This document contains the Westlake City Schools’ Science Course of Study completed at the end of the 2002-2003 school year. The Science Course of Study has been reviewed and was approved by the Westlake City Schools’ Board of Education on June 19, 2003.

Committee Members..............................................................................................	Page	2
District Beliefs, Vision and Mission....................................................................	Page	3
Introduction............................................................................................................	Page	5
Scope and Sequence..............................................................................................	Page	7
Philosophy..............................................................................................................	Page	11
Science Standards..................................................................................................	Page	12
Kindergarten...........................................................................................................	Page	14
Grade One................................................................................................................	Page	19
Grade Two...............................................................................................................	Page	25
Grade Three.............................................................................................................	Page	31
Grade Four...............................................................................................................	Page	37
Grade Five................................................................................................................	Page	44
Grade Six..................................................................................................................	Page	51
Grade Seven............................................................................................................	Page	58
Grade Eight..............................................................................................................	Page	65
Physical Science and Physical Science Honors................................................	Page	72
Biology.....................................................................................................................	Page	82
Physics.....................................................................................................................	Page	93
Geology....................................................................................................................	Page	102
Astronomy..............................................................................................................	Page	109
Ecology Honors................................................................................................................................... Ecology Honors	Page	115
Chemistry and Chemistry Honors........................................................................	Page	129
Conservation................................................................................................................................... Ecology Honors	Page	139
Honors Differentiation and Advanced Placement............................................	Page	150
High School Course Offerings................................................................................................................................... Ecology Honors	Page	151
Assessment.............................................................................................................	Page	156

Committee Members

Donna Barr

Dan Berkheimer

Jeanne Bishop

Matt Bourn

Heather Cunningham

Jenny Doyle

Tina Fouts

Cindy Hronek

Sue Jennings

Claudia Konchar

Diane Lee

Rusty Mackenzie

Lyn Maugherman

Maureen McBride

Patrick McMorrow

Judi Miller

Deb Oblak

John Packis

Sandy Packis

Judy Rumsey

Tracy Scully

Kelly Shimko

Janet Strauss

Tharasa Szabo

LaVonne Szafranski

Mimi Verdone

Sandy Vontroba

Cheryl Watterson

Jennifer White

Jane Zellers

Ray Conti – Director of Curriculum and Instruction

Susan Munch – Secretary, Curriculum and Instruction

DISTRICT BELIEFS, VISION AND MISSION

BELIEFS

Beliefs are the principles and concepts that govern the district’s decisions and actions. They influence the district’s picture of the future (vision) and the reason the district exists (mission). The beliefs, vision and mission of the Westlake City Schools District follow.

The Westlake City Schools believe that students come first, that dignity and worth of each individual is to be respected, and that learning is a lifelong process. We further believe that:

Successful students are ready to learn, display appropriate behavioral and social skills, assume responsibility, and work to reach their full potential. They are enthusiastic about learning, possess basic academic skills and strive for excellence.

Supportive families are proactive and involved in all aspects of their children’s education, assist their children with schoolwork, encourage their children to make positive choices and to be responsible for their actions, offer guidance and motivation so their children reach their full potential, and work in partnership with school.

Exemplary teachers care for their students, are knowledgeable regarding subject matter and effective instructional strategies, and engage students in meaningful learning experiences

Exemplary administrators are knowledgeable and provide meaningful instructional and managerial leadership. They create a safe, orderly, professional and supportive environment, empower all staff by providing opportunities for professional development and communicate effectively with all constituents.

Exemplary support personnel assist in the education of our children by providing a healthy, safe, nurturing and responsive learning climate.

Ideal learning environments are child-centered, stimulating and positive, free from distractions, appropriate in class size, and include ample and varied resources. Students and staff feel safe physically and emotionally, and devote themselves to academic and personal achievement.

Helpful community members, organizations and businesses celebrate their schools’ and students’ accomplishments, share resources and engage in dialogue.

VISION STATEMENT

The Westlake City School District will provide a dynamic, student-centered, positive learning environment. Our district will be characterized by actively engaged learners, mutual respect, shared knowledge, pursuit of new skills and capabilities, collaborative learning, willingness to take action, a team commitment to data-drive continuous improvement and tangible results.

MISSION STATEMENT

WE EDUCATE FOR EXCELLENCE…

Empowering all students to achieve their educational goals,

To direct their lives, and to contribute to society

Introduction

The Westlake City Schools’ Science Course of Study has been developed using the best available resources detailing best practice in the field of Science Instruction. The principal of these resources include the Ohio Department of Education’s Academic Content Standards for K-12 Science, The science and Mathematics Achievement Required for Tomorrow Consortium’s (SMART) Course of Study, The American Association for the Advancement of Science’s Project 2061 Benchmarks for Science Literacy, and the National Research Council’s Science Education Standards.

In the case of the ODE Science Academic Content Standards, these standards provide all students in the K-12 program with a set of clear and rigorous expectations and serve as the fundamental core for this course of study. The Science Standards focus on what all students need to know and be able to do for scientific literate citizenship, regardless of age, gender, cultural or ethnic background, disabilities or aspirations in science.

The Science Standards include science concepts, processes, and ways of thinking. All students can apply these skills and understanding to make informed personal decisions, to accurately communicate with a variety of audiences, to become life-long learners, and to make successful transitions to post-secondary education and the work force. The standards also include expectations for all students to safely and effectively use technological tools for learning and doing science. The Science Academic Content Standards are listed below:

Content Standards: Physical Sciences

Life Sciences

Earth and Space Sciences

Science and Technology

Scientific Inquiry

Scientific Ways of Knowing

The Science Standards identify essential expectations for students: concepts, principles, theories, and understanding how science is done. The science standards describe broad areas of content such as the interdependence of organisms, the interactions of matter and energy, objects in the sky, and the nature of scientific knowledge. The six standards address essential knowledge and skills in science that people may use in solving problems creatively, thinking critically, working cooperatively in teams, using technology effectively, and valuing life-long learning.

The Science Standards provide for teaching and learning opportunities that include accurate and technically precise science information, scientific inquiry, technological design, communication and understanding of science concepts, analysis of data, and application of concepts.

Students’ success in meeting the expectations of the standards depends on teaching and learning as an active inquiry process. This means that all teachers need the opportunity to teach science as something in which students are actively engaged. When participating in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. This includes engaging all students’ thinking with relevant, real-world activities that extend students’ thinking and communication skills, and develop students’ science process skills.

The Science standards enhance development of students’ understanding of science concepts by combining science inquiry and technology studies with mathematical reasoning / analysis and language skills. Scientific literacy enables students to use scientific principles and processes in making personal decisions and to participate in discussions of scientific issues that affect society. Science instruction can also integrate knowledge and skills from other disciplines such as mathematics, English language arts, social studies, and other disciplines to develop conceptual frameworks that lead to broader understandings.

The following terms and definitions are used in this document:

Standard:

An overarching goal or theme in science. The standard statement describes, in broadest terms, what all students should know and be able to do as a result of the K-12 program.

The standards will be enclosed with a border.

Benchmark:

A specific statement of what all students show know and be able to do at a specified time in their schooling. Benchmarks are used to measure a student’s progress toward meeting the standard. Science benchmarks are defined for grade bands K-2, 3-5, 6-8, 9-10, and 11-12.

The benchmarks will be italicized in this course of study.

Grade-level Indicator:

A specific statement of the knowledge and / or skills that a student is expected to demonstrate at each grade level. These indicators serve as checkpoints that monitor progress toward the benchmarks.

The indicators will be in normal print following the benchmarks in this course of study.

Scope and Sequence

Kindergarten

Kindergarten provides students with the opportunity to develop the scientific skills of wondering, questioning, investigating and communicating, to enable them to begin to develop a sense of the world. Kindergarteners learn through discovery about changes on Earth, in the sky, plants, animals, their habitats, and non-living things in their local community. Through hands-on exploration, students learn the characteristics of objects, tools, materials, how they move, and whether or not they are natural or man-made. Students explore the different ways people learn about science and interact with living thing sand the environment to promote respect for nature. Students show knowledge of scientific concepts through demonstration of verbal and non-verbal skills and activities.

Grade One

Science instruction in the first grade builds upon the science skills developed in kindergarten and from the child’s life experiences. Students have increasing opportunities to explore how living things change, how they interact with their environment, and how they acquire food. Students discover that many objects are made of different parts and characteristics. Students learn ways objects change, move, the materials of which they are composed, and their physical properties. Students recognize and realize that natural resources are limited and can be extended by recycling or decreasing use. First graders explore ways people learn about science through questioning, comparing, investigating, and observing.

Grade Two

Second graders continue to relate science concepts and skills to their life experiences. They compare similarities and differences between people, animals, and plants. Living system functions and the interactions they have with their physical environment are explained. Focus is placed upon habits, and the interdependence and survival of plants and animals in Ohio. Weather changes, both short term and long term, are observed, described, and measured. Second graders discover how cycles are present in their everyday lives through investigations of Earth and sky, sound and light, and plants and animals. Students recognize the purpose, process and effects of technology, simple equipment and instruments used in learning about science. Students develop an awareness of repeated scientific investigations and understand that under the same conditions the results are similar or the same.

Grade Three

The scientific skills of observation, measuring, and classification serve as focal points for the third grade. Students learn to read and interpret simple tables and graphs, conduct safe investigations in which they collect and analyze data, and communicate the results. Third graders explore the properties and composition of rocks and soils and the interaction of forces and motion. They also compare the life cycles of animals, classifications of animals according to their characteristics, descriptions of their habitat, and adaptations to their environment. Students examine results of technology and explore careers in science as well as scientific contributions from a diversity of cultures.

Grade Four

Fourth graders continue to safely conduct investigations, choose appropriate tools, measure, collect, formulate conclusions, and communicate findings. They draw inferences from simple experiments and study the physical and chemical changes of matter. Properties of materials and the discovery of new materials formed by combining two or more materials are explored. Students expand the study of life cycles of plants by examining characteristics, growth, and functions. Students gather information on the weather and its patterns and how weather impacts the Earth’s surface – land, air, and water. They explore how utilizing technology affects human lives and how technology and inventions change to meet people’s needs.

Grade Five

Earth and space sciences are investigated in more detail in grade five. Earth’s characteristics, resources and location in the Solar System are identified and those implications explored. Students also learn about the inter-relationship of organisms and ecosystems and simple food chains and food webs. Energy and energy transfer through an electrical current are addressed. Fifth graders describe and illustrate the design process and describe the positive and negative impacts of human activity and technology on the environment. Students observe, measure, and collect data when conducting a scientific investigation; students use this information to formulate inferences and conclusions; and students develop skills to communicate the results.

Grade Six

Students in grade six continue to conduct investigations and begin to apply mathematical skills in evaluating and analyzing variables of data. They identify basic skills of the scientific inquiry processes such as how thinking scientifically is helpful in daily life and how technological advances affect the quality of life. Students research how men and women of other countries and cultures contribute to science. Sixth grade students identify rocks, their distinct properties, formation and characteristic properties of the minerals that form them. They learn to recognize that a cell continually divides to create new cells, that reproduction occurs, that similar cells have special functions, and that characteristics of an organism are a result of inherited traits. Students acquire knowledge of the uses, properties, and chemical processes of the small particles that compose matter. They learn the renewable and non-renewable sources of energy.

Grade Seven

Students learn to describe interactions of matter and energy throughout the lithosphere, hydrosphere, and the atmosphere. They continue to develop skills of scientific inquiry, explain how matter can change forms, and describe how energy is potential or kinetic and takes many forms. Students apply math skills to evaluate and analyze variables and data from investigations as they draw conclusions from scientific evidence. Seventh-grade students are able to recognize that technology can create environmental and economic conflicts, affect the quality of life, and that science and technology cannot answer all questions and cannot solve all human problems. The students access knowledge to explain how energy, entering the ecosystems as sunlight, supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment.

