wyoming Common Core State Standards document can be found on the K-12 Curriculum
Fusion page when logging onto the district web site.
The Language Arts Subject Area Committee (SAC) performed a careful analysis of alignment
between the previous years’ language arts instruction and the current Wyoming Language Arts
Standards adopted in 2012 which expect full implementation of the national Common Core
State Standards. The committee found that, in general, the 2012 state standards describe
language arts instruction that is anywhere from one to several years beyond what previous
standards and curriculum outlined. Therefore, the curriculum described in this document is
much more rigorous than previous instruction. All stakeholders should be prepared for an
“implementation dip.” An implementation dip, as described by educational researcher Michael
Fullan, is a dip in performance as students and teachers encounter change. In this case, the
change encountered is a more rigorous curriculum.
There are many steps to the curriculum implementation process. The draft curriculum will be
implemented during the 2013-14 school year. During that time, teachers will provide feedback
to validate the draft curriculum. Based on teacher feedback, the SAC will then make revisions
as they deem necessary and finalize the curriculum. During the 2014-15 school year, the SAC
will select aligned resources and develop common outcome assessments. The following year,
2015-16, teachers will use the assessments and provide feedback to validate. The SAC will
make revisions and finalize the assessments. The curriculum and assessments will be fully
implemented for several years before the curriculum development process begins again in
2018-19.
5
Mission
Successful science students in LCSD2 will integrate their knowledge of life, earth, and physical
science to identify, analyze, and apply solutions to real world problems.
Course/Grade Level Purposes
Kindergarten
Students in kindergarten will make observations, ask and answer questions, and demonstrate
findings to describe patterns that represent the relationships between animals, plants, and
their habitats. They will make observations of seasonal weather patterns and investigate the
effects of pushes and pulls on the motion of objects. Students will design, create and
communicate solutions to reduce the effect of the sun, severe weather, and man on the earth.
First Grade
Students in first grade will investigate the relationships between sound and vibration, as well as
light and sight. They will explain how external plant and animal parts help them survive and
meet needs. Students will explain how parent and offspring behavior helps offspring to survive.
Students will observe, compare, contrast, and predict patterns of movement of objects in the
sky.
Second Grade
Students in second grade will produce models to identify and represent land and bodies of
water on Earth’s surface. They will also compare and contrast the diversity of life in different
habitats. They will analyze and classify different objects through demonstrations, models and
experiments.
Third Grade
Students in third grade will investigate and solve problems of motion and stability using forces
and interactions between objects. They will compare and contrast life cycles of organisms and
the role of heredity and environment in survival. Third-grade students will describe typical
weather and climate conditions, and evaluate solutions that reduce the impacts of weatherrelated hazards.
Fourth Grade
Students in fourth grade will analyze the effect of energy transfer and human influences to
determine the effects on Earth and its systems. They will compare and contrast internal and
external structures of plants and animal and their processes.
Fifth Grade
Students in fifth grade will investigate matter and provide evidence that regardless of change,
mass is conserved. They will defend an argument that gravitational force is exerted on Earth
and will analyze and compare seasonal patterns of constellations.
6
Sixth Grade
Students in sixth grade will distinguish between and determine relationships and interactions
among thermal, kinetic, and potential energy. Students will evaluate the factors and effects of
electricity and magnetism. They will describe and predict characteristic properties and
behaviors of waves when the waves interact with matter. In addition, they will apply Newton’s
three laws to describe the motion of objects.
Seventh Grade
Students in seventh grade will analyze cell process and cellular reproduction to determine how
they relate to living systems. Students will use models to describe atoms, their place on the
periodic table, and relationships with chemical reactions.
Eighth Grade
Students in eighth grade will examine theories of past, present, and future events to explain
changes in plate tectonics, space, and earth systems.
Physical Science
Students in Physical Science will apply scientific principles to solve problems involving force,
motion, waves, and energy.
Biology I
Students in Biology I will analyze matter and cell processes to model and predict the
relationship between inheritance and evolution. Students will construct models that represent
the relationships between living things and their environment.
Biology II
Students in Biology II will apply principles of biology to the organization and functions of the
human body systems and compare and contrast changes throughout the human life span.
Chemistry I
Students in Chemistry I will apply theories of transformations of matter and energy to develop
and use models. They will plan and carry out investigations that use mathematics and
computational thinking.
Chemistry II
Students in Chemistry II will apply scientific reasoning and processes to organize, analyze, and
interpret transformations of matter and energy.
Environmental Science
Students in Environmental Science will apply natural principles to evaluate the organization of
living systems, the exchange of energy, the cycles of matter, and the human impact on air,
water, land, and living and nonliving resources.
7
Physics
Students in Physics will solve problems involving force, motion, and energy using higher level
mathematical concepts such as vectors and trigonometric functions. Students will apply these
concepts in laboratory investigations.
8
Kindergarten
Outcome SC-K-1:
Students will use evidence to describe the interaction between animals (including humans)
and their habitats in relationship to their need to survive.
SC-K-1-1
SC-K-1-2
SC-K-1-3
SC-K-1-4
SC-K-1-5
SC-K-1-6
Classify items to determine that all things are either living or non-living.
Identify what plants and animals (including humans) need to survive (i.e.,
water, food, air, sunlight).
Explain that animals live in a habitat (plants, animals, and surroundings)
where their needs are met.
Identify what animals need from their habitat (i.e. food and shelter).
Describe how animals survive in various seasons (i.e., migration,
hibernation, and adaptation).
Describe how animals change their habitat to meet their needs (i.e.
beavers build dams, birds build nests, squirrels bury nuts, etc.).
Outcome SC-K-2:
Students will observe and give examples of what plants need to survive and how they help
animals survive.
SC-K-2-1
SC-K-2-2
SC-K-2-3
SC-K-2-4
SC-K-2-5
SC-K-2-6
Describe what a plant is and draw or build a model of a plant labeling its
parts (flower, stem, leaves, and roots).
Explain that plants are found in a habitat where they get what they need
to survive (sunlight, soil, water).
Describe and give an example of how plants help the environment (i.e.
plants release oxygen, provide food).
Describe how plants help animals and people survive (i.e., plants give
certain animals food, plants provide shelter).
Describe how animals help plants (i.e. bees help pollinate plants, animals
disperse seeds).
Compare the needs of plants and animals (i.e. water, light, air, food).
9
Outcome SC-K-3:
Students will investigate the effects of different strengths or different directions of pushes
and pulls in order to compare the motions of an object.
SC-K-3-1
SC-K-3-2
SC-K-3-3
SC-K-3-4
SC-K-3-5
SC-K-3-6
Identify that pushes and pulls are examples of force.
Experiment with force to demonstrate that pushes and pulls can go in
different directions (i.e. an object will change direction when something
else collides with it).
Analyze outcomes of experiments to determine if the design solution
works as it was intended in different strengths (i.e. a string attached to
the object in order to be pulled or a person pushing an object).
Experiment with force to demonstrate that pushes and pulls can change
speeds (i.e. a bigger push or pull makes things speed up or slow down).
Analyze outcomes of experiments to determine if the design solution
works as it was intended in changing the speed or direction of and object
(i.e. a person stopping a rolling ball or two objects colliding and pushing
on each other).
Explain the effect that force has on an object by demonstrating push and
pull.
Outcome SC-K-4:
Students will observe and record local weather conditions to describe weather patterns over
time. Students will identify that the purpose of weather forecasting is to prepare for and
respond to severe weather.
SC-K-4-1
SC-K-4-2
SC-K-4-3
SC-K-4-4
SC-K-4-5
SC-K-4-6
Describe and identify different types of weather.
Discuss and identify how weather changes over time (seasons).
Construct a graph which tracks weather over time and describe the
resulting weather patterns (i.e. graphing the daily weather by sunny,
windy, rainy, snowy, etc. and then comparing it to prior months. Patterns
could also include that it is usually cooler in the morning than in the
afternoon).
Identify severe weather conditions (i.e. thunderstorms, hurricanes,
tornados, droughts, snow storms, etc.)
Draw and/or write about an experience with severe weather, giving
evidence of the characteristics of it.
Discuss the purpose of weather forecasting in relationship with preparing
for severe weather.
10
Outcome SC-K-5:
Students will identify the five senses and explain how each is used. They will also identify
how a person adapts if one sense is lost.
SC-K-5-1
SC-K-5-2
SC-K-5-3
Identify each of the five senses (sight, smell, taste, touch, hearing) and
the parts of the body used in each.
Give examples of how we use our five senses and explain why each is
important in our daily lives.
Identify how a person adapts if one sense is lost.
Outcome SC-K-6:
Students will observe and determine the effects of sunlight on the Earth’s surface. Students
will apply their findings by designing a structure that will reduce the warming effect of
sunlight.
SC-K-6-1
SC-K-6-2
SC-K-6-3
SC-K-6-4
Observe and record the warmth or coolness of objects over a period of
time.
Explain that shadows are created by objects blocking light from the sun.
Explore the effect of sunlight on the Earth’s surfaces (rock, sand, soil,
water) to compare its effect on each.
Use provided tools and materials to design a structure that will reduce
the warming effects of the sun (an umbrella, canopy, tent, etc.).
Outcome SC-K-7:
Students will present solutions which reduce the impact of humans on the land, water, air,
and other living things in the local environment.
SC-K-7-1
SC-K-7-2
SC-K-7-3
SC-K-7-4
SC-K-7-5
Identify the Earth as our home and has living things on it.
Explain that living things need land, water, and air for survival.
Identify the natural resources of the Earth (water, air, land).
Give examples of human impact on the Earth (land, water, air, and other
living things). (Examples can include cutting trees to produce paper, oil
spills in the water, vehicle pollution)
Present solutions to reduce the impact of humans on land, water, air, and
other living things (ie. reduce, reuse, recycle).
11
Outcome SC-K-8:
Students will give examples of the nature and history of science and recognize how scientific
information is used to make decisions.
SC-K-8-1
SC-K-8-2
SC-K-8-3
SC-K-8-4
Define science and give examples of what scientists do.
Give examples of how scientific ideas change over time (people thought
the world was flat and boats would drop off the edge of the Earth. After
exploring the earth, they discovered that it was round like a ball).
Describe some contributions of scientists (i.e. inventions like electricity,
cars, airplanes, phones, machines, medicine).
Identify and explain how contributions of scientists have been used to
make decisions.
12
First Grade
Outcome SC-1-1:
Students will demonstrate that sound produces vibrations and that vibrations produce sound.
SC-1-1-1
SC-1-1-2
SC-1-1-3
SC-1-1-4
Identify and define sound and vibration.
Find and document examples of materials producing sound when they
vibrate.
Find and document examples of how sounds produce vibrations in
materials.
Create a model that produces vibrations and sound.
Outcome SC-1-2:
Students will investigate light in order to demonstrate that objects must be illuminated to be
seen.
SC-1-2-1
SC-1-2-2
SC-1-2-3
Observe and record the visibility of the same object in the dark, low light,
and bright light.
Identify and categorize what attributes (outline, shape, color, size,
texture…) can be seen in the dark, low light, and bright light.
Make a model that compares and contrasts an object’s visibility in no
light, low light, and bright light.(i.e.,Pin hole box)
Outcome SC-1-3:
Students will observe and record differences in how a beam of light is affected as it passes
through different materials (transparent, translucent, opaque, and reflective).
SC1-3-1
SC1-3-2
SC1-3-3
SC1-3-4
Define these vocabulary words: transparent, translucent, opaque,
reflective, color spectrum.
Categorize everyday objects as transparent, translucent, opaque and
reflective.
Observe and record results of: transparent (ex. clear plastic), translucent
(ex. wax paper), opaque (ex. cardboard), and reflective (ex. mirror)
materials placed in the path of a beam of light.
Observe the color spectrum and demonstrate how light is made up of
different colors when a prism is placed in a beam of light.
13
Outcome SC-1-4:
Students will design and create a model that uses light or sound waves to communicate over
a distance.
SC-1-4-1
SC-1-4-2
SC-1-4-3
Define these vocabulary words: waves, communication, and distance.
Given various visual examples classify them as light or sound
communication (i.e., stop light, fire alarm, flashing arrows, alarm clock)
Given materials build a device that uses sound or light to communicate
over a distance. (i.e.,drum beat pattern, cup and string phone, flash light
signal)
Outcome SC-1-5:
Students will examine animal adaptations to identify and design solutions to human
problems. (i.e.,. a bicycle helmet protects the brain the way a turtle shell protects the turtle’s
body)
SC-1-5-1
SC-1-5-2
SC-1-5-3
Define these vocabulary terms: problem, solution, adapting, mimicking,
and structure.
Given animal and plant examples, identify external parts that help them
survive, grow, and meet needs. (i.e.,corn roots and a kangaroo tail
provide stability to the structure)
Given a human problem, design and share a solution that adapts or
mimics animal or plant external parts. (i.e.,thorns on branches and
porcupine quills keep intruders away)
Outcome SC-1-6:
Students will identify behaviors of parents and offspring that help the offspring survive.
SC-1-6-1
SC-1-6-2
SC-1-6-3
SC-1-6-4
SC-1-6-5
Define these vocabulary words: shelter, nurturing, offspring, and food.
Given a variety of resources identify what animals need to survive.
(Shelter, air, food, water, and nurturing)
Given examples match offspring signals to parent responses. (i.e., Crying
or chirping to feeding, comforting or protecting)
Compare and contrast different parent animal and human responses to
offspring needs.
Identify behaviors in animals and humans that help offspring survive.
14
Outcome SC-1-7:
Students will use observations and evidence to describe and explain why young plants and
animals are similar to but not exactly like their parents.
SC-1-7-1
SC-1-7-2
SC-1-7-3
SC-1-7-4
Use a variety of resources to identify similarities in parents and their
offspring.
Use a variety of resources to identify differences in parents and their
offspring.
Observe and document real world differences and similarities in parents
and offspring.
Using evidence gathered, document the differences and similarities of a
chosen parent and offspring.
Outcome SC-1-8:
Students will describe predictable patterns of the sun, moon, and stars. ***Yearlong outcome
collecting data over months
SC-1-8-1
SC-1-8-2
SC-1-8-3
SC-1-8-4
SC-1-8-5
SC-1-8-6
Compose a list of natural objects that can be seen in the sky during the
day and/or night.
Over time, observe day and night skies and record data of where natural
objects appear in the sky.
Using data from observation identify and depict patterns of objects that
move across the sky.
Over time, observe and record seasonal changes in the amount of
sunlight throughout the year.
Using data, graph results to show patterns in the amount of sunlight
throughout the year.
Predict what will happen with the amount of sunlight during the summer
months.
15
Outcome SC-1-9:
Students will give examples of the nature and history of science and recognize how scientific
information is used to make decisions.
SC-1-9-1
SC-1-9-2
SC-1-9-3
SC-1-9-4
SC-1-9-5
SC-1-9-6
Define these vocabulary words: science, scientist, scientific theory, proof,
environmental issues, resource management, solution, and action plan.
Discuss how scientific ideas change over time. (i.e., Earth flat/round,
Flight of man; wings/balloons/planes/rockets)
Describe contributions of scientists. (i.e., electricity, medicine, machines)
Identify local science issues, such as environmental issues or resource
management. (i.e., water conservation, energy sources, response to
types of weather)
Categorize local science issues, such as environmental issues or resource
management. (i.e., water conservation, energy sources, response to
types of weather)
Suggest feasible solutions and personal action plans to address an
identified issue.
16
Second Grade
Outcome SC-2-1:
Students will plan and conduct an investigation, analyze data, make observations and
construct an argument with evidence to describe the states of matter, explain how
temperature affects different objects and explain changes in matter when adding and
subtracting heat.
SC-2-1-1
SC-2-1-2
SC-2-1-3
SC-2-1-4
SC-2-1-5
SC-2-1-6
SC-2-1-7
SC-2-1-8
SC-2-1-9
Define, in their own words, matter (any object that takes up space) and
include a drawing of matter.
Find examples of matter in the environment.
Compare and contrast objects based on observations.
Define, in their own words, the states of matter (solid, liquid, and gas)
and include a drawing depicting the states of matter.
Create a model of the states of matter (solid, liquid, and gas).
Define, in their own words, temperature and heat.
Create a diagram of how temperature affects different objects (such as
water and snow).
Predict the changes in matter when adding and subtracting heat and
conduct an experiment to prove or disprove their prediction.
Analyze the data from experiments to compare and contrast how
temperature affects different objects and explain changes in matter.
Outcome SC-2-2:
Students will plan and conduct an investigation, analyze data, make observations and
construct an argument with evidence to classify physical properties as reversible and
irreversible changes.
SC-2-2-1
Define the following physical properties (strength, flexibility, hardness,
texture, and absorbency).
SC-2-2-2
Classify the physical properties of everyday objects.
SC-2-2-3
Find objects in their environment and categorize them based on the
physical properties.
SC-2-2-4
Compare and contrast the physical properties of everyday objects.
SC-2-2-5
Define physical changes (changes in strength, flexibility, hardness, texture
and absorbency).
SC-2-2-6
Compare and contrast the physical changes of everyday objects from an
experiment.
SC-2-2-7
Classify changes caused by heating or cooling as reversible or irreversible
(examples: changes in water and butter at different temperatures are
reversible but cooking an egg and burning paper are irreversible).
17
SC-2-2-8
Hypothesize and conduct an experiment to construct an argument of
whether an object has undergone a physical change and if the change is
reversible or irreversible.
Outcome SC-2-3:
Students will plan and conduct investigations, develop simple models, and make observations
to determine the needs of plant and classify plants as seedless or producers of seeds.
SC-2-3-1
SC-2-3-2
SC-2-3-3
SC-2-3-4
SC-2-3-5
Sketch a plant in its environment and label what plants need in order to
grow (sunlight, air, and water).
Construct an experiment to determine what happens to plants if any one
need is not met.
Identify pictures and specimens of plants that produce seeds and plants
that don’t.
Describe how animals pollinate plants.
Describe how animals disperse seeds.
Outcome SC-2-4:
Students will identify and construct models to represent Earth’s features and maps.
SC-2-4-1
SC-2-4-2
SC-2-4-3
SC-2-4-4
List and draw pictures of Earth’s features (land, mountains, grass, trees,
lakes, rivers, oceans, glaciers, etc.).
Identify where water can be found on the Earth and how its location
determines whether it’s solid or liquid.
Using maps, identify where land, mountains, grass, and trees can be
found on the Earth.
Create a model (i.e., map, drawing, clay, etc.) of an area of Earth,
including Earth’s features, with a key.
Outcome SC-2-5:
Students will make observations to compare and contrast habitats and the animals and
plants that live within each.
SC-2-5-1
SC-2-5-2
SC-2-5-3
SC-2-5-4
Define habitat and identify different types of habitats (i.e., forests,
grasslands, deserts, and the arctic tundra).
Identify animals and plants within a habitat.
Compare and contrast habitats along with the role of animals and plants
in the habitat.
Construct, through research, one of the above habitats; include animals
and plants (i.e., PowerPoint, diorama, drawings, etc).
18
Outcome SC-2-6:
Students will identify and construct models of the water cycle.
SC-2-6-1
SC-2-6-2
SC-2-6-3
Define the water cycle (evaporation, condensation, precipitation,
collection).
Label the parts of the water cycle.
Create a model of the water cycle.
Outcome SC-2-7:
Students will identify and construct models to represent changes in Earth’s surface that
happen quickly or slowly (wind, water, landslides, avalanches, earthquakes, flooding, erosion,
and eruptions).
SC-2-7-1
SC-2-7-2
SC-2-7-3
SC-2-7-4
SC-2-7-5
SC-2-7-6
Define Earth events that can occur quickly or slowly (landslides,
avalanches, earthquakes, erosion, and eruptions).
Sketch Earth events that can occur quickly or slowly.
Construct a model of one Earth event that can occur quickly and slowly.
List what can change the Earth’s surface.
Create diagrams of changes on the Earth’s surface.
Design a solution to slow or prevent events that can change the Earth’s
surface and compare and contrast the solutions.
Outcome SC-2-8:
Students will give examples of the nature and history of science and recognize how scientific
information is used to make decisions.
SC-2-8-1
SC-2-8-2
SC-2-8-3
SC-2-8-4
Discuss how scientific ideas change over time.
Describe contributions of scientists.
Explain local science issues. (such as environmental hazards or resource
management)
Suggest feasible solutions and personal action plants to address an
identified issue.
19
Third Grade
Outcome SC-3-1:
Students will collect and chart weather data, analyze weather patterns, use data to make
weather predictions, and describe typical weather conditions in a season.
SC-3-1-1
SC-3-1-2
SC-3-1-3
SC-3-1-4
SC-3-1-5
SC-3-1-6
SC-3-1-7
SC-3-1-8
Define weather terms (precipitation, air temperature, wind speed and
direction, air pressure).
Investigate evidence that air is a substance (e.g., takes up space, moves
as wind, temperature can be measured).
Explain how air temperature, moisture, wind speed and direction, and
precipitation make up the weather in a particular place and time.
Using tools of a meteorologist, collect weather data (temperature, wind
speed, wind direction, barometric pressure and precipitation) over a
period of time.
Graph recorded weather data to show daily and seasonal patterns in
weather and discuss how weather changes over time.
Analyze weather data and draw conclusions about weather patterns.
Describe typical weather conditions expected during a particular season.
Use data to make predictions about the weather and justify predictions
with observable evidence.
Outcome SC-3-2:
Students will list natural weather hazards and evaluate solutions that reduce the impacts of
weather-related hazards.
SC-3-2-1
SC-3-2-2
SC-3-2-3
SC-3-2-4
SC-3-2-5
List examples of severe weather.
Compare the components of severe weather phenomena to normal
weather conditions (i.e., thunderstorm with lightning and high winds
compared to rainstorm with rain showers and breezes).
List weather-related hazards (i.e., mudslides, blizzards, tornados, floods,
avalanches, drought, dust storms).
Research the impact of weather-related hazards on people and places.