Grade Eight

Students in the eighth grade explore space and plate tectonics as they continue to draw conclusions from scientific evidence that support theories related to the change of the Earth’s surface. They acquire knowledge to describe how positions and motions of objects in the universe cause predictable and cyclic events. Students explain that the universe is composed of vast amounts of matter and that it is held together by gravitational force. They explore equipment to study the universe – telescopes, probes, satellites, and spacecraft. Motion of objects, effects of forces on objects, and how waves (sound, water and earthquake) transfer energy are explored. Students will be able to explain how extinction of a species occurs when the environment changes and its adaptive characteristics are insufficient to allow survival. Students design a solution to a problem or design and build a product, given certain constraints. Technological influences on the quality of life are also explored.

Grade Nine

The ninth-grade year addresses physical science and related principles in Earth and space sciences. Physical science concepts include the nature of matter and energy; identifiable physical properties of substances, and properties of forces that act on objects. Ninth graders learn about forces and motions, structures and properties of atoms, how atoms react with each other to form other substances, and how molecules react with each other or other atoms. Earth and space science topics include processes that move and shape the Earth, Earth’s interaction with the Solar System, and gravitational forces and the weather. Students continue to develop a deeper understanding of the processes of scientific inquiry and how these processes use evidence to support conclusions based on logical reasoning. Students investigate ways in which science and technologies combine to meet human needs and solve human problems. Ninth graders trace the historical development of scientific theories and ideas, explore scientific theories, and develop their scientific literacy to become knowledgeable citizens.

Grade Ten

The tenth-grade year emphasizes the concepts, principles and theories that enable people to understand the living environment. Students study life science concepts such as cells and their structure and function, the genetic and molecular bases of inheritance, biological evolution and the diversity and interdependence of life. Students explain the Earth’s history using geologic evidence, identify the Earth’s resources and explore processes that shape the Earth. The flow of energy and the cycling of matter through biological and ecological systems are addressed in the tenth grade. Embedded throughout this study are the basic science processes of inquiry, modeling investigations, and the nature of science. Students learn to trace the historical development of scientific theories, ideas, ethical guidelines in science, the interdependence of science and technology, and the study of emerging issues.

Grade Eleven

In grade eleven students draw on their previous experience and connect the Earth, space, life and physical science into a coherent study of the environment. Emphasis is placed on the interactions between humans and the Earth, ecosystems, biological evolution, populations, and diversity. Students also explore matter and energy relationships. The human interactions with science and technology are discussed, as well as how man has modified current ecosystems and natural systems. Students have the opportunity to use basic science processes of inquiry, scientific investigation, and the nature of science to examine past events and current situations and to develop and revise scientific predictions, ideas or theories.

Grade Twelve

Grade twelve focuses on advanced topics in biological and physical sciences. Biological topic clusters include cell specialization, biotechnology, DNA, and biological evolutionary change. In the physical sciences, students study equilibrium of systems, electromagnetic radiation, isotopes, radioactive decay, concepts of forces and motion as applied to large and small objects, and energy levels. Integrated with these topics are historical perspectives, the process of inquiry, nature of science, ethical practices, and use of appropriate technology. Twelfth graders learn to apply principles of forces and motion to mathematically analyze, describe, and predict the net effects of forces and motion of objects or systems. Students explore science research, scientific literature, and the relationship of science and society. The option exists to create and implement a variety of advanced studies at the twelfth grade level.

KINDERGARTEN

Earth and Space Sciences

Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the Universe, the Solar System and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth’s systems, processes that shape the Earth and Earth’s history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the Solar System, and the Universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the Earth and space sciences.

Benchmarks

Observe constant and changing patterns of objects in the day and night sky.

Indicators

Observe that the Sun can be seen only in the daytime, but the Moon can be seen sometimes at night and sometimes during the day.

Explain that living things cause changes on Earth.

Explore that animals and plants cause changes to their surroundings.
Observe things in the environment that could be described and categorized as a slow change or fast change.

Observe, describe and measure changes in the weather, both long term and short term.

Observe and describe day-to-day weather changes (e.g., today is hot, yesterday we had rain).
Observe and describe seasonal changes in weather.

Life Sciences

Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure, and function of cells, of organisms and of living systems are developed as well as a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students also demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.

Benchmarks

Discover that there are living things, non-living things and pretend things, and describe the basic needs of living things (organisms).

Indicators

1. Explore differences between living and non-living things.

2. Look critically at how plants and animals are depicted in stories, cartoons and movies and identify characteristics that are real and not real.

Explain how organisms function and interact with their physical environment.

1. Investigate observable features of plants and animals that help them live in different kinds of places.

2. Investigate the habitats of many different kinds of local plants and animals and some of the ways in which animals depend on plants and each other in our community.

Describe similarities and differences that exist among individuals of the same kind of plants and animals.

1. Describe how plants and animals usually resemble their parents.

2. Observe three or four samples each of a plant family and an animal family to investigate variations that exist among individuals of the same type.

Physical Sciences

Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy, as well as motion and the forces affecting motion, the nature of waves and interactions of matter and energy. Students also demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.

Benchmarks

Discover that many objects are made of parts that have different characteristics. Describe these characteristics and recognize ways an object may change.

Indicators

1. Demonstrate that objects are made of parts (e.g., toys, chairs).

2. Examine, describe and categorize objects according to the materials that make up the object.

3. Describe and sort objects by one or more properties (e.g., heavy – light, soft-hard, rough-smooth).

Recognize that light, sound and objects move in different ways.

1. Explore that things can be made to move in many different ways, such as straight, zigzag, up and down, round and round, back and forth, or fast and slow.

2. Investigate ways to change how something is moving (e.g., push, pull).

Recognize sources of energy and their uses.

1. Investigate a variety of ways to make things move and what causes them to change speed, direction and/or stop.

Science and Technology

Students should recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.

Benchmarks

Explain why people, when building or making something, need to determine what it will be made of and how it will affect other people and the environment.

Indicators

1. Sort objects as “natural” and “man-made”.

2. Explore that some materials can be used over and over again (e.g., plastic or glass containers, cardboard boxes and tubes).

Explain that to construct something requires planning, communication, problem solving and tools

1. Explore that each kind of tool has an intended use which can be correct or incorrect, helpful or harmful (e.g., scissors, ruler, magnifying glass).

Scientific Inquiry

Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

Benchmarks

Ask a testable question

Indicators

1. Ask “what if” questions.

2. Explore and pursue student-generated “what if” questions.

Design and conduct a simple investigation to explore a question.

1. Use appropriate safety procedures such as the cautious use of the five senses when completing scientific investigations.

2. Use the five senses to make observations about the natural world.

3. Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers and other appropriate tools).

Gather and communicate information from careful observations and simple investigation through a variety of methods.

1. Draw pictures that attempt to portray features of the item being described verbally or presented visually.

2. Recognize that numbers can be used to count a collection of things as a way of communicating information gained from an observation.

3. Measure the lengths of objects using non-standard and standard methods of measurement.

4. Complete various graphs and use them to describe observations and draw conclusions.

5. Gain insight from different descriptions for the same object and combine descriptions to make a new observation (e.g., I see a red apple. You see a stem. My new observation is a red apple with a stem).

Scientific Ways of Knowing

Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification, and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.

Benchmarks

Recognize that there are different ways to carry out scientific investigations. Realize that investigations can be repeated under the same conditions with similar results and may have different explanations.

Indicators

1. Introduce open-ended questions (How? Why?) as a way to look at scientific investigations.

2. Recognize that people are more likely to accept their ideas if students can give good reasons for them.

Recognize the importance of respect for all living things.

1. Interact with living things and the environment in ways that promote respect.

Recognize that diverse groups of people contribute to our understanding of the natural world.

1. Demonstrate awareness that science is practiced by people everyday (e.g., weather forecasters, farmers).

Technology Standard

The student as a creator of knowledge using technology, media and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Introduce the use of a variety of input and output devices such as keyboards, scanners, cameras, microphones, projectors and CD-ROMS.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Introduce the use of draw and paint applications.
Introduce the use of electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Publishing: design, develop, publish and present multimedia and online products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside of the classroom.

Indicators

Print, post, publish and/or distribute technology products.

Technology Standard

The student as a technician.

Benchmarks

Terminology and usage: understand and communicate, using terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide.

Indicators

Introduce terminology related to technology.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake School District Acceptable Use Policy (AUP).

GRADE ONE

Earth and Space Sciences

Benchmarks

Explain that living things cause change on Earth.

Indicators

Explain that all organisms cause changes in the environment where they live; the changes can be very noticeable or slightly noticeable, fast or slow (e.g., people polluting, insects breaking down soil, compost and landfill).

Describe what resources are and recognize some are limited but can be extended through recycling or decreased use.

Identify that resources are things that we get from the living (e.g., forests) and nonliving (e.g., minerals, water) environment and that resources are necessary to meet the needs and wants of a population.
Explain that the supply of many resources is limited, but the supply can be extended through careful use, decreased use, reusing and/or recycling.

Life Sciences

Benchmarks

Discover that there are living things, non-living things and pretend things, and describe the basic needs of living things (organisms).

Indicators

1. Explore that organisms, including people, have basic needs which include air, water, food, living space and shelter.

2. Investigate that animals eat plants and/or other animals for food and may also use plants or other animals for shelter and nesting (e.g., food web).

Explain how organisms function and interact with their physical environment.

1. Explain that food comes from sources other than grocery stores (e.g., farm crops, farm animals, oceans, lakes and forests).

2. Explore that humans and other animals have body parts that help to seek, find and take in food when they are hungry (e.g., sharp teeth, flat teeth, good nose, sharp vision; use 5 senses and food chains).

3. Investigate that animals eat plants and/or other animals for food and may also use plants or other animals for shelter and nesting (e.g., food web).

4. Recognize that seasonal changes can influence the health, survival or activities of organisms. (e.g., migration and hibernation).

5. Explore the life cycle of a living organism (e.g., butterflies, frogs).

Physical Sciences

Benchmarks

Discover that many objects are made of parts that have different characteristics. Describe these characteristics and recognize ways an object may change.

Indicators

1. Classify objects according to the materials they are made of and their physical properties.

2. Investigate that water can change from liquid to solid or solid to liquid.

3. Explore and observe that things can be done to materials to change their properties (e.g., heating, freezing, mixing, cutting, wetting, dissolving, bending, exposing to light).

4. Explore changes that greatly change the properties of an object (e.g., burning paper) and changes that leave the properties largely unchanged (e.g., tearing paper).

Recognize that light, sound, and objects move in different ways.

Explore the effects some objects have on others even when the two objects might not touch (e.g., magnets).
Investigate a variety of ways to make things move and what causes them to change speed, direction and/or stop.

Recognize sources of energy and their uses.

Explore how energy makes things work (e.g., batteries in a toy and electricity turning fan blades).
Recognize that the sun is an energy source that warms the land, air and water.
Describe that energy can be obtained from many sources in many ways (e.g., food, gasoline, electricity or batteries).

Science and Technology

Benchmarks

Explain why people, when building or making something, need to determine what it will be made of and how it will affect other people and the environment.

Indicators

Explore that some kinds of materials are better suited than others for making something new (e.g., building materials used in the Three Little Pigs).
Identify some materials that can be saved for community recycling projects (e.g., newspaper, glass and aluminum).
Explore ways people use energy to cook their food and warm their homes (e.g., wood, coal, natural gas, electricity).
Identify how people can save energy by turning things off when they are not using them (e.g., lights and motors).

Explain that to construct something requires planning, communication, problem solving and tools.

Explain that when trying to build something or get something to work better, it helps to follow directions and ask someone who has done it before.
Investigate that tools are used to help make things and some things cannot be made without tools.
Explore the several steps are usually needed to make things (e.g., building with blocks).
Investigate that when parts are put together, they can do things that they could not do by themselves (e.g., blocks, clay, toothpicks, straws, etc.)

Scientific Inquiry

Benchmarks

Ask a testable question.

Indicators

1. Ask “what if” questions.

2. Explore and pursue student-generated “what if” questions.

Design and conduct a simple investigation to explore a question.

1. Use appropriate safety procedures when completing scientific investigations.

2. Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers, timers and simple balances and other appropriate tools).

Gather and communicate information from careful observations and simple investigation through a variety of methods.