Discuss and evaluate a solution that reduces the impacts of weatherrelated hazards (i.e., barriers to prevent flooding, wind resistant roofs,
lightning rods).
20
Outcome SC-3-3:
Students will compare and contrast climate regions, and describe variations in climate over
time.
SC-3-3-1
SC-3-3-2
SC-3-3-3
SC-3-3-4
SC-3-3-5
SC-3-3-6
SC-3-3-7
Define atmosphere, weather and climate.
Explain the difference between weather and climate.
Explain the role of atmosphere (containing the air we breathe, keeping
the earth at a comfortable temperature, and shielding us from harmful
radiation).
Discuss that long-term weather patterns define the climate of a region.
Define the main climate regions -- tropical, temperate and polar.
Compare and contrast characteristics of the main climate regions.
Investigate reasons for and the impact of changes in climate.
Outcome SC-3-4:
Students will explain that animals and plants undergo natural stages of development as part
of their life cycles.
SC-3-4-1
SC-3-4-2
SC-3-4-3
SC-3-4-4
Define life cycles.
List stages in an animal’s and plant’s life cycle.
Explain how animals and plants grow and change during their life cycles.
Research a plant or animal and illustrate its life cycle.
21
Outcome SC-3-5:
Students will compare and contrast animal and plant adaptations, describe survival
mechanisms, and explain the food chain.
SC-3-5-1
SC-3-5-2
SC-3-5-3
SC-3-5-4
SC-3-5-5
SC-3-5-6
SC-3-5-7
SC-3-5-8
SC-3-5-9
SC-3-5-10
Define habitat and adaptations.
List the four components of habitat (food, water, shelter, and space).
Explain how animals and plants adapt to different environmental
conditions.
Describe how adaptations help living things get food, protect themselves,
and survive.
Define food chain, producers, consumers, herbivores, carnivores,
omnivores, decomposers.
Compare and contrast producers and consumers.
Classify living things by what they eat.
Design a new plant or animal for a specific habitat and create a food
chain in which it’s involved.
Explain how being part of a group helps animals survive.
Use evidence to explain how individual variations in characteristics of the
same species may provide advantages in surviving, finding mates, and
reproducing (i.e., coloring, speed, size).
Outcome SC-3-6:
Students will explain that traits of plants and animals are influenced by both heredity and the
environment and examine fossils to show how changes in the environment affect plants and
animals.
SC-3-6-1
SC-3-6-2
SC-3-6-3
SC-3-6-4
SC-3-6-5
SC-3-6-6
SC-3-6-7
SC-3-6-8
Define heredity and environment.
List traits of plants and animals that are inherited.
Explain how traits of plants and animals are influenced by the
environment.
Discuss how living things change the environment (i.e., beavers building
dams, construction in wetlands, etc.).
Discuss how changes in the environment affect living things (i.e.,
introduction of new species, use of pesticides, changes in land
characteristics, drought, etc.).
Explain that when the environment changes, organisms respond in
different ways (i.e., survive, move to new locations, move into the
transformed environment, die, etc.).
Research organisms that lived long ago, examine their fossils, and provide
evidence that organisms from long ago lived in particular environments.
Compare and contrast plants, animals and environments of the past with
current plants, animals and environments.
22
Outcome SC-3-7:
Students will investigate balanced and unbalanced forces, motions of an object, and patterns
of motion.
SC-3-7-1
SC-3-7-2
SC-3-7-3
SC-3-7-4
SC-3-7-5
SC-3-7-6
SC-3-7-7
Define force, gravity, friction and speed.
Discriminate between pushing and pulling forces.
Investigate, generate, and predict the effect of balanced and unbalanced
forces on the motion of an object.
Explain the effect of gravity.
Explain that the force required to move an object is relative to the
object’s mass.
Experiment with gravity, friction, and speed using classroom objects.
Observe an object’s motion and provide evidence that a pattern can be
used to predict future motion (i.e., child swinging on a swing, ball rolling
back and forth in a bowl, two children on a see-saw).
Outcome SC-3-8:
Students will demonstrate the cause and effect relationships of electric or magnetic
interactions between two objects not in contact with each other and will design a simple
problem that can be solved with magnets.
SC-3-8-1
SC-3-8-2
SC-3-8-3
SC-3-8-4
SC-3-8-5
SC-3-8-6
SC-3-8-7
SC-3-8-8
SC-3-8-9
Define static electricity, repel, attract.
Demonstrate static electricity.
Research how magnets can be used.
Describe magnetic fields and poles.
Experiment with magnets, wires and paper clips to show magnetic
interactions.
Research how distance between objects affects the strength of the force.
Describe how the orientation of magnets affects the direction of the
magnetic force.
Determine cause and effect relationships of electric and magnetic
interactions.
Design a simple solution for a problem by applying ideas about magnets
(i.e., latch to keep a door shut, device to keep two moving objects from
touching each other, device to hold things in place).
23
Outcome SC-3-9:
Students will give examples of the nature and history of science and recognize how scientific
information is used to make decisions.
SC-3-9-1
SC-3-9-2
SC-3-9-3
SC-3-9-4
SC-3-9-5
Discuss how scientific ideas change over time.
Describe contributions of scientists.
Identify local science issues, such as environmental hazards or resource
management.
Explain local science issues, such as environmental hazards or resource
management.
Suggest feasible solutions and personal action plans to address an
identified issue.
24
Fourth Grade
Outcome SC-4-1:
Students will identify evidence from patterns of rock formations and fossils in rock layers to
justify changes in the Earth’s surface over time.
SC-4-1-1
SC-4-1-2
SC-4-1-3
SC-4-1-4
Identify the fact that Earth’s surface has changed from land to water over
time.
Describe erosion as the wearing away of a surface over time.
Diagram the different levels of rock layers and fossils that indicate
changes in the landscape (i.e., aquatic fossils being found in Wyoming).
Research a location, and then develop a project to provide evidence of
changes in the Earth’s surface over time (i.e., create a model of a canyon
with different rock layers in the walls and a river at the bottom to
indicate that over time the river cut through the rock).
Outcome SC-4-2:
Students will examine the effects of weathering and the amount of erosion by water, ice,
wind, and vegetation. Utilizing maps, they will analyze and interpret data to describe
patterns of Earth’s features.
SC-4-2-1
SC-4-2-2
SC-4-2-3
Define weathering and erosion.
Evaluate the effect that various factors have on the weathering and
erosion of the Earth’s surface (i.e., vegetation, volume of water flow,
angle of slope, wind speed, and temperature).
Using topographical maps of the Earth and ocean floor, formulate and
support a hypothesis of what erosion or weathering process occurred to
produce a given land or water form.
Outcome SC-4-3:
Students will examine a variety of information to describe that energy and fuels are derived
from natural resources and how their use affects the environment.
SC-4-3-1
SC-4-3-2
SC-4-3-3
Define natural resources, renewable and nonrenewable resources, and
fossil fuels.
Classify renewable and nonrenewable natural resources (i.e., wind
energy, water behind dams, sunlight, natural gas, coal, oil).
Design a project communicating the use or preservation of natural
resources and their positive or negative effect on the environment (i.e.,
loss of habitat due to dams and surface mining, replanting trees to
improve habitats).
25
Outcome SC-4-4:
Students will generate and evaluate multiple solutions to reduce the impacts of natural Earth
processes on humans.
SC-4-4-1
SC-4-4-2
SC-4-4-3
List and discuss natural Earth processes (i.e., earthquakes, volcanoes,
floods, hurricanes, tsunamis).
Chart the impacts of natural Earth processes on humans (i.e.,
earthquakes/buildings, volcanoes/air travel, hurricanes/coasts, etc.).
Formulate and present a solution to reduce the impact of a natural Earth
process on humans. (earthquake resistant buildings, hurricane wall on
coasts, etc.)
Outcome SC-4-5:
Students will conduct experiments and describe how energy can be transferred from place to
place by collisions, sound, light, heat, and electric currents.
SC-4-5-1
SC-4-5-2
SC-4-5-3
SC-4-5-4
SC-4-5-5
Define energy and its various forms: heat, electric, sound, light.
Plan, predict, and execute an experiment demonstrating the speed and
energy of an object and the changes in energy that occurs when objects
collide (i.e., a bowling ball moving slowly and colliding with the pins; a
bowling ball moving quickly and colliding with the pins).
Document evidence using a chart, graph, table, etc.
Formulate a conclusion from experiment data about the relationship
between the speed and energy of an object and the changes in energy
that occur when objects collide and what happens to that energy after
the collision.
Conduct experiments to show that energy is transferred by sound, light,
heat, and electric currents.
26
Outcome SC-4-6:
Students will design, test, and refine a device that converts energy from one form to another.
(Devices should be limited to those that covert motion energy to electric energy or use stored
energy to cause motion or produce light or sound.)
SC-4-6-1
SC-4-6-1
SC-4-6-1
Apply scientific ideas and knowledge to design and build a device that
converts energy from one form to another. (Devices could include:
lighting a bulb using an electric current, musical instrument is played to
produce sound, dark colors may absorb light while light colors reflect
light, a passive solar heater that converts light into heat.)
Test, evaluate, and refine the device to assure its effectiveness of
converting energy from one form to another.
Demonstrate and explain how the device converts energy from one form
to another.
Outcome SC-4-7:
Students will develop a model of waves to describe patterns of waves in terms of amplitude
and wavelength, and that waves can cause objects to move.
SC-4-7-1
SC-4-7-2
SC-4-7-3
Define waves, amplitude, and wavelength.
Observe classroom wave demonstrations and diagram a model of a wave
demonstrating amplitude and wavelength (i.e., slinky, jump rope, waves
created in pans of water, videos).
Evaluate the amplitude and wavelengths of the waves created and
discuss any patterns found.
Outcome SC-4-8:
Students will describe internal and external structures of plants and animals that function to
support behavior and survival.
SC-4-8-1
SC-4-8-2
SC-4-8-3
Define internal and external structures of animals and plants.
Compare structures in plants (i.e., roots, stems, leaves, flowers) and
animals (i.e., muscles, bones, nerves) that serve different functions in
survival.
Give examples of and describe adaptations that allow plants and animals
to survive. (Camouflage – horned lizards, coyotes; mimicry—Monarch
and Viceroy Butterflies; physical—cactus spines; mutualism-species of
acacia that harbor ants, which repel other harmful insects.)
27
Outcome SC-4-9:
Students will describe internal and external structures of plants and animals that function to
support growth.
SC-4-9-1
SC-4-9-2
SC-4-9-3
List different growth patterns in plants and animals.
Compare structures in plants (e.g., roots, stems, leaves, flowers) and
animals (e.g., muscles, bones, nerves) that serve different functions in
growth.
Predict how plants and animal structures support growth in adverse
conditions. (plants: droughts, wind, rains, etc. ---Animals: droughts, heat,
cold, injuries, etc.)
Outcome SC-4-10:
Students will develop an understanding that plants and animals have internal and external
structures that function to support behavior.
SC-4-10-1
SC-4-10-2
SC-4-10-3
SC-4-10-4
Define plant and animal behavior.
Develop a list of plants and animals that have distinctive behaviors.
Compare structures in plants (e.g., roots, stems, leaves, flowers) and
animals (e.g., muscles, bones, nerves) that serve different functions in
behavior.
Create a chart of different plants and animals demonstrating an
understanding of how their internal and external structures support their
behavior.
Outcome SC-4-11:
Students will develop an understanding that plants and animals have internal and external
structures that function to support reproduction.
SC-4-11-1
SC-4-11-2
SC-4-11-3
Define reproduction in plants and animals.
Develop a list of plants and animal reproduction.
Compare structures in plants (e.g., roots, stems, leaves, flowers) and
animals (e.g., muscles, bones, nerves) that serve different functions in
reproduction.
28
Outcome SC-4-12:
Students will describe that animals have different sense receptors that are specialized for
particular kinds of information, which may be then processed by the animal’s brain to guide
their actions.
SC-4-12-1
SC-4-12-2
SC-4-12-3
Define sense receptors.
List sense receptors that animals have to live in their environment.
Make a chart of the sense receptors animals have and the action that
occurs with the brain’s reception of the message.
29
Fifth Grade
Outcome SC-5-1:
Students will develop and support with evidence, data, or a model an argument that plants
get the materials they need mostly from air and water.
SC-5-1-1
SC-5-1-2
SC-5-1-3
List what plants need to grow. (ie light, water, not soil)
Illustrate that plants depend on animals for pollination or to move their
seeds around.
Delineate where each of those requirements come from and determine
that they originate from light energy and water.
Outcome SC-5-2:
Students will develop a model to illustrate the movement of matter among plants, animals,
decomposers, and the environment.
SC-5-2-1
SC-5-2-2
SC-5-2-3
SC-5-2-4
Understand the idea that matter that is not food (air, water, decomposed
materials in soil) is changed by plants into matter that is food.
Determine that food of almost any kind of animal can be traced back to
plants.
Summarize the idea that organisms such as fungi and bacteria break
down dead organisms (plants and animals) and are considered
decomposers and restore materials back to the soil.
Conclude that organisms obtain gases and water from the environment
and release waste matter (gas, liquid, or solid) back into the
environment.
(FOOD WEBS-how does matter cycle through ecosystems)
Outcome SC-5-3:
Students will illustrate that energy in animals’ food derives from energy from the sun.
SC-5-3-1
SC-5-3-2
SC-5-3-3
Defend that animals use food for body repair, growth, motion, and to
maintain body warmth.
Explain that energy from the sun is captured by plants and goes through a
chemical process that forms plant matter (photosynthesis).
Understand that energy cannot be created or destroyed but it can change
form. Photosynthesis converts light energy from the Sun into chemical
energy contained in a type of sugar that is stored as food.
30
Outcome SC-5-4:
Students will defend an argument that gravitational force exerted by Earth on other objects is
directed down.
SC-5-4-1
SC-5-4-2
SC-5-4-3
Demonstrate that the gravitational force of Earth acting on an object
near Earth’s surface pulls that object toward the center of the Earth.
Understand that the force of gravity is always attractive.
Conclude that water flowing downhill and rocks tumbling down slopes
are examples of gravity’s force.
Outcome SC-5-5:
Students will model that matter is made of small particles, identify its properties, show how
it is affected by the law of conservation of mass, and investigate the outcome of mixing two
or more substances.
SC-5-5-1
SC-5-5-2
SC-5-5-3
SC-5-5-4
SC-5-5-4
SC-5-5-5
SC-5-5-6
SC-5-5-7
Verify that matter is anything that has mass and takes up space.
Develop a model to show that any matter is made up of particles too
small to be seen but can be detected by other means. (Inflate a balloon,
compress air in a syringe, dissolve sugar in water, evaporating salt water.)
Define and identify physical properties and changes.
Produce a model to show the differences in the states of matter.
Define and identify chemical properties and changes.
Measure and graph quantities to justify that regardless of the type of
change that occurs when heating, cooling, or mixing substances, the total
weight of matter is conserved.
Compile observations and measurements to identify materials based on
their properties.
Design and conduct an investigation to determine whether the mixing of
two or more substances results in new substances.
Outcome SC-5-6:
Students will obtain and combine information about ways individual communities use science
ideas to protect the Earth’s resources and environment.
SC-5-6-1
SC-5-6-2
SC-5-6-3
SC-5-6-4
Explain how resources are used.
Define how they are classified.
Verify that human activities in agriculture, industry, and everyday life
affect the environment.
Describe what individuals and communities are doing to help protect
Earth’s resources and environments.
31
Outcome SC-5-7:
Students will justify an argument that the apparent brightness of the Sun compared to other
stars is relative to their distances from Earth and summarize data in a graph (or just graphing
data?) demonstrating daily patterns of shadows as well as seasonal changes in the
appearance of the night sky.
SC-5-7-1
SC-5-7-2
SC-5-7-3
SC-5-7-4
Support that the Sun is a start that appears larger and brighter than other
stars because it is closer to Earth.
Understand that the daily changes in the length and direction of shadows
is caused by the Earth rotating on its axis.
Conclude that the patterns of day and night are a product of the Earth
rotating on its axis.
Understand that the combination of Earth orbiting the Sun in conjunction
with Earth rotating on its own axis causes observable patterns in the
different positions of the Sun, moon, and stars at different times of the
day, month, and year.
Outcome SC-5-8:
Students will analyze an example to construct a model showing the interaction of any two of
the following Earth’s systems including the geosphere, biosphere, hydrosphere, and/or
atmosphere and graph a comparison of the amounts and percentages of water and fresh
water in various bodies of water to provide evidence about the distribution of water on
Earth.
SC-5-8-1
SC-5-8-2
SC-5-8-3
Define each of Earth’s major systems including the geosphere (solid and
molten rock, soil, and sediments), biosphere (living things), hydrosphere
(water and ice), and atmosphere (air).
Examine how these systems interact to affect Earth’s surface materials
and processes. Examples of interactions include: The ocean supports a
variety of ecosystems and organisms, shapes landforms, and influences
the climate. Weather and climate affect landforms and ecosystems.
Winds and clouds in the atmosphere interact with landforms to
determine patterns in (of) weather.
Differentiate that the majority of Earth’s available water is in the ocean
while most fresh water is in glaciers or underground; a tiny fraction is in
streams, lakes, and wetlands.
32
Sixth Grade
Outcome SC-6-1:
Students will identify, describe, and distinguish between transverse and compressional waves
and their characteristics.
SC-6-1-1
SC-6-1-2
SC-6-1-3
SC-6-1-4
List the characteristics of a transverse wave.
List the characteristics of a compressional wave.
List the characteristics of an electromagnetic wave.
Create on chart paper examples of transverse and compressional waves.
Draw, describe, and label each wave.
Outcome SC-6-2:
Students will identify wave properties and explain how they affect the energy of the wave.
SC-6-2-1
SC-6-2-2
SC-6-2-3
Define amplitude, wavelength, frequency, and wave speed.
Create a visual that shows amplitude, wavelength, and frequency of
different waves.
Analyze articles about tsunamis and earthquakes. Identify and explain the
relationship between energy wave amplitude and the amount of
destruction caused.
Outcome SC-6-3:
Students will identify how waves are reflected, absorbed, or transmitted.
SC-6-3-1
SC-6-3-2
SC-6-3-3
SC-6-3-4
Define reflection, refraction, and diffraction.
Draw ray diagrams that show how light waves refract and write an
explanation.
Explain in detail how you are able to hear a siren of an ambulance on the
other side of the building.
Research to support the claim that digitized signals are more reliable than
analog signals. (Teacher needs to provide grade appropriate resources)
33
Outcome SC-6-4:
Students will create a display to describe the relationships of kinetic energy to the mass ,
speed, and temperature.
SC-6-4-1
SC-6-4-2
SC-6-4-3
SC-6-4-4
SC-6-4-5
List the different forms of energy and give an example of each.
Define kinetic energy and give examples.
Define states of matter and how it’s related to temperature.
Explain in detail the relationship between kinetic energy and mass and
kinetic energy and speed.
Create a visual display that shows and explains the relationships of kinetic
energy to the mass, speed, and temperature.
Outcome SC-6-5:
Students will develop a model to describe when an arrangement of objects interacting at a
distance changes, different amounts of potential energy are stored in the system.
SC-6-5-1
SC-6-5-2
SC-6-5-3
SC-6-5-4
SC-6-5-5
Define potential energy.
Explain how to increase potential energy.
Explain how energy can be transformed from one into another. Provide
examples.
Define the law of conservation of energy.
Create a model that shows how changing the distance of an object,
increases its potential energy. Explain your thinking.
Outcome SC-6-6:
Students will design, construct, and test a device that maximizes thermal energy transfer.
SC-6-6-1
SC-6-6-2
SC-6-6-3
SC-6-6-4
Define temperature, heat, Fahrenheit and Celsius scale, conduction,
convection, and radiation.
Explain the role of conductors and insulators.
Conduct an experiment where you cook popcorn in a hot-air popper, in a
microwave oven, and in a pan on the stove. Identify how energy is
transferred in each method.
Conduct an experiment that releases or absorbs thermal energy by
chemical processes and explain what is taking place. (i.e. vinegar and
baking soda)
34
Outcome SC-6-7:
Students will describe and calculate motion as distance, time, speed, and acceleration.
SC-6-7-1
SC-6-7-2
SC-6-7-3
SC-6-7-4
SC-6-7-5
Define average speed, instantaneous speed, velocity, and acceleration.
Relate and describe acceleration to change in speed.
Solve a simple equation to figure out average speed and object travels
using the speed equation. Average speed=distance traveled/travel time.
Solve a simple equation to figure out the distance an object has traveled.
Distance traveled=average speed x time.
Solve a simple equation to figure the acceleration of an object.
Acceleration=final speed – initial speed/time.
Outcome SC-6-8:
Students will identify, describe, and explain Newton’s Laws of Motion.
SC-6-8-1
SC-6-8-2
SC-6-8-3
SC-6-8-4
SC-6-8-5
SC-6-8-6
Define force, Newton’s Laws of Motion, friction, and inertia.
Explain forces and acceleration and provide examples of each.
Identify Newton’s First Law and write an example of it.
Identify Newton’s Second Law and write an example of it.
Identify Newton’s Third Law and write an example of it.
Solve and conduct an experiment to answer a real world question-How
does a ball move when the forces acting on it are balanced and when
they are unbalanced? Demonstrate the motion of a ball with unbalanced
and balanced forces acting on it. Graph the position verses time for the
motion of the ball.
Outcome SC-6-9:
Students will evaluate the factors of electric charge and forces.
SC-6-9-1
SC-6-9-2
SC-6-9-3
SC-6-9-4
Define charging by contact, charging by induction, insulator, conductor,
static charge, and electric discharge.
Explain how objects can become electrically charged.
Describe how lightening occurs.
Conduct a mini lab of observing charging by induction by using water and
a balloon.
35
Outcome SC-6-10:
Students will describe, explain, and distinguish electrical currents.