Use appropriate safety procedures when completing scientific investigations.
Work in a small group to complete an investigation and then share findings with others.
Formulate conclusions about group findings.
Make estimates to compare familiar lengths, weights and time intervals.
Use oral, written and pictorial representation to communicate work.
Describe things as accurately as possible and compare with the observations of others.

Scientific Ways of Knowing

Benchmarks

Indicators

Discover that when a science investigation is done the same way multiple times, one can expect to get very similar results each time it is performed.
Demonstrate good explanations based on evidence from investigations and observations.

Recognize that diverse groups of people contribute to our understanding of the natural world.

1. Explain that everybody can do science, invent things and have scientific ideas no matter where they live.

Technology Standard

The student as an information navigator.

Benchmarks

Information acquisition: use online and electronic resources to communicate, collaborate and retrieve information.

Indicators

Introduce the use of the Internet and other electronic resources for research and digital media retrieval.
Introduce the use of electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail and the Internet.

Technology Standard

The student as a creator of knowledge using technology, media and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Use a variety of input and output devices such as keyboards, scanners, cameras, microphones, projectors and CD-ROMS.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits/facilitate learning throughout the curriculum.

Use word processing applications.
Use draw and paint applications.
Use electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Indicators

Print, post, publish and/or distribute technology products.

Technology Standard

The student as technician.

Benchmarks

Terminology and usage: understand and communicate, using accurate terminology, common uses of technology in daily life, and the advantages and disadvantages of those uses provided.

Indicators

Demonstrate an understanding of terminology related to technology.

Basic operations and networking: understand and effectively utilize a networked computer system.

Access, print, save, and retrieve resources using the network.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake City School District Acceptable Use Policy (AUP).

GRADE TWO

Earth and Space Sciences

Benchmarks

Observe constant and changing patterns of objects in the day and night sky.

Indicators

Recognize that there are more stars in the sky than anyone can easily count.
Observe and describe how the Sun, Moon and stars all appear to move slowly across the sky.
Observe and describe how the Moon appears a little different every day but looks nearly the same again about every four weeks.

Observe, describe and measure changes in the weather, both long term and short term.

1. Observe and describe that some weather changes occur throughout the day and some changes occur in a repeating seasonal pattern.

2. Describe weather by measurable quantities such as temperature and precipitation.

Life Sciences

Benchmarks

Discover that there are living things, non-living things and pretend things, and describe the basic needs of living things (organisms).

Indicators

1. Explain that animals, including people, need air, water, food, living space and shelter, and plants need air, water, nutrients, (e.g., minerals), living space and light to survive.

2. Explain that food is a basic need of plants and animals (e.g., plants need sunlight to make food and to grow, animals eat plants and/or other animals for food, food chain) and is important because it is a source of energy (e.g., energy used to play, ride bicycles, read, etc.).

Explain how organisms function and interact with their physical environment.

1. Identify that there are many distinct environments that support different kinds of organisms.

2. Explain why organisms can survive only in environments that meet their needs (e.g., organisms that once lived on earth have disappeared for different reasons such as natural forces or human-caused effects).

3. Investigate the different structure of plants and animals that help them live in different environments (e.g., lungs, gills, leaves and roots).

4. Compare the habitats of many different kinds of Ohio plants and animals and some of the ways animals depend on plants and each other.

5. Compare the activities of Ohio’s common animals (e.g., squirrels, chipmunks, deer, butterflies, bees, ants, bats and frogs) during the different seasons by describing changes in their behaviors and body covering.

6. Compare Ohio plants during the different seasons by describing changes in their appearance.

Describe similarities and differences that exist among individuals of the same kind of plants and animals.

1. Compare similarities and differences among individuals of the same kinds of plants and animals, including people.

Physical Sciences

Benchmarks

Discover that many objects are made of parts that have different characteristics. Describe these characteristics and recognize ways an object may change.

Indicators

Explore the effects some objects have on others even when the two objects might not touch (e.g., magnets).

Recognize that light and objects move in different ways.

Explore with flashlights and shadows that light travels in a straight line until it strikes an object.
Explore how things make sound (e.g., rubber bands, tuning fork and strings).

Recognize sources of energy and their uses.

Explore and describe sounds (e.g., high, low, soft and loud) produced by vibrating objects.

Science and Technology

Benchmarks

Explain why people, when building or making something, need to determine what it will be made of and how it will affect other people and the environment.

Indicators

Explain that developing and using technology involves benefits and risks.
Investigate why people make new products or invent new ways to meet their individual wants and needs.
Predict how building or trying something new might affect other people and the environment.

Explain that to construct something requires planning, communication, problem solving and tools.

Communicate orally, pictorially, or in written form, the design process used to make something.

Scientific Inquiry

Benchmarks

Ask a testable question.

Indicators

1. Ask “how can I/we” questions.

2. Ask “how do you know” questions (not “why” questions) in appropriate situations and attempt to give reasonable answers when others ask questions.

3. Explore and pursue student-generated “how” questions.

Design and conduct a simple investigation to explore a question.

1. Use appropriate safety procedures when completing scientific investigations.

2. Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers, non-breakable thermometers, timers, rulers, balances, calculators and other appropriate tools).

3. Measure properties of objects using tools such as rulers, balances and thermometers.

Gather and communicate information from careful observations and simple investigation through a variety of methods.

1. Use evidence to develop explanations of scientific investigations (What do you think? How do you know?)

2. Recognize that explanations are generated in response to observations, events and phenomena.

3. Use whole numbers to order, count, identify, measure and describe things and experiences.

4. Share explanations with others to provide opportunities to ask questions, examine evidence and suggest alternative explanations.

Scientific Ways of Knowing

Benchmarks

Indicators

1. Describe that scientific investigations generally work the same way under the same conditions.

2. Explain why scientists review and ask questions about the results of other scientists’ work.

Recognize the importance of respect for all living things.

1. Describe ways in which using the solution to a problem might affect other people and the environment.

Recognize that diverse groups of people contribute to our understanding of the natural world.

1. Demonstrate that in science, it is helpful to work with a team and share findings with others.

2. Explain why scientists review and ask questions about the results of other scientists’ work.

Technology Standard

The student as an information navigator.

Benchmarks

Information acquisition: use online and electronic resources to communicate, collaborate and retrieve information.

Indicators

Use the Internet and other electronic resources for research and digital media retrieval.
Use electronics to communicate and collaborate with others. For example, communicate with outside group, classes, and experts via e-mail and the Internet.

Technology Standard

The student as a creator of knowledge using technology, media, and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Use a variety of input and output devices such as keyboards, scanners, cameras, microphones, projectors and CD-ROMS.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

1. Use word processing applications.

2. Use draw and paint applications.

3. Use electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Indicators

Create multimedia and/or online projects.
Present multimedia and/or online projects to audiences inside and outside the classroom.
Print, post, publish and/or distribute technology products.

Technology Standard

The student as a technician.

Benchmarks

Terminology and usage: understand and communicate, using accurate terminology, common uses of technology in daily life, and the advantages and disadvantages of those uses provided.

Indicators

Demonstrate an understanding of terminology related to technology.

Basic operations and networking: understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake City School District Acceptable Use Policy (AUP).

GRADE THREE

Earth and Space Sciences

Benchmarks

Describe Earth’s resources including rocks, soil, water, air, animals and plants and the ways in which they can be conserved.

Indicators

1. Compare distinct properties of rocks (e.g., color, layering, texture); (use specimens of rocks and soil).

2. Observe and investigate that rocks are often found in layers.

3. Describe that smaller rocks come from the breakdown of larger rocks through the actions of plants and weather (use specimens of rocks and soil).

4. Observe and describe the composition of soil (e.g., small pieces of rock and decomposed pieces of plants and animals, and products of plants and animals).

5. Investigate the properties of soil (e.g., color, texture, capacity to retain water, ability to support plant growth); (use specimens of rocks and soil).

6. Investigate that soils are often found in layers and can be different from place to place.

Life Sciences

Benchmarks

Differentiate between the life cycles of different animals.

Indicators

1. Compare the life cycles of different animals including birth to adulthood, reproduction and death (e.g., egg-tadpole-frog, egg-caterpillar-chrysalis-butterfly).

Analyze animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive.

1. Relate animal structures to their specific survival functions (e.g., obtaining food, escaping or hiding from enemies).

2. Classify animals according to their characteristics (e.g., body coverings and body structure).

Compare changes in an organism’s ecosystem/habitat that affect its survival.

1. Use examples to explain that extinct organisms may resemble organisms that are alive today.

2. Observe and explore how both fossils (cast and mold) provide evidence about animals that lived long ago and the nature of the environment at that time.

3. Describe how changes in an organism’s habitat are sometimes beneficial and sometimes harmful (e.g., endangered animals).

Physical Sciences

Benchmarks

Describe the forces that directly affect objects and their motion.

Indicators

1. Describe an object’s position by locating it relative to another object or the background. (Identify whether an object is at rest, moving at a constant speed, or changing speed or direction relative to another object.)

2. Describe an object’s motion by tracing and measuring its position over time.

3. Identify contact/non-contact forces that affect motion of an object (e.g., gravity, magnetism, collision).

4. Predict the changes when an object experiences a force (e.g., a push or pull, weight, friction).

5. Identify the six simple machines and how they affect forces of motion (Inclined plane, wedge, screw, lever, wheel and axle, pulley).

Science and Technology

Benchmarks

Describe how technology affects human life

Indicators

1. Describe how technology can extend human abilities (e.g., to move things, to extend senses).

2. Describe ways that using technology can have helpful and/or harmful results.

3. Investigate ways that the results of technology may affect the individual, family and community.

Describe and illustrate the design process.

1. Use a simple design process to solve a problem (e.g., identify a problem, identify possible solutions, design a solution).

2. Describe possible solutions to a design problem (e.g., how to hold down paper in the wind).

Scientific Inquiry

Benchmarks

Use appropriate instruments safely to observe, measure and collect data when conducting a scientific investigation.

Indicators

1. Select the appropriate tools and use relevant safety procedures to measure and record length and weight in metric and English units.

Organize and evaluate observations, measurements and other data to formulate inferences and conclusions.

1. Discuss observations and measurements made by other people.

2. Read and interpret simple tables and graphs produced by self/others.

3. Record and organize observations (e.g., journals, charts, tables).

Develop, design and safely conduct scientific investigations and communicate the results.

1. Identify and apply science safety procedures.

2. Communicate scientific findings to others through a variety of methods (e.g., pictures, written, oral and recorded observations).

Scientific Ways of Knowing

Benchmarks

Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions.

Indicators

1. Describe different kinds of investigations that scientists use depending on the questions they are trying to answer.

Explain the importance of keeping records of observations and investigations that are accurate and understandable.

1. Keep records of investigations and observations and do not change the records that are different from someone else’s work.

Explain that men and women of diverse countries and cultures participate in careers in all fields of science.

1. Explore through stories how men and women have contributed to the development of science.

2. Identify various careers in science.

3. Discuss how both men and women find science rewarding as a career and in their everyday lives.

Technology Standard

The student as an information navigator.

Benchmarks

Information acquisition: Use online and electronic resources to communicate, collaborate and retrieve information.

Indicators

Use the Internet and other electronic resources for research and digital media retrieval.
Use electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail and the Internet.

Technology Standard

The student as a creator of knowledge using technology, media and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Use a variety of input and output devices such as keyboards, scanners, cameras, microphones, projector and CD-ROMS.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Use word processing applications.
Use draw and paint applications.
Integrate two or more applications.
Use electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Publishing: design, develop, publish, and present multimedia and online products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside of the classroom.

Indicators

Create multimedia and/or online projects.
Present multimedia and/or online projects to an audience inside and outside the classroom.
Print, post, publish and/or distribute technology products.

Technology Standard

The student as a technician.

Benchmarks

Terminology and usage: understand and communicate, using accurate terminology, common uses of technology in daily life, and the advantages and disadvantages of those uses provided.

Indicators

Demonstrate an understanding of terminology related to technology.

Basic operations and networking: understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.
Use basic operating system features. For example: using help menus and control panels.

Troubleshooting: apply strategies for identifying and solving routine hardware and software problems.