SC-6-10-1
SC-6-10-2
SC-6-10-3
SC-6-10-4
Define electric current, electric circuit, electric resistance, voltage, series
circuit, parallel circuit, and Ohm’s Law.
Explain how electrical energy is transferred to a circuit.
Explain how current, voltage, and resistance are related in a circuit.
Distinguish between series and parallel circuits.
Outcome SC-6-11:
Students will describe and explain magnetism.
SC-6-11-1
Define magnetic domain, electromagnet, an electromagnetic induction.
SC-6-11-2
Describe how magnets exert forces on each other.
SC-6-11-3
Explain why some materials are magnetic.
SC-6-11-4
Describe how objects become temporary magnets.
SC-6-11-5
Explain how an electric generator produces electrical energy.
SC-6-11-6
Solve and conduct an experiment to answer a real world question-How
does the way that batteries are connected affect the voltage they
provide?
SC-6-11-7
Infer how the voltage produced by two batteries in a circuit depends on
how they are connected.
36
Seventh Grade
Outcome SC-7-1:
Students will design, describe, and use cell models to explain how cells function in living
systems.
SC-7-1-1
SC-7-1-2
SC-7-1-3
SC-7-1-4
SC-7-1-5
Students will describe the function of organelles and structure of plant
and animal cells.
Students will construct models of both plant and animal cells.
Students will use their models to describe the function of the organelles.
Students will diagram how cells come together and make tissues.
Students will combine tissues to describe organs, organs to systems, and
systems to the entire body using the cell theory of organization.
Outcome SC-7-2:
Students will construct models to explain cell processes of mitosis and meiosis.
SC-7-2-1
SC-7-2-2
SC-7-2-3
SC-7-2-4
Students will use models of cells to show the phases of mitosis, what cells
go through mitosis, and the end result of mitosis.
Students will use models of cells to show the phases of meiosis, what
cells go through meiosis, and the end result.
Students will make connections between mitosis and; growth and
development, cell repair, and asexual reproduction.
Students will make connections between meiosis and sexual
reproduction.
Outcome SC-7-3:
Students will use the laws of genetics to explain heredity features and how they are passes
from parent to offspring.
SC-7-3-1
SC-7-3-2
SC-7-3-3
SC-7-3-4
Students will use Mendall’s Laws to describe dominant and recessive
traits and how they are carried by genes on chromosomes.
Students will construct Punnett squares and use them to determine the
probability of having a certain trait.
Students will compare/contrast Mendalian genetics to non-Mendalian
genetics and calculate probabilities using Punnett squares.
Students will make connections between polygenic inheritance and
human traits.
37
Outcome SC-7-4:
Students will explore the Theory of Evolution and how it relates to modern science.
SC-7-4-1
SC-7-4-2
SC-7-4-3
Students will compare and contrast organisms in extreme environmental
conditions and explain how natural selection and adaptation led to the
differences.
Students will make connections between survival of the fittest and the
changes in organisms from past environmental conditions.
Students will make connections between evolution as a theory and how it
is used for the classification of organisms.
Outcome SC-7-5:
Students will make connections between living organisms and their environment.
SC-7-5-1
SC-7-5-2
SC-7-5-3
SC-7-5-4
SC-7-5-5
SC-7-5-6
Students will analyze the role of producers, consumers, and decomposers
in different environmental conditions.
Students will make connections between these roles and the non-living
environment.
Students will use models to show relationships between organisms in a
food web.
Students will use models to show the transfer of energy throughout an
ecosystem using an energy pyramid.
Students will hypothesize how future environmental changes could affect
organisms.
Students will compare/contrast individuals with populations, populations
to communities, communities to ecosystems.
38
Eighth Grade
Outcome SC-8-1 (Earth Systems):
Students will make and analyze models and other evidence to explain theories related to a
dynamic and changing earth.
SC-8-1-1
SC-8-1-2
SC-8-1-3
SC-8-1-4
Students will construct a model of earth’s interior and discuss how the
Information in the model is related to seismic wave data.
Students will relate volcanoes and earthquakes to the theory of plate
tectonics.
Students will analyze data that provides evidence for plate tectonics.
Students will compare/contrast plate boundaries and how they relate to
plate tectonics, volcanoes, earthquakes, and other features of the earth.
Outcome SC-8-2 (Earth in Space):
Students will explain Earth’s position in the solar system, the seasons, and other cycles in our
solar system including the moon and sun.
SC-8-2-1
SC-8-2-2
SC-8-2-3
Students will construct a model of the earth, moon, planets, and sun in
our solar system.
Students will use the model to explain patterns within the system, moon
phases, eclipses and the seasons.
Students will use the solar system model to explain the location of Earth
and its movement within the system.
Outcome SC-8-3 (Earth’s History:)
Students will compare and contrast theories of Earth’s history and the evidence that is used
to support the theory.
SC-8-3-1
SC-8-3-2
Students will identify rock layers, fossils, and illustrate how they are
related to Earth’s history.
Students will compare and contrast radiometric dating to relative dating
and describe how it is used to determine the age of Earth.
39
Outcome SC-8-4 (Weather and Climate):
Students will gather and use weather data to predict weather patterns and how it relates to
air masses and climate.
SC-8-4-1
SC-8-4-2
SC-8-4-3
Students will compare and contrast air masses, how they form, and
where they form to explain weather and climate.
Students will illustrate the interactions of air masses and how it is
affected by earth’s rotation and unequal heating.
Students will compare and contrast weather and climate and describe the
factors that affect each.
Outcome SC-8-5 (Ecology):
Students will illustrate how materials are cycled on our and how living organism both affect
and are effected by the environment they are in.
SC-8-5-1
SC-8-5-2
SC-8-5-3
Students will construct a model of the water cycle and use it represent
how matter cycles on earth.
Students will hypothesize how humans impact earth and the results of
climate change data.
Students will predict how human population will affect the competition
for Earth’s resources including minerals, energy, and water.
40
Biology I
Outcome SC-BI-1:
Students will develop models of cells to demonstrate their ability to identify cell structures
which they will use to explain cell function as it relates to homeostasis.
SC-BI-1-1
SC-BI-1-2
SC-BI-1-3
SC-BI-1-4
SC-BI-1-5
Differentiate between unicellular and multicellular organisms.
Compare and contrast prokaryotic and eukaryotic organisms.
Construct a model of an animal and plant cell.
Identify the individual organelles within the models.
Describe how cellular transport mechanisms maintain homeostasis.
Outcome SC-BI-2:
Students will observe and diagram the stages of cell reproduction and predict the importance
of cell division for growth and maintenance of multicellular organisms.
SC-BI-2-1
SC-BI-2-2
SC-BI-2-3
SC-BI-2-4
SC-BI-2-5
Summarize the primary stages of the cell cycle.
Describe the events of each stage of mitosis.
Describe the events of each state of meiosis.
Compare and contrast mitosis and meiosis to show how each process
provides for the growth of multicellular organisms.
Analyze the importance of meiosis in providing genetic variation.
Outcome SC-BI-3:
Students will analyze the structures of chloroplasts and mitochondria to develop and
explanation of how sunlight is converted in chemical energy and how chemical energy is used
by cells.
SC-BI-3-1
SC-BI-3-2
Explain how sunlight is converted to chemical energy through the process
of photosynthesis.
Assess the process of cellular respiration to explain how chemical energy
is used by cells for maintenance and growth.
41
Outcome SC-BI-4:
Students will explain the organization of Earth’s living and nonliving resources by
diagramming the relationships between organisms and their living and nonliving
environment and predicting the outcomes of specific changes to their environment.
SC-BI-4-1
SC-BI-4-2
SC-BI-4-3
SC-BI-4-4
Differentiate between the various relationships that exist between
organisms and their environment.
Diagram and label food chains and food webs.
Examine how climatic changes impact organisms now and in the future.
Predict the consequences of continued human population growth.
Outcome SC-BI-5:
Students will show how matter is converted within the Earth’s system by evaluating diagrams
o the water, carbon, and nitrogen cycles to determine what living and nonliving factors are
involved in these cycles.
SC.BI.5.1
SC.BI.5.2
Examine the biochemical cycling of water and nutrients through an
ecosystem.
Describe energy flow through an ecosystem.
Outcome SC-BI-6:
Students will evaluate the biodiversity of Earth’s different biomes to determine the factors
that increase and decrease biodiversity and form a plan to suggest ways that human practices
could be changed to help conserve biodiversity.
SC-BI-6-1
SC-BI-6-2
SC-BI-6-3
SC-BI-6-4
Distinguish among terrestrial biomes based on climate and biotic factors.
Identify the major factors that determine aquatic ecosystems.
Explain the importance of biodiversity.
Design a plan that demonstrates how changes in human activities could
help conserve biodiversity.
42
Outcome SC-BI-7:
Students will construct and manipulate models of DNA and RNA to show how DNA is
organized, copies, and used to create a protein. Students will evaluate how changes
(mutation) in DNA sequences can result in changes in the protein they code for and what
effect these changes may have on the organism.
SC-BI-7-1
SC-BI-7-2
SC-BI-7-3
SC-BI-7-4
SC-BI-7-5
Diagram the basic structure of the double helical model of DNA.
Summarize the steps involved in DNA replication.
Compare and contrast the structures and functions of DNA and RNA.
Explain how the code of DNA is translated into messenger RNA and is
utilized to synthesize a particular protein.
Summarize the various types of mutations and assess what effect these
changes may have on an organism.
Outcome SC-BI-8:
Students will construct models that predict the possible results of a genetic cross. Students
will create charts that represent the patterns of inheritance for dominant, recessive and sexlinked traits.
SC-BI-8-1
SC-BI-8-2
Predict the possible offspring from a monohybrid, co-dominant, and
hybrid cross using Punnett squares.
Distinguish between various complex inheritance patterns for dominant,
recessive, and sex-linked traits.
Outcome SC-BI-9:
Students will use the principles of genetics and inheritance to examine complex human traits
and formulate hypotheses that explain possible reasons or causes for the observed traits.
SC-BI-9-1
SC-BI-9-2
SC-BI-9-3
Identify the mutagens responsible for human mutations.
Compare and contrast body-cell and sex-cell mutations.
Summarize examples of dominant and recessive human genetic
disorders.
43
Outcome SC-BI-10:
Students will demonstrate an understanding of natural selection by creating an activity that
models variation and adaptations in different environments and show which variations are
best to ensure survival.
SC-BI-10-1
SC-BI-10-2
SC-BI-10-3
SC-BI-10-4
Discuss the evidence that convinced Darwin that species could change
over time.
Identify the principles of natural selection.
Explain how natural selection could change a population.
Evaluate data that provides evidence for how biotic and abiotic
differences in ecosystems contribute to adaptations resulting in species
survival.
Outcome SC-BI-11:
Students will evaluate evidence for evolution to determine how changes in Earth’s climate,
surface composition, and natural cycles have led to changes in life’s characteristics and make
predictions about future changes.
SC-BI-11-1
SC-BI-11-2
SC-BI-11-3
SC-BI-11-4
Identify key pieces of evidence that support the Theory of Evolution.
Discuss patters observed in evolution.