Employ basic technology troubleshooting and maintenance techniques.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including city resources.
Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake City School District Acceptable Use Policy (AUP).

Adapting to changes in technology: demonstrate knowledge of and make informed about technology, system resources and services. Assess the advantages and disadvantages of these systems in the workplace and in society as a whole.

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

GRADE FOUR

Earth and Space Sciences

Benchmarks

Summarize the processes that shape Earth’s surface and describe evidence of those processes.

Indicators

1. Describe how wind, water and ice shape and reshape Earth’s land surface by eroding rock and soil in some areas and depositing them in other areas producing characteristic landforms (e.g., dunes, deltas, glacial moraines).

2. Identify and describe how freezing, thawing and plant growth reshape the land surface by causing the weathering and erosion of rock.

3. Identify and show examples of changes on Earth’s surface in terms of slow processes (e.g., erosion, weathering, mountain building, deposition) and rapid processes (e.g., volcanic eruptions, earthquakes, landslides).

4. Describe the relationship and impact of human activity on the environment.

Analyze weather and changes that occur over a period of time.

1. Explain that air surrounds us, takes up space, moves around us as wind, and may be measured as barometric pressure.

2. Identify how water exists in the air in different forms (e.g., in clouds, fog, rain, snow and hail).

3. Investigate how water changes from one state to another (e.g., freezing, melting, condensation, evaporation).

4. Using standard instruments used by meteorologists, describe weather by measurable quantities such as temperature, wind direction, wind speed, precipitation, and barometric pressure.

5. Using standard instruments used by meteorologists, record local weather information on a calendar or map and describe changes over a period of time (e.g., barometric pressure, temperature, precipitation symbols, cloud conditions).

6. Trace how weather patterns generally move from west to east in the United States.

7. Describe the weather, which accompanies cumulus, cumulonimbus, cirrus and stratus clouds.

Life Sciences

Benchmarks

Differentiate between the life cycles of different plants.

Indicators

1. Compare the life cycles of seed and non-seed plants including germination, maturity, reproduction and death.

2. Describe how organisms interact with one another in various ways (e.g., many plants depend on animals for carrying pollen or dispersing seeds, symbiosis).

Analyze plant structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive.

1. Relate plant structures to their specific functions (e.g., photosynthesis, growth, survival/adaptation and reproduction).

2. Classify common plants according to their characteristics (e.g., tree leaves, flowers, seeds, roots, stem, germination and reproduction).

3. Describe how organisms interact with one another in various ways (e.g., many plants depend on animals for carrying pollen or dispersing seeds, symbiosis).

Compare changes in an organism’s ecosystem/habitat that affect its survival.

1. Observe and explore that fossils provide evidence about plants that lived long ago and the nature of the environment at that time (e.g., fossils, fuels, ferns).

Physical Sciences

Benchmarks

Compare the characteristics of simple physical and chemical changes

Indicators

1. Identify characteristics of a simple physical change (e.g., heating or cooling can change water from one state to another and the change is reversible).

2. Identify characteristics of a simple chemical change. When a new material is made by combining two or more materials, it has chemical properties that are different from the original materials (e.g., burning paper, vinegar and baking soda).

Identify and describe the physical properties of matter in its various states.

1. Describe objects by the properties of the materials from which they are made and that these properties can be used to separate or sort a group of objects (e.g., paper, glass, plastic, metal).

2. Explain that matter has different states (e.g., solid, liquid and gas) and that each state has distinct physical properties.

Summarize the way changes in temperature can be produced and thermal energy transferred.

1. Compare ways the temperature of an object can be changed (e.g., rubbing, heating, bending of metal).

Science and Technology

Benchmarks

Describe how technology affects human life.

Indicators

1. Explain how technology from different areas (e.g., transportation, communication, nutrition, healthcare, agriculture, entertainment, manufacturing) has improved human lives.

2. Investigate how technology and inventions change to meet peoples’ needs and wants.

Describe and illustrate the design process.

1. Describe, illustrate and evaluate the design process used to solve a problem.

Scientific Inquiry

Benchmarks

Use appropriate instruments safely to observe, measure and collect data when conducting a scientific investigation.

Indicators

1. Select the appropriate tools and use relevant safety procedures to measure and record length, weight, volume, temperature and area in metric and English units.

Organize and evaluate observations, measurements and other data to formulate inferences and conclusions.

1. Analyze a series of events and/or simple daily or seasonal cycles, describe the patterns and infer the next likely occurrence.

2. Describe how comparisons may not be fair when some conditions are not kept the same between experiments.

Develop, design and safely conduct scientific investigations and communicate the results.

1. Develop, design and conduct safe, simple investigations or experiments to answer questions.

2. Explain the importance of keeping conditions the same in an experiment.

3. Describe how comparisons may not be fair when some conditions are not kept the same between experiments.

4. Formulate instructions and communicate data in a manner that allows others to understand and repeat an investigation or experiment.

Scientific Ways of Knowing

Benchmarks

Distinguish between fact and opinion and explain how ideas and conclusions change as new knowledge is gained.

Indicators

1. Differentiate fact from opinion and explain that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed.

Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions.

1. Explain discrepancies in an investigation using evidence to support findings.

Explain the importance of keeping records of observations and investigations that are accurate and understandable.

1. Record the results and data from an investigation and make a reasonable explanation.

2. Explain why keeping records of observations and investigations is important.

Technology Standard

The student as an information navigator.

Benchmarks

Information acquisition: use online and electronic resources to communicate, collaborate and retrieve information.

Indicators

Use the Internet and other electronic resources for research and digital media retrieval.
Use electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail and the Internet.

Technology Standard

The student as a critical thinker and analyzer using technology.

Benchmarks

Source verification: research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems.

Indicators

Evaluate and critique the quality and credibility of electronic information.

Technology Standard

The student as a creator of knowledge using technology, media and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Use a variety of input and output devices to successfully use modern technologies.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Use word processing applications.
Use spreadsheet applications.
Use draw and paint applications.
Integrate two or more applications.
Use electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Indicators

Create multimedia and/or online projects.
Present multimedia and/or online projects to an audience inside and outside of the classroom.
Print, post, publish and/or distribute technology products.

Technology Standard

The student as a discriminating selector of appropriate technology for specific purposes.

Benchmarks

Tool selection and use: determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Indicators

Make appropriate technology resource choices according to learning purposes and outcomes.

Technology Standard

The student as a technician.

Benchmarks

Terminology and usage: understand and communicate, using accurate terminology, common uses of technology in daily life, and the advantages and disadvantages of those uses provided.

Indicators

Demonstrate an understanding of terminology related to technology.

Basic operations and networking: understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.
Use basic operating system features. For example: using help menus and control panels.

Troubleshooting: apply strategies for identifying and solving routine hardware and software problems.

Employ basic technology troubleshooting and maintenance techniques.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.
Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake City School District Acceptable Use Policy (AUP).

Adapting to changes in technology: demonstrate knowledge of and make informed choices about technology, system resources and services. Assess the advantages and disadvantages of these systems in the workplace and in society as a whole.

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

GRADE FIVE

Earth and Space Sciences

Benchmarks

Explain the characteristics, cycles and patterns involving Earth and its place in the Solar System.

Indicators

1. Describe how night and day are caused by Earth’s rotation.

2. Explain that Earth is one of several planets to orbit the Sun, and that the Moon orbits Earth.

3. Describe the characteristics of Earth and its orbit about the Sun (e.g., ¾ of the Earth’s surface is covered by a layer of water [some of it frozen], the entire planet is surrounded by a thin blanket of air, elliptical orbit, tilted axis, spherical planet).

4. Explain that stars are like the sun, some being smaller and some larger, but so far away that they look like points of light.

Describe Earth’s resources including rocks, soil, water, air, animals and plants and the ways in which they can be conserved.

1. Explain how the supply of many non-renewable resources is limited and can be extended through reducing, reusing and recycling but cannot be extended indefinitely.

2. Investigate ways Earth’s renewable resources (e.g., fresh water, air, wildlife and trees) can be maintained.

Life Sciences

Benchmarks

Analyze plant and animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive.

Indicators

1. Describe the role of producers in the transfer of energy entering ecosystems as sunlight to chemical energy through photosynthesis.

2. Explain how almost all kinds of animals’ food can be traced back to plants.

3. Trace the organization of simple food chains and food webs (e.g., producers, herbivores, carnivores, omnivores and decomposers).

4. Identify and explain the role and interdependence of producers, herbivores, carnivores, omnivores and decomposers in an ecosystem.

Compare changes in an organism’s ecosystem/habitat that affect its survival.

1. Summarize that organisms can survive only in ecosystems in which their needs can be met (e.g., food, water, shelter, air, carrying capacity and waste disposal). The world has different ecosystems and distinct ecosystems that support the lives of different types of organisms.

2. Support how an organism’s patterns of behavior are related to the nature of that organism’s ecosystem, including the kinds and numbers of other organisms present, the availability of food and resources, and the changing physical characteristics of the ecosystem.

3. Analyze how all organisms, including humans, cause changes in their ecosystems and how these changes can be beneficial, neutral or detrimental (e.g., beaver ponds, earthworm burrows, grasshoppers eating plants, people planting and cutting trees, and people introducing a new species).

4. Describe how scientists determine various populations in an ecosystem.

5. Explain how changing populations affect an ecosystem.

Physical Sciences

Benchmarks

Summarize the way changes in temperature can be produced and thermal energy transferred.

Indicators

1. Define temperature as the measure of thermal energy and describe the way it is measured.

2. Trace how thermal energy can transfer from one object to another by conduction.

Trace how electrical energy flows through a simple electrical circuit and describe how the electrical energy can produce thermal energy, light, sound and magnetic forces.

1. Describe that an electrical current in a circuit can produce thermal energy, light, sound and/or magnetic forces.

2. Trace how electrical current travels by creating a simple electric circuit that will light a bulb.

3. Use a diagram to build a circuit and diagram an existing model circuit.

Describe the properties of light and sound energy.

1. Explore and summarize observations of the transmission, bending (refraction) and reflection of light.

2. Describe and summarize observations of the transmission, reflection, and absorption of sound.

3. Describe that changing the rate of vibration can vary the pitch of a sound.

4. Explain how energy travels in waves (e.g., light and sound).

Science and Technology

Benchmarks

Describe how technology affects human life.

Indicators

1. Investigate positive and negative impacts of human activity and technology on the environment (e.g., ozone, freon, waste disposal, pollution, rain forest destruction).

Describe and illustrate the design process.

1. Revise an existing design used to solve a problem based on peer review.

2. Explain how the solution to one problem may create other problems.

Scientific Inquiry

Benchmarks

Use appropriate instruments safely to observe, measure and collect data when conducting a scientific investigation.

Indicators

1. Select and safely use the appropriate tools to collect data when conducting investigations and communicating findings to others (e.g., thermometers, timers, balances, spring scales, magnifiers, microscopes and other appropriate tools).

Organize and evaluate observations, measurements and other data to formulate inferences and conclusions.

1. Evaluate observations and measurements made by other people and identify reasons for any discrepancies.

2. Use evidence and observations to explain and communicate the results of investigations.

Develop, design, and safely conduct scientific investigations and communicate the results.

1. Identify potential hazards and/or precautions involved in an investigation.

2. Identify one or two variables in a simple experiment.

3. Explain why results of an experiment are sometimes different (e.g., because of unexpected differences in what is being investigated, unrealized differences in the methods used or in the circumstances in which the investigation was carried out, and because of errors in observations).

Scientific Ways of Knowing

Benchmarks

Distinguish between fact and opinion and explain how ideas and conclusions change as new knowledge is gained.

Indicators

1. Summarize how conclusions and ideas change as new knowledge is gained.

Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions.

1. Develop descriptions, explanations and models using evidence to defend/support findings.

2. Explain why an experiment must be repeated by different people or at different times or places and yield consistent results before the results are accepted.

3. Identify how scientists use different kinds of ongoing investigations depending on the questions they are trying to answer (e.g., observations of things or events in nature, data collection, controlled experiments).

Explain the importance of keeping records of observations and investigations that are accurate and understandable.