Sequence the events that might have led to cellular life.
Make an inference on the evolution of man.
Outcome SC-BI-12:
Students will use evolutionary traits and other anatomical evidence to classify living
organisms according to the levels of modern classification.
SC-BI-12-1
SC-BI-12-2
SC-BI-12-3
SC-BI-12-4
SC-BI-12-5
SC-BI-12-6
SC-BI-12-7
SC-BI-12-8
Compare Aristotle’s and ?? methods of classifying organisms.
Explain how to write a scientific name using Ginomial nomenclature.
Summarize the faxa in Giological classification.
Compare and contrast species concept.
Compare major characteristics of the three domains.
Differentiate among the six kingdoms.
Classify organisms to the kingdom level.
Explain how organisms in each of the six kingdoms impact or affect man.
44
Biology II
Outcome SC-BII-1:
Students will explain the organization of the human body using anatomical terminology to
locate body regions, sections, and relative positions.
SC-BII-1-1
SC-BII-1-2
SC-BII-1-3
SC-BII-1-4
Identify the characteristics of life.
Diagram anatomical position.
Explain the biological levels of organization.
Describe the locations of the major body cavities and list the organs
located in each cavity.
Outcome SC-BII-2:
Students will observe the four major categories of human tissue and provide example of
where each occurs in the body.
SC-BII-2-1
SC-BII-2-2
SC-BII-2-3
SC-BII-2-4
SC-BII-2-5
SC-BII-2-6
SC-BII-2-7
SC-BII-2-8
List the four major categories of human tissues.
Provide examples of where each occurs in the body.
Describe the general characteristics and functions of epithelial,
connective muscle and nervous tissue.
Name the types of epithelium and identify an organ in which each is
found.
Name the types of connective tissues and identify an organ in which each
is found.
Distinguish among the three types of muscle tissues.
Distinguish among the types of nervous tissues.
Describe the four major types of membranes.
Outcome SC-BII-3:
Students will develop a model of the skin and its tissues to explain the regulation of body
temperature and healing of wounds.
SC-BII-3-1
SC-BII-3-2
SC-BII-3-3
SC-BII-3-4
SC-BII-3-5
SC-BII-3-6
Describe the structure of the layers of the skin.
List the general functions of each layer of skin.
Summarize the factors that determine skin color.
Describe the accessory organs associated with the skin.
Explain how the skin helps regulate body temperature.
Describe the roles that are part of wound healing.
45
Outcome SC-BII-4:
Students will develop a model of the skeletal system to explain bone structure, bone
development and growth, bone function, and skeletal organization.
SC-BII-4-1
SC-BII-4-2
SC-BII-4-3
SC-BII-4-4
SC-BII-4-5
SC-BII-4-6
SC-BII-4-7
SC-BII-4-8
Label a diagram of the human skeleton identifying bone location.
Identify the active tissues in a bone.
Describe the general structure of a bone and list the function of its parts.
Explain how endochondral and intramembranous bones develop and
grow.
Describe the major functions of bones.
Explain skeletal organization by identifying the major parts of the axial
and appendicular skeleton.
List the three classes of joints, describe the characteristics and name an
example of each.
Explain how skeletal muscles produce movements at joints, and identify
several types of joint movements.
Outcome SC-BII-5:
Students will demonstrate an understanding of the human muscular system by labeling the
structure of a skeletal muscle, explain the major events of skeletal muscle contraction,
distinguishing between skeletal, cardiac, and smooth muscle and identifying major skeletal
muscles and their actions.
SC-BII-5-1
SC-BII-5-2
SC-BII-5-3
SC-BII-5-4
SC-BII-5-5
Compare and contrast the structure and functions of skeletal, cardiac,
and smooth muscle tissue.
Diagram and label a skeletal muscle and neuromuscular function.
Explain the major events of skeletal muscle fiber contraction.
Explain how the types of muscular contractions produce body
movements and help maintain posture.
Describe the locations and actions of major skeletal muscles of each body
region.
46
Outcome SC-BII-6:
Students will develop an understanding of the human nervous system by describing the
functions of the nervous system, differentiating between nervous and neuroglia, and
describing the events that lead to the conducting of a nerve impulse.
SC-BII-6-1
SC-BII-6-2
SC-BII-6-3
SC-BII-6-4
SC-BII-6-5
SC-BII-6-6
Distinguish between the two types of cells that make up nervous tissue.
Explain the general function of the nervous system.
Diagram and label the general structure of a nerve.
Describe the events that lead to the conduction of a nerve impulse.
Diagram and label a synapse.
Illustrate the synaptic transmission of a nerve impulse.
Outcome SC-BII-7:
Students will develop an understanding of the central and peripheral nervous systems by
describing nerve pathways, the structure and functions of the brain and spinal cord and the
structure and functions of the peripheral and autonomic nervous systems.
SC-BII-7-1
SC-BII-7-2
SC-BII-7-3
SC-BII-7-4
SC-BII-7-5
SC-BII-7-6
Describe the general ways in which the nervous system processes
information.
Label the parts of a reflex are and describe the function of each part.
Name the major parts and functions of the brain.
Name the major parts and functions of the spinal cord.
Name the major parts and functions of the peripheral nervous system.
Name the major parts and functions of the autonomic nervous system.
Outcome SC-BII-8:
Students will develop an understanding of somatic and special senses by describing the
receptors and effectors associated with touch, pressure, temperature, pain, smell, taste,
hearing and sight.
SC-BII-8-1
SC-BII-8-2
SC-BII-8-3
SC-BII-8-4
SC-BII-8-5
SC-BII-8-6
SC-BII-8-7
SC-BII-8-8
SC-BII-8-9
Distinguish between somatic senses and special senses.
Identify five kinds of receptors and explain their functions.
Describe the receptors associated with the senses of touch, pressure,
temperature, and pain.
Explain the relationship between the senses of smell and taste.
Explain the mechanism for smell.
Explain the mechanism for taste.
Name the parts of the ear, and explain the function of each part.
Name the parts of the eye, and explain the function of each part.
Describe the nerve pathways for hearing and vision.
47
Outcome SC-BII-9:
Students will develop an understanding of the respiratory system by describing the locations
and functions of the organs of the R.S., the breathing mechanisms and gas transport and
exchange.
SC-BII-9-1
SC-BII-9-2
SC-BII-9-3
SC-BII-9-4
SC-BII-9-5
SC-BII-9-6
List the general functions of the respiratory system.
Name and describe the locations and functions of the organs of the R.S.
Explain the mechanisms of inspiration and expiration.
Locate the respiratory center in the brain and explain how it controls
normal breathing.
Describe the structure and function of the respiratory membrane.
Explain how air and blood exchange gases and how blood transports
these gases.
Outcome SC-BII-10:
Students will develop an understanding of the cardiovascular system by describing the
structure and function of blood, the structure and function of the organs and vessels of the CV system and parts of circulation.
SC-BII-10-1
SC-BII-10-2
SC-BII-10-3
SC-BII-10-4
SC-BII-10-5
SC-BII-10-6
SC.BII.10.7
SC-BII-10-8
SC-BII-10-9
SC-BII-10-10
Describe the general characteristics of blood, and discuss its major
functions.
Distinguish among three formed elements and plasma of the blood.
Explain the central of red blood cell production.
Distinguish among the five types of white blood cells and give the
functions of each type.
Explain the mechanisms of homeostasis.
Name the organs of the cardio-vascular system and discuss their
functions.
Identify and locate the major parts of the heart, and discuss the functions
of each part.
Compare the structures and functions of the major types of blood
vessels.
Trace the pathway of blood throughout the heart.
Trace the pathway of blood through the pulmonary and systemic circuits
of the cardio-vascular system.
48
Outcome SC-BII-11:
Students will develop an understanding of the digestive system by describing the general
structure and function of each component of the alimentary canal and explain the
mechanism for digestion.
SC-BII-11-1
SC-BII-11-2
SC-BII-11-3
SC-BII-11-4
Describe the general functions of the digestive system.
Name the major organs of the digestive system and give their functions.
Explain how the contents of the alimentary canal are mixed and moved.
Explain how the products of digestion are absorbed and eliminated.
49
Chemistry I
Outcome SC-CI-1:
Students will evaluate the Scientific Method through laboratory observation and
experimentation.
SC-CI-1-1
SC-CI-1-2
SC-CI-1-3
Label the stages of the scientific method.
Distinguish between qualitative and quantitative observations.
Interpret the results of chemical ??? both qualitatively and quantitatively.
Outcome SC-CI-2:
Students will properly use appropriate scientific and safety equipment, recognize hazards and
safety systems, and observe standard safety procedures.
SC-CI-2-1
SC-CI-2-2
SC-CI-2-3
Identify scientific safety equipment important to chemistry.
Apply safety symbols and precautions to lab procedures.
Demonstrate mastery of essential laboratory techniques and procedures.
Outcome SC-CI-3:
Students will identify the quantities and units associated with the International System of
Units and use these to make measurements and solve problems in chemistry.
SC-CI-3-1
SC-CI-3-2
SC-CI-3-3
SC-CI-3-4
Identify SI base, derived, modified and non-SI quantities and their units.
Convert quantities measured in English system to the metric (SI) system,
and vice versa.
Apply the concept of significant figures factor label method and scientific
notation to chemical calculations.
Perform calculations involving density and specific heat.
50
Outcome SC-CI-4:
Students will distinguish between physical and chemical properties of matter;
classify matter by composition as an element, compound, or mixture; and explore the
fundamental law of conservation of mass.
SC-CI-4-1
SC-CI-4-2
SC-CI-4-3
SC-CI-4-4
SC-CI-4-5
SC-CI-4-6
Describe the physical states of matter.
Identify several general physical and chemical properties of elements,
compounds, and mixtures.
Identify observable characteristics of chemical reactions.
Define physical and chemical changes and list several indications that one
or the other has occurred.
Explain the fundamental law of conservation of mass.
Describe the energy changes associated with the physical and chemical
changes in matter.
Outcome SC-CI-5:
Students will describe the structure of the atom and differentiate among the subatomic
particles that comprise it.
SC-CI-5-1
SC-CI-5-2
SC-CI-5-3
SC-CI-5-4
SC-CI-5-5
SC-CI-5-6
Compare and contrast the atomic models of Democritus, Dalton,
Thomson, Rutherford, Bohr, (with the?) and the Change-Cloud model.
Distinguish between the subatomic particles of the atom in terms of
relative charge, mass, and location.
Calculate the number of electrons, protons, and neutrons in an atom
given its mass number and atomic number.
Explain the relationship between unstable nuclei ad radioactive decay
and how unstable atoms gain stability.
Describe the characteristics of alpha, beta, and gamma radiation.
Explain how a nuclear reaction differs from an ordinary chemical
reaction.
Outcome SC-CI-6:
Students will express the arrangements of electrons in atoms through orbital rotations,
election configuration, and election dot structures.
SC-CI-6-1
SC-CI-6-2
SC-CI-6-3
SC-CI-6-4
Define a quantum of energy and explain how it is related to an energy
change in matter.
Explain the Heisenberg Uncertainty Principle and Hunt’s Rule as they
relate to electron configuration.