1. Keep records of investigations and observations that are understandable weeks or months later.

Explain that men and women of diverse countries and cultures participate in careers in all fields of science.

1. Identify a variety of scientific and technological work that people of all ages, backgrounds and groups perform.

Technology Standard

The student as an information navigator.

Benchmarks

Information acquisition: use online and electronic resources to communicate, collaborate and retrieve information.

Indicators

Use the Internet and other electronic resources for research and digital media retrieval.
Use electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail and the Internet.

Technology Standard

The student as a critical thinker and analyzer using technology.

Benchmarks

Source verification: research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems.

Indicators

Evaluate and critique the quality and credibility of electronic information.

Technology Standard

The student as a creator of knowledge using technology, media and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Use a variety of input and output devices to successfully use modern technologies.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Use word processing applications.
Use spreadsheet applications.
Use draw and paint applications.
Integrate two or more applications.
Use electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Indicators

Create multimedia and/or online projects.
Present multimedia and/or online projects to an audience inside and outside of the classroom.
Print, post, publish and/or distribute technology products.

Technology Standard

The student as a discriminating selector of appropriate technology for specific purposes.

Benchmarks

Tool selection and use: determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Indicators

Make appropriate technology resource choices according to learning purposes and outcomes.

Technology Standard

The student as a technician.

Benchmarks

Terminology and usage: understand and communicate, using accurate terminology, common uses of technology in daily life, and the advantages and disadvantages of those uses provided.

Indicators

Demonstrate an understanding of terminology related to technology.

Basic operations and networking: understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.
Use basic operating system features. For example: using help menus and control panels.

Troubleshooting: apply strategies for identifying and solving routine hardware and software problems.

Employ basic technology troubleshooting and maintenance techniques.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.
Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake City School District Acceptable Use Policy (AUP).

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

GRADE SIX

Earth and Space Sciences

Benchmarks

Identify that the lithosphere contains rocks and minerals and that minerals make up rocks. Describe how rocks and minerals are formed and/or classified.

Indicators

1. Describe the rock cycle and explain that there are sedimentary, igneous and metamorphic rocks that have distinct properties (e.g., color, texture) and are formed in different ways.

2. Explain that rocks are made of one or more minerals.

3. Identify minerals by their characteristic properties, using seven tests (hardness, color, luster, streak, crystal shape, cleavage and fracture, and specific gravity).

4. Identify a rock as sedimentary, igneous, or metamorphic.

Life Sciences

Benchmarks

Explain that the basic functions of organisms are carried out in cells, and groups of specialized cells form tissues and organs; the combination of these cells make up multi-cellular organisms that have a variety of body plans and internal structures.

Indicators

1. Explain that many of the basic functions of organisms are carried out by or within cells and are similar in all organisms.

2. Explain that multi-cellular organisms have a variety of specialized cells, tissues, organs and organ systems that perform specialized functions.

3. Identify how plant cells differ from animal cells (e.g., cell wall, chloroplasts).

Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms essential to the continuation of the species.

1. Recognize that an individual organism does not live forever; therefore, reproduction is necessary for the continuation of every species, and traits are passed on to the next generation through reproduction.

2. Describe that in asexual reproduction, all the inherited traits come from a single parent.

3. Describe that in sexual reproduction, an egg and sperm unite and some traits come from each parent, so the offspring is never identical to either of its parents (e.g., dominate and recessive genes).

4. Recognize that likenesses between parents and offspring (e.g., eye color, flower color) are inherited. Other likenesses, such as table manners, are learned.

5. Explain that a unit of hereditary information is called a gene.

Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment.

1. Describe how organisms may interact with one another.

Physical Sciences

Benchmarks

Relate uses, properties and chemical processes to the behavior and/or arrangement of the small particles that compose matter.

Indicators

1. After measuring volume and mass with metric equipment, explain that equal volumes of different substances usually have different masses.

2. Describe that in a chemical change, new substances are formed with different properties than the original substance (e.g., rusting, burning).

3. Describe that in a physical change (e.g., state, shape, size), the chemical properties of a substance remain unchanged.

4. Describe that chemical and physical changes occur all around us (e.g., in the human body, cooking, industry).

5. Identify substances as elements, compounds or mixtures.

6. Explain the periodic table as a graphic organizer of the elements.

7. Explain how to separate a mixture using its physical properties.

Describe renewable and nonrenewable sources of energy (e.g., solar, wind, fossil fuels, biomass, hydroelectricity, geothermal and nuclear energy) and the management of these sources.

1. Explain that the energy found in nonrenewable resources such as fossil fuels (e.g., oil, coal, natural gas) originally came from the Sun and may renew slowly over millions of years.

2. Explain that energy derived from renewable resources such as wind and water is assumed to be available indefinitely.

3. Describe how electric energy can be produced from a variety of sources (e.g., Sun, wind, coal).

4. Describe how renewable and nonrenewable energy resources can be managed (e.g., fossil fuels, trees, water).

Science and Technology

Benchmarks

Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life.

Indicators

1. Explain how technology influences the quality of life.

2. Explain how decisions about the use of products and systems can result in desirable or undesirable consequences (e.g., social and environmental).

3. Describe how automation (e.g., robots) has changed manufacturing including manual labor being replaced by highly-skilled jobs.

4. Explain how the usefulness of manufactured parts of an object depend on how well their properties allow them to fit and interact with other materials.

Design a solution or product taking into account needs and constraints (e.g., cost, time, trade-offs, properties of materials, safety, aesthetics).

1. Design and build a product or create a solution to a problem given one constraint (e.g., limits of cost and time for design and production, supply of materials and environmental effects).

Scientific Inquiry

Benchmarks

Explain that there are differing sets of procedures for guiding scientific investigations and procedures, and procedures are determined by the nature of the investigation, safety considerations and appropriate tools.

Indicators

1. Explain that there are not fixed procedures for guiding scientific investigations; however, the nature of an investigation determines the procedures needed.

2. Choose the appropriate tools or instruments and use relevant safety procedures to complete scientific investigations.

Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions.

1. Distinguish between observation and inference.

2. Explain that a single example can never prove that something is always correct, but sometimes a single example can disprove something.

Scientific Ways of Knowing

Benchmarks

Use skills of scientific inquiry processes (e.g., hypothesis, record keeping, description, explanation).

Indicators

1. Identify that hypotheses are valuable even when they are not supported.

2. Describe why it is important to keep clear, thorough and accurate records.

Give examples of how thinking scientifically is helpful in daily life.

1. Identify ways scientific thinking is helpful in a variety of everyday settings.

2. Describe how the pursuit of scientific knowledge is beneficial for any career and for daily life.

3. Research how men and women of all countries and cultures have contributed to the development of science.

Technology Standard

The student as an information navigator.

Benchmarks

Information acquisition: use online and electronic resources to communicate, collaborate and retrieve information.

Indicators

Use the Internet and other electronic resources for research and digital media retrieval.
Use electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail and the Internet.

Technology Standard

The student as a critical thinker and analyzer using technology.

Benchmarks

Source verification: research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems.

Indicators

Evaluate and critique the quality and credibility of electronic information.

Technology Standard

The student as a creator of knowledge using technology, media and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Use a variety of input and output devices to successfully use modern technologies.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Use word processing applications.
Use spreadsheet applications.
Use draw and paint applications.
Integrate two or more applications.
Use electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Indicators

Create multimedia and/or online projects.
Present multimedia and/or online projects to an audience inside and outside of the classroom.
Print, post, publish and/or distribute technology products.

Technology Standard

The student as a discriminating selector of appropriate technology for specific purposes.

Benchmarks

Tool selection and use: determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Indicators

Make appropriate technology resource choices according to learning purposes and outcomes.

Technology Standard

The student as a technician.

Benchmarks

Terminology and usage: understand and communicate, using accurate terminology, common uses of technology in daily life, and the advantages and disadvantages of those uses provided.

Indicators

Demonstrate an understanding of terminology related to technology.

Basic operations and networking: understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.
Use basic operating system features. For example: using help menus and control panels.

Troubleshooting: apply strategies for identifying and solving routine hardware and software problems.

Employ basic technology troubleshooting and maintenance techniques.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.
Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake City School District Acceptable Use Policy (AUP).

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

GRADE SEVEN

Earth and Space Sciences

Benchmarks

Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution).

Indicators

1. Explain the biogeochemical cycles which move materials between the lithosphere (land), hydrosphere (water) and atmosphere (air).

2. Explain that Earth’s capacity to absorb and recycle materials naturally (e.g., smoke, smog, sewage) can change the environmental quality depending on the length of time involved (e.g., global warming).

3. Describe the water cycle and explain the transfer of energy between the atmosphere and hydrosphere.

4. Analyze data on the availability of fresh water that is essential for life and for most industrial and agricultural processes. Describe how rivers, lakes and groundwater can be depleted or polluted, becoming less hospitable to life and even becoming unavailable or unsuitable for life.

5. Make simple weather predictions based on the changing cloud types associated with frontal systems.

6. Determine how weather observations and measurements are combined to produce weather maps and that data for a specific location at one point in time can be displayed in a station model.

7. Read a weather map to interpret local, regional and national weather.

8. Describe how temperature and precipitation determine climatic zones (biomes) (e.g., desert, grasslands, forests, tundra, alpine).

9. Describe the connection between the water cycle and weather-related phenomenon (e.g., tornadoes, floods, droughts, hurricanes).

Life Sciences

Benchmarks

Explain that the basic functions or organisms are carried out in cells and groups of specialized cells form tissues and organs; the combination of these cells make up multi-cellular organisms that have a variety of body plans and internal structures.

Indicators

1. Investigate the great variety of body plans and internal structures found in multi-cellular organisms.

1. Investigate the great diversity among organisms.

Explain how energy entering the ecosystems as sunlight, supports the life or organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment.

1. Investigate how organisms or populations may interact with one another through symbiotic relationships and how some species have become so adapted to each other that neither could survive without the other (e.g., predator-prey, parasitism, mutualistism, commensalisms).

2. Explain how the number of organisms an ecosystem can support depends on adequate biotic (living) resources (e.g., plants, animals) and abiotic (non-living) resources (e.g., light, water, soil).

3. Summarize the ways that natural occurrences and human activity affect the transfer of energy in Earth’s ecosystems (e.g., fire hurricanes, roads, oil spills).

4. Explain that photosynthetic cells convert solar energy into chemical energy that is used to carry on life functions or is transferred to consumers and used to carry on their life functions.

Explain how extinction of a species occurs when the environment changes and its adaptive characteristics are insufficient to allow survival (as seen in evidence of the fossil record).

1. Investigate how overpopulation impacts an ecosystem.

2. Explain that some environmental changes occur slowly while others occur rapidly (e.g., forest and pond succession, fires and decomposition).

Physical Sciences

Benchmarks

Relate uses, properties and chemical processes to the behavior and/or arrangement of the small particles that compose matter.

Indicators

1. Investigate how matter can change forms but the total amount of matter remains constant.

Describe that energy takes many forms, some forms represent kinetic energy and some forms represent potential energy; and during energy transformation, the total amount of energy remains constant.

1. Describe how an object can have potential energy due to its position or chemical composition, and can have kinetic energy due to its motion.

2. Identify different forms of energy (e.g., electrical, mechanical, chemical, thermal, nuclear, radiant and acoustic).

3. Explain how energy can change forms but the total amount of energy remains the same.

4. Trace energy transformation in a simple closed system (e.g., a flashlight).

Science and Technology

Benchmarks

Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life.

Indicators

1. Explain how needs, attitudes and values influence the direction of technological development in various cultures.

2. Describe how decisions to develop and use technologies often put environmental and economic concerns in direct competition with each other.

3. Recognize that science can only answer some questions and technology can only solve some human problems.

Design a solution or product taking into account needs and constraints (e.g., cost, time, trade-offs, properties of materials, safety, aesthetics).

1. Design and build a product or create a solution to a problem given two constraints (e.g., limits of cost and time for design and production, supply of materials and environmental effects).

Scientific Inquiry

Benchmarks

Explain that there are differing sets of procedures for guiding scientific investigations, and procedures are determined by the nature of the investigation, safety considerations and appropriate tools.

Indicators

1. Explain that variables and controls can affect the results of an investigation and that ideally one variable should be tested at a time; however, it is not always possible to control all variables.

2. Identify simple independent and dependent variables.

3. Formulate and identify questions to guide scientific investigations that connect to science concepts and can be answered through scientific investigations.

4. Choose the appropriate tools and instruments and use relevant safety procedures to complete scientific investigations.

Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions.

1. Analyze alternative scientific explanations and predictions and recognize that there may be more than one good way to interpret a given set of data.

2. Identify faulty reasoning and statements that go beyond the evidence or misinterpret the evidence.

3. Use graphs, tables and charts to study physical phenomena and infer mathematical relationships between variables (e.g., speed, density).

Scientific Ways of Knowing

Benchmarks

Explain the importance of reproducibility and reduction of bias in scientific methods.

Indicators

1. Show that the reproducibility of results is essential to reduce bias in scientific investigations.

2. Describe how repetition of an experiment may reduce bias.

Give examples of how thinking scientifically is helpful in daily life.

1. Describe how the work of science requires a variety of human abilities and qualities that are helpful in daily life (e.g., reasoning, creativity, skepticism, openness).

Technology Standard

The student as an information navigator.

Benchmarks

Information acquisition: use online and electronic resources to communicate, collaborate and retrieve information.

Indicators

Use the Internet and other electronic resources for research and digital media retrieval.
Use electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail and the Internet.

Technology Standard

The student as a critical thinker and analyzer using technology.

Benchmarks

Source verification: research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems.

Indicators

Evaluate and critique the quality and credibility of electronic information.

Technology Standard

The student as a creator of knowledge using technology, media and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Use a variety of input and output devices to successfully use modern technologies.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Use word processing applications.
Use spreadsheet applications.
Use draw and paint applications.
Integrate two or more applications.
Use electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Indicators

Create multimedia and/or online projects.
Present multimedia and/or online projects to an audience inside and outside of the classroom.
Print, post, publish and/or distribute technology products.

Technology Standard

The student as a discriminating selector of appropriate technology for specific purposes.

Benchmarks

Tool selection and use: determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Indicators

Make appropriate technology resource choices according to learning purposes and outcomes.

Technology Standard

The student as a technician.

Benchmarks

Terminology and usage: understand and communicate, using accurate terminology, common uses of technology in daily life, and the advantages and disadvantages of those uses provided.

Indicators

Demonstrate an understanding of terminology related to technology.

Basic operations and networking: understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.
Use basic operating system features. For example: using help menus and control panels.

Troubleshooting: apply strategies for identifying and solving routine hardware and software problems.

Employ basic technology troubleshooting and maintenance techniques.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.
Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake City School District Acceptable Use Policy (AUP).

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

GRADE EIGHT

Earth and Space Sciences

Benchmarks

Describe how the positions and motions of the objects in the universe cause predictable and cyclic events.

Indicators

1. Describe how objects in the Solar System are in regular and predictable motions that explain such phenomena as days, years, seasons, eclipses, tides and moon cycles.

2. Explain that the gravitational force is the dominant force determining motions in the Solar System and in particular keeps the planets in orbit around the Sun.

3. Compare the orbits and composition of comets and asteroids with that of Earth.

4. Describe the effect that asteroids or meteoroids have when moving through space and sometimes when entering planetary atmospheres (e.g., meteor-“shooting star” and meteorite).

Explain that the universe is composed of vast amounts of matter, most of which is at incomprehensible distances and held together by gravitational force. Describe how the universe is studied by the use of equipment such as telescopes, probes, satellites and spacecraft.

1. Explain that the universe consists of billions of galaxies that are classified by shape.

2. Explain that interstellar distances are measured in light years (e.g., the nearest star beyond the sun is 4.3 light years away).

3. Examine the life cycle of a star and predict the next likely stage of a star.

4. Name and describe tools used to study the universe (e.g., telescopes, probes, satellites and spacecraft).

Describe the processes that contribute to the continuous changing of Earth’s surface (e.g., earthquakes, volcanic eruptions, erosion, mountain building and lithospheric plate movements).

1. Describe the interior structure of Earth and Earth’s crust as divided into tectonic plates riding on top of the slow moving currents of magma in the mantle.

2. Explain that most major geological events (e.g., earthquakes, volcanic eruptions, hot spots and mountain building) result from plate motion.

3. Use models to analyze the size and shape of Earth, its surface and its interior (e.g., globes, topographic maps, satellite images).

4. Explain that some processes involved in the rock cycle are directly related to thermal energy and forces in the mantle that drive plate motions.

5. Describe how landforms are created through a combination of destructive (e.g., weathering and erosion) and constructive processes (e.g., crustal deformation, volcanic eruptions and deposition of sediment).

6. Explain the folding, faulting and uplifting can rearrange the rock layers so the youngest is not always found on top.

7. Illustrate how the three primary types of plate boundaries (transform, divergent and convergent) cause different landforms (e.g., mountains, volcanoes, ocean trenches).

Life Sciences

Benchmarks

Indicators

1. Recognize that in sexual reproduction new combinations of traits are produced which may increase or decrease an organism’s chances for survival.

2. Describe that asexual reproduction limits the spread of detrimental characteristics through a species and allows for genetic continuity.

3. Explain how variations in structure, behavior or physiology allow some organisms to enhance their reproductive success and survival in a particular environment.

Explain how extinction of a species occurs when the environment changes and its adaptive characteristics are insufficient to allow survival (as seen in evidence of the fossil record).

1. Explain that diversity of species is developed through gradual processes over many generations (e.g., fossil record).

2. Investigate how an organism, adapted to a particular environment, may become extinct if the environment, as shown by the fossil record, changes.

Physical Sciences

Benchmarks

In simple cases, describe the motion of objects and conceptually describe the effects of forces on an object.

Indicators

1. Describe how the change in the position (motion) of an object is always judged and described in comparison to a reference point.

2. Explain that motion describes the change in the position of an object (characterized by a speed and direction) as time changes.

3. Explain that an unbalanced force, acting on an object, changes that object’s speed and/or direction.

Describe that energy takes many forms, some forms represent kinetic energy and some forms represent potential energy; and during energy transformation, the total amount of energy remains constant.

1. Demonstrate that waves transfer energy (e.g., the Doppler effect and seismic waves).

2. Demonstrate that vibrations in materials may produce waves that spread away from the source in all directions (e.g., earthquake waves, sound waves, seismic waves, Doppler effect).

Science and Technology

Benchmarks

Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life.

Indicators

1. Examine how science and technology have advanced through the contributions of many different people, cultures and time in history.

2. Examine how choices regarding the use of technology are influenced by constraints caused by various unavoidable factors (e.g., geographic location, limited resources, social, political and economic considerations).

Design a solution or product taking into account needs and constraints (e.g., cost, time, trade-offs, properties of materials, safety, aesthetics).

Design and build a product or create a solution to a problem given more than two constraints (e.g., limits of cost and time for design and production, supply of materials and environmental effects).
Evaluate the overall effectiveness of a product design or solution.

Scientific Inquiry

Benchmarks

Indicators

1. Choose the appropriate tools or instruments and use relevant safety procedures to complete scientific investigations.

2. Describe the concepts of sample size and control, and explain how these affect scientific investigations.

Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions.

1. Read, construct and interpret data in various forms produced by self and others in both written and oral form (e.g., tables, charts, maps, graphs, diagrams, symbols).

2. Apply appropriate math skills to interpret quantitative data (e.g., mean, median, mode).

Scientific Ways of Knowing

Benchmarks

Use skills of scientific inquiry processes (e.g., hypothesis, record keeping, description, explanation).

Indicators

1. Identify the difference between description (e.g., observation and summary) and explanation (e.g., inference, prediction, significance, importance).

Explain the importance of reproducibility and reduction of bias in scientific methods.

1. Explain why it is important to examine data objectively and not let bias affect observations.

Technology Standard

The student as an information navigator.

Benchmarks

Information acquisition: use online and electronic resources to communicate, collaborate and retrieve information.

Indicators

Use the Internet and other electronic resources for research and digital media retrieval.
Use electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail and the Internet.

Technology Standard

The student as a critical thinker and analyzer using technology.

Benchmarks

Source verification: research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems.

Indicators

Evaluate and critique the quality and credibility of electronic information.

Technology Standard

The student as a creator of knowledge using technology, media and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Use a variety of input and output devices to successfully use modern technologies.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Use word processing applications.
Use spreadsheet applications.
Use database applications.
Use draw and paint applications.
Integrate two or more applications.
Use electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Indicators

Create multimedia and/or online projects.
Present multimedia and/or online projects to an audience inside and outside of the classroom.
Print, post, publish and/or distribute technology products.

Technology Standard

The student as a discriminating selector of appropriate technology for specific purposes.

Benchmarks

Tool selection and use: determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Indicators

Make appropriate technology resource choices according to learning purposes and outcomes.

Technology Standard

The student as a technician.

Benchmarks

Terminology and usage: understand and communicate, using accurate terminology, common uses of technology in daily life, and the advantages and disadvantages of those uses provided.

Indicators

Demonstrate an understanding of terminology related to technology.

Basic operations and networking: understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.
Use basic operating system features. For example: using help menus and control panels.

Troubleshooting: apply strategies for identifying and solving routine hardware and software problems.

Employ basic technology troubleshooting and maintenance techniques.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.
Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake City School District Acceptable Use Policy (AUP).

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

PHYSICAL SCIENCE AND PHYSICAL SCIENCE HONORS

Earth and Space Sciences

Benchmarks

Explain how evidence from stars and other celestial objects provide information about the processes that cause changes in the composition and scale of the physical universe.

Indicators

Describe that stars produce energy from nuclear reactions and that processes in stars have led to the formation of all elements beyond hydrogen and helium.
Describe the current scientific evidence that supports the theory of the explosive expansion of the universe, the Big Bang, over 10 billion years ago.

Honors:

Relate star mass to luminosity and length of stable-star (main sequence) life.
Trace the life of the sun and the life of a massive star on the H-R Diagram.
Describe the evidence for dark matter and black holes.
Graph universe size versus time for three different theories of the future of the universe.

Explain the processes that move and shape Earth’s surface.

Explain the relationships of the oceans to the lithosphere and atmosphere (e.g., transfer of energy, ocean currents, landforms).

2. Explain how the slow movement of material within Earth results from:

thermal energy transfer (conduction and convection) from the deep interior

the action of gravitational forces on regions of different density

Explain the results of plate tectonic activity (e.g., magma generation, igneous intrusion, metamorphism, volcanic action, earthquakes, faulting and folding).
Explain sea-floor spreading and continental drift using scientific evidence (e.g., fossil distributions, magnetic reversals and radiometric dating).

Honors:

Describe different types of plate boundaries and give examples of each.
Explain why the ocean floors are much younger than any continental rocks.

Explain the 4.5 billion-year history of Earth and the 4 billion-year history of life on Earth based on observable scientific evidence in the geological record.

Explain that gravitational forces govern the characteristics and movement patterns of the planets, comets, and asteroids in the Solar System.

Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of Earth and space sciences.

1. Use historical examples to explain how new ideas are limited by the context in which they are conceived; are often initially rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., heliocentric theory and plate tectonics theory).

Honors:

2. Explain why Wegener’s idea of continental drift was not accepted during his lifetime, but why plate tectonics is accepted by scientists today.

Life Sciences

Benchmarks

No benchmarks under this standard for this course.

Indicators

No Life Science indicators under this standard for this course.

Physical Sciences

Benchmarks

Describe that matter is made of minute particles called atoms and atoms are comprised of even smaller components. Explain the structure and properties of atoms.

Indicators

1. Recognize that all atoms of the same element contain the same number of protons, and elements with the same number of protons may or may not have the same mass. Those with different masses (different numbers of neutrons) are called isotopes.

2. Illustrate that atoms with the same number of positively charged protons and negatively charged electrons are electrically neutral.

3. Show that when elements are listed in order according to the number of protons (called the atomic number), the repeating patterns of physical and chemical properties identify families of elements. Recognize that the periodic table was formed as a result of the repeating pattern of electron configurations.