Write electron configurations of the atoms and ions of selected elements.
Define valence electrons and draw electron-dot structure representing an
atom’s valence electrons.
51
Outcome SC-CI-7:
Students will describe the organization of the Periodic Table and its relation to the electron
configuration of an atom or ion.
SC-CI-7-1
SC-CI-7-2
SC-CI-7-3
SC-CI-7-4
SC-CI-7-5
Trace the development and identify key features of the periodic table.
Explain why elements in the same group have similar properties.
Compare period and group trends for ionization energy,
electronegativity, election affinity, atomic radius and ionic radius.
Describe and compare the properties of alkali metals, alkaline with
metals, halogens and noble gases.
Identify the properties of elements based on their electron configuration.
Outcome SC-CI-8:
Students will identify chemical bonding and explain how it relates to the characteristics of
different kinds of chemical compounds.
SC-CI-8-1
SC-CI-8-2
SC-CI-8-3
SC-CI-8-4
SC-CI-8-5
SC-CI-8-6
SC-CI-8-7
Relate chemical bond formation to electron configuration.
Identify and write the formulas for monoatomic and polyatomic ions.
Identify the physical properties of ionic and molecular compounds (polar
vs. nonpolar, H-bonding)
Name and write formulas for binary and ternary ionic compounds.
Name and write formulas for canary molecules, hydrocarbons, binary
acids, and ternary acids.
Explain the physical properties of metals in terms of metallic bonds.
Draw electron dot structure for specified elements.
Outcome SC-CI-9:
Students will use the mole and molar mass to mole conversions among moles, mass, volume
of a gas and representative particles.
SC-CI-9-1
SC-CI-9-2
SC-CI-9-3
SC-CI-9-4
SC-CI-9-5
SC-CI-9-6
SC-CI-9-7
Describe how a mole is used in density.
Calculate the atomic/formula mass and gram-atomic/gram-formula mass
for any given element or compound.
Convert moles to the mass of an element or compound and vice versa.
Convert mole to a number of representative particles and vice versa.
Convert moles to the volume of a gas and vice versa.
Explain what is meant by the percent composition of a compound and
calculate percent composition.
Determine the empirical and molecular formulas for a compound from
percent composition and actual mass data.
52
Outcome SC-CI-10:
Students will classify and identify chemical reactions in order to write and balance chemical
equations as well as calculate the number of moles and mass of a reactant or product.
SC-CI-10-1
SC-CI-10-2
SC-CI-10-3
SC-CI-10-4
SC-CI-10-5
SC-CI-10-6
SC-CI-10-7
SC-CI-10-8
SC-CI-10-9
Identify the evidence of a chemical change.
Classify chemical reactions.
Evaluate, write, and balance chemical equations for synthesis,
decomposition, simple displacement, and double displacement reactions
and combustion.
Write complete ionic and net ionic equations for chemical reactions in
aqueous solutions.
Predict whether reactions in aqueous solutions will produce a precipitate,
water, or a gas.
Identify the quantitative relationships in a balanced chemical equation.
Determine the mole ratios from a balanced chemical equation and solve
stoichiometric equation problems.
Identify the limiting reactants in a chemical equation.
Determine the percent yield for a chemical reaction.
53
Physical Science
Outcome SC-PS-1:
Students will compare and contrast speed, velocity, and acceleration. Students will solve
problems involving those 3 concepts using correct units of measurement. Students will
describe the motion of an object using Newton’s 3 Laws of Motion and concepts of
momentum.
SC-PS-1-1
SC-PS-1-2
SC-PS-1-3
SC-PS-1-4
SC-PS-1-5
SC-PS-1-6
SC-PS-1-7
SC-PS-1-8
SC-PS-1-9
SC-PS-1-10
SC-PS-1-11
SC-PS-1-12
SC-PS-1-13
Compare and contrast the concepts of speed, velocity, and acceleration.
Use SI measurements and units to solve problems involving speed,
velocity, and acceleration.
Create and interpret distance-time graphs and velocity-time graphs for
objects at rest, for objects going a constant speed, and for accelerating
objects.
Explain the concept of inertia (Newton’s 1st Law) using an example.
Explain the difference between mass and weight.
Explain Newton’s 2nd Law and solve problems using the concepts of net
force, mass, and acceleration. Use SI measurements and units to solve
these problems.
Use Newton’s 2nd Law to explain the concept of terminal velocity.
Solve problems involving the acceleration due to gravity.
Describe projectile motion and explain how the horizontal and vertical
components of a projectile’s motion affect the motion of the projectile.
Explain an example of Newton’s 3rd Law by describing the amounts of the
forces involved and the objects the forces act upon. (For example, the
action force acts on a different object than the reaction force.)
Explain how an object in circular motion is affected by centripetal forces.
Use satellites and Earth-bound examples.
Solve problems using SI measurements and units involving momentum
and showing the conservation of momentum.
Apply scientific and engineering ideas to design, evaluate, and refine a
device that minimizes the force on a macroscopic object during a
collision.
54
Outcome SC-PS-2:
Students will explain examples of how energy is transferred and conserved.
SC-PS-2-1
SC-PS-2-2
SC-PS-2-3
SC-PS-2-4
SC-PS-2-5
SC-PS-2-6
SC-PS-2-7
SC-PS-2-8
SC-PS-2-9
SC-PS-2-10
SC-PS-2-11
SC-PS-2-12
SC-PS-2-13
Give examples of various ways energy can be stored as potential energy,
such as gravitational PE, elastic PE (in a spring or bow/arrow for
example), electric PE (2 separated charges), and magnetic PE.
Explain examples of objects that have kinetic energy. Analyze how the
kinetic energy of an object changes when the mass and/or velocity of the
object changes.
Analyze how the gravitational potential energy of an object changes
when the height or mass of the object changes.
Explain the concept of work. Analyze how work done on an object can
change the potential or kinetic energy of an object.
Give examples of ways that energy transfers involving work, potential
energy, and kinetic energy obey the Law of Conservation of Energy.
Explain how thermal energy is involved in these energy transfers.
Construct simple machines (such as levers, pulleys and ramps) to
demonstrate the conservation of energy. Show how simple machines can
reduce the force needed to do work on an object while still conserving
energy. (Force is decreased and distance is increased to give as a
mechanical advantage.)
Show how conduction, convection, and radiation can each facilitate
energy transfers. Diagram how each of these processes transfer energy
and analyze which of these processes need matter to transfer energy.
Explain how energy can be transferred using waves. Compare and
contrast transverse and compressional waves and give examples of each.
Explain the difference between electromagnetic waves and sound waves.
Explain characteristics of waves such as crests, troughs, wavelength,
frequency, amplitude and velocity. Apply these concepts to describe
differences in the waves in the electromagnetic spectrum (radio waves,
microwaves, infrared waves, visible light, ultraviolet, x-rays, and gamma
rays). Also apply these concepts to sound waves (concepts such as
volume = amplitude, pitch is affected by frequency).
Explain how energy from a sound wave can be transferred into a radio
wave and vice versa (i.e. using a microphone to change your voice into
radio waves and using a radio to receive signals and change them back
into sound waves through a speaker).
Explain how thermal convection can cause cycles in Earth’s interior and
cause plate movements near Earth’s surface.
Compare materials that are good conductors of energy with materials
that are good insulators.
Design, build, and refine a device that works within given constraints to
convert one form of energy into another form of energy.
55
Outcome SC-PS-3:
Students will describe and give examples of physical and chemical properties and physical
and chemical changes in matter.
SC-PS-3-1
SC-PS-3-2
SC-PS-3-3
SC-PS-3-4
SC-PS-3-5
SC-PS-3-6
SC-PS-3-7
SC-PS-3-8
SC-PS-3-9
SC-PS-3-10
SC-PS-3-11
SC-PS-3-12
Explain the states of matter by describing how the motion of particles is
different in each state.
Describe the various physical changes that convert one state of matter to
another (these include freezing, boiling, melting, evaporation,
condensation, sublimation).
Explain how the motion of particles changes with changes in
temperature. Apply this concept using the ideas of absolute zero and
thermal expansion.
Create a graph of temperature vs. time that shows changes in the state of
water. Explain what is happening to the molecules during a state change.
Explain how the motion of air molecules causes pressure. Predict how
changes in volume affect air pressure inside a container (Boyles’ Law).
Predict how changes in temperature affect air pressure inside a container
(Charles’ Law).
Explain why objects float using Archimedes’ Principle. Apply this to
matter that is denser than water such as steel ships.
Explain how Pascal’s Principle allows devices such as hydraulics to work.
Explain using Bernoulii’s Principle how it is possible for airplanes to fly.
Apply this concept to other examples such as how a curveball in baseball
works.
Explain the differences between elements, compounds, homogenous
mixtures, heterogenous mixtures, solutions, colloids, and suspensions.
Describe the concept of density and calculate the density of various
objects in the lab. Compare how closely the particles in various objects
are packed together.
Explain how chemical changes are different from physical changes. Give
various examples of each.
Apply the Law of Conservation of Matter to various chemical changes.
56
Outcome SC-PS-4:
Students will describe models of the atom and connect the properties of elements to patterns
on the periodic table.
SC-PS-4-1
SC-PS-4-2
SC-PS-4-3
SC-PS-4-4
SC-PS-4-5
SC-PS-4-6
SC-PS-4-7
SC-PS-4-8
SC-PS-4-9
Identify the charges, relative masses in atomic mass units, and locations
of the 3 main parts of the atom (protons, neutrons, and electrons) as
given in a Bohr model. Explain how a Bohr model puts electrons in
various energy levels. Identify the maximum number of electrons
allowed in each energy level.
Use a periodic table to find the atomic number and atomic mass of
various elements. Explain what the atomic number and atomic mass
represent. Use this data to draw Bohr models of various elements (in
atomic numbers 1-20) that have the correct number of protons, neutrons
and electrons (with electrons in the correct energy levels).
Describe the electron cloud model of the atom and compare it with the
Bohr model. Use the concept of the probability of finding an electron.
Explain that the electron clouds are 3-dimensional and not always just
sphere-shaped.
Describe a scale model of an atom that shows how an atom is mostly
empty space. Explain why the electrons are still attracted to the nucleus
despite all of the empty space between the nucleus and the electrons
using the concept of electromagnetism (opposites attract).
Explain the idea of isotopes. Compute the number of protons and
neutrons in various isotopes of an element using the mass number of
that isotope. Explain how mass number is different than atomic mass.
Using the atomic mass of an element identify which isotope is the most
abundant.
Explain that protons and neutrons can be broken down into smaller
particles called quarks using particle accelerators.
Describe how Mendeleev was able to group elements with similar
properties to make a periodic table. Compare his periodic table with the
table we have today (his was based on atomic masses while ours includes
atomic number).
Explain the difference between groups and periods on the periodic table.
Describe how elements in the same group share similar properties due to
patterns in the number of outer electrons they contain. Describe how
elements in the same period have the same number of energy levels
containing electrons. Identify the alkali metals, alkaline earth metals,
transition elements, halogens, and noble gases.