4. Describe how ions are formed when an atom or a group of atoms acquire an unbalanced charge by gaining or losing one or more electrons.

5. Explain that the electric force between the nucleus and the electrons hold an atom together. Relate that on a larger scale, electric forces hold solid and liquid materials together (e.g., salt crystals, water).

Explain how atoms react with each other to form other substances and how molecules react with each other or other atoms to form even different substances.

1. Explain that the electric force between the nucleus and the electrons hold an atom together. Relate that on a larger scale, electric forces hold solid and liquid materials together (e.g., salt crystals, water).

2. Show how atoms may be bonded together by losing, gaining or sharing electrons and that in a chemical reaction, the number, type of atoms and total mass must be the same before and after the reaction (e.g., writing correct chemical formulas and writing balanced chemical equations).

3. Demonstrate that the pH scale (0-14) is used to measure acidity and classify substances or solutions as acidic, basic, or neutral.

Describe the identifiable physical properties of substances (e.g., color, hardness, conductivity, density, concentration, ductility). Explain how changes in these properties can occur without changing the chemical nature of the substance.

1. Investigate the properties of pure substances and mixtures (e.g., density, conductivity, hardness, properties of alloys, superconductors and semiconductors).

2. Compare the conductivity of different materials and explain the role of electrons in the ability to conduct electricity.

Honors:

3. Calculate the coefficient of linear expansion of a metal from experimental data.

4. Calculate the density of a gas from experimental data.

Explain the movement of objects by applying Newton’s three laws of motion.

1. Demonstrate that motion is a measurable quantity that depends on the observer’s frame of reference and describe the object’s motion in terms of position, velocity, acceleration and time.

2. Demonstrate than any object does not accelerate (remains at rest or maintains a constant speed and direction of motion) unless an unbalanced (net) force acts on it.

3. Explain the change in motion (acceleration) of an object. Demonstrate that the acceleration is proportional to the net force acting on the object and inversely proportional to the mass of the object. (Fnet = ma. Note that weight is the gravitational force on a mass.)

4. Demonstrate that whenever one object exerts a force on another, an equal amount of force is exerted back on the first object.

5. Demonstrate the ways in which frictional forces constrain the motion of objects (e.g., a car traveling around a curve, a block on an inclined plane, a person running, an airplane in flight).

Honors:

6. Use vectors to indicate distance, velocity, acceleration and force, and solve problems using vectors.

7. Explain and solve problems using the concept of projectile motion.

Demonstrate that energy can be considered to be either kinetic (motion) or potential (stored).

1. Explain how an object’s kinetic energy depends on its mass and its speed (KE = ½ mv²).

2. Demonstrate that near Earth’s surface an object’s gravitational potential energy depends upon its weight (mg when m is the object’s mass and g is the acceleration due to gravity) and height (h) above a reference surface (PE = mgh).

Honors:

3. Demonstrate the relationship of length and gravity to the period of a pendulum.

Explain how energy may change form or be redistributed, but the total quantity of energy is conserved.

1. Describe radioactive substances as unstable nuclei that undergo random spontaneous nuclear decay emitting particles and/or high energy wavelike radiation.

2. Explain how thermal energy exists in the random motion and vibrations of atoms and molecules. Recognize that the higher the temperature, the greater the average atomic or molecular motion, and during changes of state the temperature remains constant.

3. Summarize how nuclear reactions convert a small amount of matter into a large amount of energy. (Fission involves the splitting of a large nucleus into smaller nuclei; fusion is the joining of two small nuclei into a larger nucleus at extremely high energies.)

4. Trace the formations of energy within a system (e.g., chemical to electrical to mechanical) and recognize that energy is conserved. Show that these transformations involve the release of some thermal energy.

5. Illustrate that chemical reactions are either endothermic or exothermic (e.g., cold packs, hot packs and the burning of fossil fuels).

6. Demonstrate that thermal energy can be transferred by conduction, convection or radiation (e.g., through materials by the collision of particles, moving air masses or across empty space by forms of electromagnetic radiation).

Honors:

7. Apply the concept that mass and energy are equivalent.

8. Discuss relativistic changes as mass approaches the speed of light.

Demonstrate that waves (e.g., sound, seismic, water, light) have energy and waves can transfer energy when they interact with matter.

1. Demonstrate that electromagnetic radiation is a form of energy. Recognize that light acts as a wave. Show that visible light is a part of the electromagnetic spectrum (e.g., radio waves, microwaves, infrared, visible light, ultraviolet, X-rays, and gamma rays).

2. Show how the properties of a wave depend on the properties of the medium through which it travels. Recognize that electromagnetic waves can be propagated without a medium.

3. Describe how waves can superimpose on one another when propagated in the same medium. Analyze conditions in which waves can bend around corners, reflect off surfaces, are absorbed by materials they enter, and change direction and speed when entering a different material.

Honors:

4. Solve problems using the wave speed equation.

5. Explain the Doppler Effect.

Trace the historical development of scientific theories and ideas, and describe emerging issues in the study of physical sciences.

1. Use historical examples to explain how new ideas are limited by the context in which they are conceived; are often initially rejected by the scientific establishment; sometimes spring from unexpected finds; and usually grow slowly through contributions form many different investigators (e.g., atomic theory, quantum theory, Newtonian mechanics).

2. Describe advances and issues in physical science that have important, long-lasting effects on science and society (e.g., atomic theory, quantum theory, Newtonian mechanics, nuclear energy, nanotechnology, plastics and ceramics and communication technology).

Science and Technology

Benchmarks

Explain the ways in which the processes of technological design respond to the needs of society.

Indicators

Identify a problem or need, propose designs and choose among alternative solutions for the problem.
Explain why a design should be continually assessed and the ideas of the design should be tested, adapted and refined.

Explain that science and technology are interdependent; each drives the other.

Describe means of comparing the benefits with the risks of technology and how science can inform public policy.

Honors:

Select, plan, and carry out an individual project utilizing the scientific method.

Scientific Inquiry

Benchmarks

Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations.

Indicators

1. Formulate testable hypotheses. Develop and explain the appropriate procedures, controls and variables (dependent and independent) in scientific experimentation.

2. Distinguish between observations and inferences given a scientific situation.

3. Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g., OSHA, Material Safety Data Sheets [MSDS], eyewash, goggles, ventilation).

4. Construct, interpret and apply physical and conceptual models that represent or explain systems, objects, events or concepts.

5. Develop oral and written presentations using clear language, accurate data, appropriate graphs, tables, amps and available technology.

6. Draw logical conclusions based on scientific knowledge and evidence from investigations.

Honors:

7. Incorporate all of the above indicators in completing and reporting results of an individual project.

Scientific Ways of Knowing

Benchmarks

Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world.

Indicators

1. Comprehend that many scientific investigations require the contributions of women and men from different disciplines in and out of science. These people study different topics, use different techniques and have different standards of evidence, but share a common purpose – to better understand a portion of our universe.

2. Demonstrate that reliable scientific evidence improves the ability of scientists to offer accurate predictions.

Explain how scientific inquiry is guided by knowledge, observations, ideas and questions.

1. Justify that scientific theories are explanations of large bodies of information and/or observations that withstand repeated testing.

2. Explain that inquiry fuels observation and experimentation that produce data that are the foundation of scientific disciplines. Theories are explanations of these data.

3. Recognize that scientific knowledge and explanations have change over time, almost always building on earlier knowledge.

Describe the ethical practices and guidelines in which science operates.

1. Illustrate that the methods and procedures used to obtain evidence must be clearly reported to enhance opportunities for further investigations

2. Explain how support of ethical practices in science (e.g., individual observations and confirmations, accurate reporting, peer review and publication ) are required to reduce bias.

Recognize that scientific literacy is part of being a knowledgeable citizen.

1. Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue.

2. Illustrate that much can be learned about the internal workings of science and the nature of science from the study of scientists, their daily work and their efforts to advance scientific knowledge in their area of study.

Honors:

3. Research the nature of one science career including an interview with a practicing scientist in the selected field.

Technology Standard

The student as an information navigator.

Benchmarks

Information acquisition: use online and electronic resources to communicate, collaborate and retrieve information.

Indicators

Use the Internet and other electronic resources for research and digital media retrieval.
Use electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail and the Internet.

Technology Standard

The student as a critical thinker and analyzer using technology.

Benchmarks

Source verification: research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems.

Indicators

Evaluate and critique the quality and credibility of electronic information.

Technology Standard

The student as a creator of knowledge using technology, media and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Use a variety of input and output devices to successfully use modern technologies.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Use word processing applications.
Use spreadsheet applications.
Use database applications.
Use draw and paint applications.
Integrate two or more applications.
Use electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Indicators

Create multimedia and/or online projects.
Present multimedia and/or online projects to an audience inside and outside of the classroom.
Print, post, publish and/or distribute technology products.

Technology Standard

The student as a discriminating selector of appropriate technology for specific purposes.

Benchmarks

Tool selection and use: determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Indicators

Make appropriate technology resource choices according to learning purposes and outcomes.

Technology Standard

The student as a technician.

Benchmarks

Terminology and usage: understand and communicate, using accurate terminology, common uses of technology in daily life, and the advantages and disadvantages of those uses provided.

Indicators

Demonstrate an understanding of terminology related to technology.

Basic operations and networking: understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.
Use basic operating system features. For example: using help menus and control panels.

Troubleshooting: apply strategies for identifying and solving routine hardware and software problems.

Employ basic technology troubleshooting and maintenance techniques.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.
Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake City School District Acceptable Use Policy (AUP).

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

BIOLOGY / HONORS BIOLOGY / FUNDAMENTAL BIOLOGY

Earth and Space Sciences

Benchmarks

Explain that many processes occur in patterns within the Earth’s systems.

Indicators

Summarize the relationship between the climatic zone and the resultant biomes. (This includes explaining the nature of the rainfall and temperature of the mid-latitude climatic zone that support the deciduous forest.)
Explain climate and weather patterns associated with certain geographic locations and features (e.g., tornado alley, tropical hurricanes and lake effect snow).

Explain the 4.5 billion-year history of life on Earth based on observable scientific evidence in the geologic record.

Explain how geologic time can be estimated by multiple methods (e.g., rock sequences, fossil correlation, radiometric dating).
Describe how organisms on Earth contributed to the dramatic change in oxygen content of Earth’s early atmosphere.

Describe the finite nature of Earth’s resources and those human activities that can conserve or deplete Earth’s resources.

Explain how the acquisition and use of resources, urban growth and waste disposal can accelerate natural change and impact the quality of life.
Describe ways that human activity can alter biogeochemical cycles (e.g., carbon and nitrogen cycles) as well as food webs and energy pyramids (e.g., pest control, legume rotation crops vs. chemical fertilizers).

Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of Earth and space sciences.

1. Describe advances and issues in Earth and space science that have important long-lasting effects on science and society (e.g., geologic time scales, global warming, depletion of resources, exponential population growth).

Life Sciences

Benchmarks

Explain that cells are the basic unit of structure and unction of living organisms, that once life originated all cells come from pre-existing cells, and that there are a variety of cell types.

Indicators

1. Explain that living cells

a. are composed of a small number of key chemical elements (carbon, hydrogen, oxygen, nitrogen, phosphorus and sulfur)

b. are the basic unit of structure and function of all living things

c. come from pre-existing cells after life originated, and

d. are different from viruses

2. Compare the structure, function and interrelatedness of cell organelles in eukaryotic cells (e.g., nucleus, chromosome, mitochondria, cell membrane, cell wall, chloroplast, cilia, flagella) and prokaryotic cells.

Explain the characteristics of life as indicated by cellular processes and describe the process of cell division and development.

1. Explain the characteristics of life as indicated by cellular processes including

a. homeostasis

b. energy transfers and transformation

c. transportation of molecules

d. disposal of wastes

e. synthesis of new molecules

2. Summarize the general processes of cell division and differentiation, and explain why specialized cells are useful to organisms; explain that complex multi-cellular organisms are formed as highly organized arrangements of differentiated cells.

Explain the genetic mechanisms and molecular basis of inheritance.

1. Illustrate the relationship of the structure and function of DNA to protein synthesis and the characteristics of an organism.