Create electron dot diagrams for various elements on the periodic table.
Explain what those dots represent and how atoms can be more stable if
their outer level contains 8 electrons (with the exception of Hydrogen
and Helium).
57
SC-PS-4-10
Compare the properties of metals, nonmetals, and metalloids. Identify
their locations on the periodic table.
Outcome SC-PS-5:
Students will explain how atoms become more stable by forming chemical bonds and will
analyze how atoms rearrange in chemical reactions.
SC-PS-5-1
SC-PS-5-2
SC-PS-5-3
SC-PS-5-4
SC-PS-5-5
SC-PS-5-6
SC-PS-5-7
SC-PS-5-8
SC-PS-5-9
SC-PS-5-10
SC-PS-5-11
SC-PS-5-12
SC-PS-5-13
Compare the outer electron level of an element before it forms a
covalent or ionic chemical bond to its status after forming the bond.
Examine this comparison to explain why atoms make chemical bonds.
Compare and contrast covalent and ionic bonds using examples of each.
Draw electron dot diagrams showing how each type of bond forms.
Compare polar and nonpolar molecules. Explain how water is an
example of a polar molecule. Give examples of nonpolar molecules.
Apply these concepts to describe why some substances dissolve in water
and other substances do not dissolve in water. Explain that soap works
because it has a nonpolar end and a polar end.
Identify the oxidation number of elements in various groups on the
periodic table. Connect the oxidation number to the electron dot
diagram. Describe how to find the oxidation number of transition
elements.
Use oxidation numbers to determine the chemical formulas of
compounds. Write chemical formulas including elements, polyatomic
ions, and transition elements.
Use naming rules to correctly name chemical compounds. Name
compounds that include elements, polyatomic ions, and transition
elements.
Describe the structure of a hydrate. Compare hydrates to anhydrous
compounds. Name compounds that are hydrates.
Apply the Law of Conservation of Matter to balance chemical equations.
Identify the reactants and products in a chemical reaction.
Identify the 7 diatomic molecules. Explain why they are diatomic.
Classify chemical reactions as synthesis, decomposition, single
replacement, double replacement, or combustion reactions.
Explain the difference between exothermic and endothermic reactions.
Explain the effect of catalysts and inhibitors on chemical reactions. Give
examples of important uses of catalysts and inhibitors.
Differentiate between acids and bases. Explain properties of acids and
bases and categorize acids and bases on the pH scale. Identify which ions
are produced in acidic and basic solutions (H+ in acidic vs. OH- in basic).
58
Outcome SC-PS-6:
Students will investigate and describe electricity and magnetism and explain applications of each.
SC-PS-6-1
SC-PS-6-2
SC-PS-6-3
SC-PS-6-4
Define electric current, electrical circuits, resistance, voltage, series
circuits, parallel circuits, and Ohm’s Law.
Explain how current, voltage, and resistance are related in a circuit.
Compare and contrast series and parallel circuits.
Explain how an electric generator produces electrical energy.
SC-PS-6-5
Explain how an electric motor works by using electricity and magnetism.
Outcome SC-PS-7:
Students will use the scientific method to collect and analyze data in studying a problem.
SC.PS.7.1
SC.PS.7.2
SC.PS.7.3
SC.PS.7.4
SC.PS.7.5
SC.PS.7.6
SC.PS.7.7
Create a testable hypothesis when given a problem.
Create a procedure to test a hypothesis.
Collect data and organize it in clearly-labeled data tables.
Create a graph using data that was collected.
State a claim about evidence from data that supports or does not support
the hypothesis. Explain the scientific ideas that show why data turned
out the way it did.
Analyze the lab for errors and suggest changes that could improve the
lab.
Identify the independent variable, dependent variable, constants, and
control for an experiment.
59
Physics
Outcome SC-P-1:
Students will solve problems involving forces and motion in one dimension and apply their
skills in laboratory investigations.
SC-P-1-1
SC-P-1-2
SC-P-1-3
SC-P-1-4
SC-P-1-5
SC-P-1-6
SC-P-1-7
SC-P-1-8
SC-P-1-9
SC-P-1-10
Calculate the answers to force and motion problems using SI units and
answers in significant digits.
Analyze linear and non-linear relationships between independent and
dependent variables using graphs. Draw a line of best fit on a linear
graph. Fit curves to non-linear graphs using technology.
Differentiate between vector quantities and scalar quantities. Give
examples of each.
Explain the differences between instantaneous speed, average speed,
and velocity, and acceleration. Solve problems using the equations for
these quantities. Perform conversions between various units of these
quantities.
Create and analyze graphs of distance, velocity, and acceleration vs. time.
Explain how the slope of the graph relates to the motion of the object.
Explain how objects in free fall accelerate due to gravity. Identify the
acceleration due to gravity on Earth. Solve problems involving
acceleration due to gravity.
Explain how forces affect objects using Newton’s 1st Law of Motion, or
inertia.
Explain how an object in equilibrium differs from an object experiencing a
Use the concept of net force in solving problems involving Newton’s 2 nd
Law. Apply the concept of terminal velocity to Newton’s 2nd Law. Relate
changes in net force and changes in mass to changes in acceleration.
Explain an example of Newton’s 3rd Law by describing the amounts of the
forces involved and the objects the forces act upon. (For example, the
action force acts on a different object than the reaction force.)
Explain the concept of normal force and connect it with the concept of
equilibrium. Identify the direction in which normal force acts.
60
Outcome SC-P-2:
Students will solve problems involving forces and motion in two dimensions and apply their
skills in laboratory investigations.
SC-P-2-1
SC-P-2-2
SC-P-2-3
SC-P-2-4
SC-P-2-5
SC-P-2-6
SC-P-2-7
SC-P-2-8
SC-P-2-9
SC-P-2-10
Solve problems involving vectors in multiple dimensions by using the
Pythagorean Theorem or sine/cosine/tangent.
Distinguish between static and kinetic friction. Solve problems involving
friction forces and coefficients of friction.
Solve for the components of force for an object on an incline. Use these
concepts to solve problems on inclines involving friction, velocity, and
acceleration.
Solve problems involving projectiles launched horizontally or at an angle.
Describe how vertical and horizontal motion are independent from each
other.
Explain that observations of motion are relative to the reference frame of
the observer.
Describe how centripetal force and centripetal acceleration affect objects
in circular motion. Calculate the centripetal acceleration of an object if
given velocity and radius.
Compare centripetal force with the fictitious or apparent centrifugal
force using an example.
Explain and solve problems for concepts of angular displacement, angular
velocity, and angular acceleration. Use degrees and radians in these
problems.
Explain how a torque can change the angular motion of an object. Solve
problems involving torque and give real-life examples of how people use
torque.
Explain the concept of center of mass. Explain how this affects the
rotation of a projectile (i.e., a thrown wrench). Explain how center of
mass affects the stability of objects (i.e., a leaning tower or a football
player).
61
Outcome SC-P-3:
Students will solve problems and explain concepts involving gravitation and planetary
motion.
SC-P-3-1
SC-P-3-2
SC-P-3-3
SC-P-3-4
SC-P-3-5
SC-P-3-6
SC-P-3-7
Explain how Kepler’s 3 Laws and use them to describe the motion of
planets. Solve problems involving Kepler’s 3rd Law.
Explain how the masses of objects and the distances between them
affect the force of gravity between objects. Solve problems using
Newton’s Law of Universal Gravitation.
Explain how Cavendish’s experiment found the value of the Universal
Gravitational Constant, G.
Deduce how Newton’s cannonball thought experiment explains the
ability of satellites to stay in orbit around the Earth. Compare the results
of launching the cannonball at different speeds.
Solve problems for the speed of a satellite and the period of a satellite
orbiting the Earth at a given radius.
Explain why astronauts orbiting the Earth are not truly weightless, but
have an apparent weight of zero.
Explain how Einstein described gravity in his general theory of relativity.
62
Outcome SC-P-4:
Students will solve problems and apply concepts of energy, work, power, and momentum to
real-world scenarios.
SC-P-4-1
SC-P-4-2
SC-P-4-3
SC-P-4-4
SC-P-4-5
SC-P-4-6
SC-P-4-7
Define momentum and impulse. Explain how Force and time affect
changes in momentum and solve problems involving impulse (i.e., car
crashes, seat belts, air bags). Compare the effects of bouncing in a
collision vs. not bouncing back.
Explain examples of the Law of Conservation of Momentum using
collisions. Compare and contrast elastic and inelastic collisions and solve
problems involving these collisions. Solve problems involving onedimensional and two-dimensional collisions.
Explain how the conservation of angular momentum is used by spinning
objects such as figure skaters and bicycle wheels.
Explain the concepts of work and power. Solve problems involving
power, work and kinetic energy. Use the work-energy theorem to solve
problems.
Explain the concepts of mechanical advantage, ideal mechanical
advantage, and efficiency. Find the ideal mechanical advantage of simple
machines such as pulleys, inclined planes, levers. Solve problems
involving simple machines.
Give examples of types of potential energy such as gravitational,
chemical, magnetic, and elastic. Calculate the gravitational potential
energy of various objects.
Explain the Law of Conservation of Energy and apply it to energy transfers
between kinetic, potential, and thermal energy.
63
Outcome SC-P-5:
Students will investigate how electricity and magnetism work and how those forces are used.
SC-P-5-1
SC-P-5-2
SC-P-5-3
SC-P-5-4
SC-P-5-5
SC-P-5-6
SC-P-5-7
SC-P-5-8
SC-P-5-9
SC-P-5-10
SC-P-5-11
Explain how like and unlike charges affect each other. Use Coulomb’s
Law to explain the relationships between charge, distance, and the force
between charged particles. Calculate forces using Coulomb’s Law.
Give examples of conductors and insulators. Explain how differences in
their electrons cause them to conduct or insulate. Give examples of
semiconductors and superconductors and explain how they are or could
be used.
Explain how objects can be charged by induction. Describe examples of
how this causes electrostatic forces we see (i.e., static electricity,
lightning).
Explain that electric and magnetic fields act on objects that are not in
contact with each other. Describe how electric and magnetic fields have
both magnitude and direction that can be shown with field lines.
Define electrical potential energy. Explain that electric potential is
electric potential energy per charge and is measured in volts, or joules
per coulomb. Show how differences in electric potential can cause a flow
of charge, or current.
Explain the purpose of a capacitor and give examples of practical ways to
use capacitors.
Define electric current and identify its unit. Define electrical resistance
and identify its unit. Use Ohm’s Law to analyze the relationships
between voltage, current, and resistance. Solve problems using Ohm’s
Law.
Compare and contrast direct current and alternating current. Give
examples of how each are used. Explain how a diode can covert AC to
DC.
Define electric power. Calculate the power used by an appliance using
the formula Power = current x voltage. Calculate the cost of using various
electrical appliances for various amounts of time if given their watt
ratings.
Compare and contrast series and parallel circuits. Solve problems
involving Ohm’s Law with these circuits. Explain the functions of circuit
breakers and fuses in these circuits.
Explain how electric fields and magnetic fields interact in generators or
electric motors. Describe how electricity is generated using examples.
64