2. Explain that a unit of hereditary information is called a gene, and genes may occur in different forms called alleles (e.g., gene for pea plant height has two alleles, tall and short).

3. Describe that spontaneous changes in DNA are mutations, which are a source of genetic variation. When mutations occur in sex cells, they may be passed on to future generations; mutations that occur in body cells may affect the functioning of that cell or the organism in which that cell is found.

4. Use the concepts of Mendelian and non-Mendelian genetics (e.g., segregation, independent assortment, dominant and recessive traits, sex-linked traits, jumping genes) to explain inheritance.

Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organismal and ecological).

1. Describe how matter cycles and energy flows through different levels of organization in living systems and between living systems and the physical environment. Explain how some energy is stores and much is dissipated into the environment as thermal energy (e.g., food webs and energy pyramids).

2. Describe how cells and organisms acquire and release energy (photosynthesis, chemosynthesis, cellular respiration and fermentation).

3. Explain that living organisms use matter and energy to synthesize a variety of organic molecules (e.g., proteins, carbohydrates, lipids and nucleic acids) and to drive life processes (e.g., growth, reacting to the environment, reproduction and movement).

Explain how evolutionary relationships contribute to an understanding of the unity and diversity of life.

1. Describe that biological classification represent how organisms are related with species being the most fundamental unit of the classification system. Relate how biologists arrange organisms into a hierarchy of groups and subgroups based on similarities and differences that reflect their evolutionary relationships.

2. Explain that the variation of organisms within a species increases the likelihood that at least some members of a species will survive under gradually changing environmental conditions.

3. Relate diversity and adaptation to structures and their functions in living organisms (e.g., adaptive radiation).

Explain the structure and function of ecosystems and relate how ecosystems change over time.

1. Explain how living things interact with biotic and abiotic components of the environment (e.g., predation, competition, natural disasters and weather).

2. Relate how distribution and abundance of organisms and populations in ecosystems are limited by the ability of the ecosystem to recycle materials and the availability of matter, space and energy.

3. Conclude that ecosystems tend to have cyclic fluctuations around a state of approximate equilibrium that can change when climate changes, when one or more new species appear as a result of immigration or when one or more species disappear.

Describe how human activities can impact the status of natural systems.

1. Describe ways that human activities can deliberately or inadvertently alter the equilibrium in ecosystems. Explain how changes in technology/biotechnology can cause significant changes, either positive or negative in environmental quality and carrying capacity.

2. Illustrate how uses of resources at local, state, regional, national, and global levels have affected the quality of life (e.g., energy production, sustainable vs. nonsustainable agriculture).

Describe a foundation of biological evolution as the change in gene frequency of a population over time. Explain the historical and current scientific developments, mechanisms and processes of biological evolution. Describe how scientists continue to investigate and critically analyze aspects of evolutionary theory. (The intent of this benchmark does not mandate the teaching or testing of intelligent design.)

1. Recognize that a change in gene frequency (genetic composition) in a population over time is a foundation of biological evolution.

2. Explain that natural selection provides the following mechanism for evolution; undirected variation in inherited characteristics exist within every species. These characteristics may give individuals an advantage or disadvantage compared to others in surviving and reproducing. The advantaged offspring are more likely to survive and reproduce. Therefore, the proportion of individuals that have advantageous characteristics will increase. When an environment changes, the survival value of some inherited characteristics may change.

3. Describe historical scientific developments that occurred in evolutionary thought (e.g., Lamarck and Darwin, Medelian Genetics and modern synthesis).

4. Describe how scientists continue to investigate and critically analyze aspects of evolutionary theory. (The intent of this indicator does not mandate the teaching or testing of intelligent design.)

Explain how natural selection and other evolutionary mechanisms account for the unity and diversity of past and present life forms.

1. Analyze how natural selection and other evolutionary mechanisms (e.g., genetic drift, immigration, emigration, mutation) and their consequences provide a scientific explanation for the diversity and unity of past life forms, as depicted in the fossil record, and present life forms.

2. Explain that life on Earth is thought to have begun as simple, one celled organisms approximately 4 billion years ago. During most of the history of Earth, only single celled micro-organisms existed, but once cells with nuclei developed about a billion years ago, increasingly complex multi-cellular organisms evolved.

Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of life sciences.

1. Use historical examples to explain how new ideas are often rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., biological evolution, germ theory, biotechnology, discovering germs).

2. Describe advances in life sciences that have important long-lasting effects on science and society (e.g., biological evolution, germ theory, biotechnology, discovering germs).

3. Analyze and investigate emerging scientific issues (e.g., genetically modified food, stem cell research, genetic research, cloning).

Physical Sciences

Benchmarks

No benchmarks for this standard

Indicators

No indicators for this standard

Science and Technology

Benchmarks

Explain the ways in which the processes of technological design respond to the needs of society.

Indicators

1. Explain that when evaluating a design for a device or process, thought should be given to how it will be manufactured, operated, maintained, replaced and disposed of in addition to who will sell, operate and take care of it. Explain how the costs associated with these considerations may introduce additional constraints on the design.

2. Describe means of comparing the benefits with the risks of technology and how science can inform public policy.

3. Cite examples of ways that scientific inquiry is driven by the desire to understand the natural world and how technology is driven by the need to meet human needs and solve human problems.

4. Describe examples of scientific advances and emerging technologies and how they may impact society.

Scientific Inquiry

Benchmarks

Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations.

Indicators

1. Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g., OSHA, MSDS, eyewash, goggles, ventilation).

2. Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology.

3. Use mathematical models to predict and analyze natural phenomena.

4. Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations.

5. Explain how new scientific data can cause any existing scientific explanation to be supported, revised or rejected.

FUNDAMENTAL BIOLOGY ONLY:

Make appropriate choices when designing and participating in scientific investigations by using cognitive and manipulative skills when collecting data and formulating conclusions from the data.

1. Design and carry out scientific inquiry (investigation), communicate and critique results through peer review.

2. Explain why the methods of an investigation are based on the questions being asked.

3. Summarize data and construct a reasonable argument based on those data and other known information.

BIOLOGY/HONORS BIOLOGY ONLY:

Make appropriate choices when designing and participating in scientific investigations by using cognitive and manipulative skills when collecting data and formulating conclusions from the data.

1. Create and clarify the method, procedures, controls and variables in complex scientific investigations.

2. Use appropriate summary statistics to analyze and describe data.

Scientific Ways of Knowing

Benchmarks

Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world.

Indicators

1. Discuss science as a dynamic body of knowledge that can lead to the development of entirely new disciplines.

2. Describe that scientists may disagree about explanations of phenomena, about interpretation of data or about the value of rival theories, but they do agree that questioning, response to criticism and open communication are integral to the process of science.

3. Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena.

Describe the ethical practices and guidelines in which science operates.

1. Recognize that ethical considerations limit what scientists can do.

2. Recognize that research involving voluntary human subjects should be conducted only with the informed consent of the subjects and follow rigid guidelines and/or laws.

3. Recognize that animal-based research must be conducted according to currently accepted professional standards and laws.

Recognize that scientific literacy is part of being a knowledgeable citizen.

1. Investigate how the knowledge, skills and interest learned in science classes apply to the careers students plan to pursue.

FUNDAMENTAL BIOLOGY ONLY:

Explain how scientific evidence is used to develop and revise scientific predictions, ideas or theories.

Analyze a set of data to derive a hypothesis and apply that hypothesis to a similar phenomenon (e.g., biome data).
Apply scientific inquiry to evaluate results of scientific investigations, observations, theoretical models and the explanations proposed by other scientists.
Analyze a set of data to derive a principle and then apply that principle to a similar phenomenon (e.g., predator-prey relationships and properties of semiconductors).

Explain how societal issues and considerations affect the progress of science and technology.

Explain how natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society as well as cause risks.
Describe costs and trade-offs of various hazards – ranging from those with minor risk to a few people, to major catastrophes with major risk to many people. The scale of events and the accuracy with which scientists and engineers can (and cannot) predict events are important considerations.
Recognize that individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them.
Recognize the appropriateness and value of basic questions: “What can happen?” “What are the odds?” and “How do scientists and engineers know what will happen?”
Recognize that social issues and challenges can affect progress in science and technology (e.g., funding priorities for specific health problems serve as examples of ways that social issues influence science and technology).

Technology Standard

The student as an information navigator.

Benchmarks

Information acquisition: use online and electronic resources to communicate, collaborate and retrieve information.

Indicators

Use the Internet and other electronic resources for research and digital media retrieval.
Use electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail and the Internet.

Technology Standard

The student as a critical thinker and analyzer using technology.

Benchmarks

Source verification: research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems.

Indicators

Evaluate and critique the quality and credibility of electronic information.

Technology Standard

The student as a creator of knowledge using technology, media and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Use a variety of input and output devices to successfully use modern technologies.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Use word processing applications.
Use spreadsheet applications.
Use database applications.
Use draw and paint applications.
Integrate two or more applications.
Use electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Indicators

Create multimedia and/or online projects.
Present multimedia and/or online projects to an audience inside and outside of the classroom.
Print, post, publish and/or distribute technology products.

Technology Standard

The student as a discriminating selector of appropriate technology for specific purposes.

Benchmarks

Tool selection and use: determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Indicators

Make appropriate technology resource choices according to learning purposes and outcomes.

Technology Standard

The student as a technician.

Benchmarks

Terminology and usage: understand and communicate, using accurate terminology, common uses of technology in daily life, and the advantages and disadvantages of those uses provided.

Indicators

Demonstrate an understanding of terminology related to technology.

Basic operations and networking: understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.
Use basic operating system features. For example: using help menus and control panels.

Troubleshooting: apply strategies for identifying and solving routine hardware and software problems.

Employ basic technology troubleshooting and maintenance techniques.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.
Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake City School District Acceptable Use Policy (AUP).

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

PHYSICS

Earth and Space Sciences

Benchmarks

Explain how technology can be used to gather evidence and increase our understanding of the universe.

Indicators

1. Describe how the early Earth was different from the planet we live on today.

2. Explain how scientists obtain information about the universe by using technology to detect electromagnetic radiation that is emitted, reflected or absorbed by stars and other objects.

3. Explain how the large-scale motion of objects in the universe is governed by gravitational forces and detected by observing electromagnetic radiation.

4. Explain how information about the universe is inferred by understanding that stars and other objects in space emit, reflect or absorb electromagnetic radiation, which we then detect.

5. Explain how astronomers infer that the whole universe is expanding by understanding how light seen from distant galaxies has longer apparent wavelengths than comparable light sources close to Earth.

6. Investigate how thermal energy transfers in the world’s oceans impact physical features (e.g., ice caps, oceanic and atmospheric currents) and weather patterns.

Describe how Earth is made up of a series of interconnected systems and how a change in one system affects other systems.

1. Analyze how the regular and predictable motions of Earth, sun and moon explain phenomena on Earth (e.g., seasons, tides, eclipses and phases of the moon).

Physical Sciences

Benchmarks

Describe that matter is made of minute particles called atoms and atoms are comprised of even smaller components. Explain the structure and properties of atoms.

Indicators

1. Illustrate that atoms with the same number of positively charged protons and negatively charged electrons are electrically neutral.

Explain how atoms react with each other to form other substances and how molecules react with each other or other atoms to form even different substances.

1. Explain that the electric force between the nucleus and the electrons hold an atom together. Relate than on a larger scale, electric forces hold solid and liquid materials together (e.g., salt crystals, water).

Describe the identifiable physical properties of substances (e.g., color, hardness, conductivity, density, concentration and ductility). Explain how changes in these properties can occur without changing the chemical nature of the substance.

1. Compare the conductivity of different materials and explain the role of electrons in the ability to conduct electricity.

Explain the movement of objects by applying Newton’s three laws of motion.

1. Demonstrate that motion is a measurable quantity that depends on the observer’s frame of reference and describe the object’s motion in terms of position, velocity, acceleration and time.

2. Demonstrate that any object does not accelerate (remains at rest or maintains a constant speed and direction of motion) unless an unbalanced (net) force acts on it.

3. Explain the change in motion (acceleration) of an object. Demonstrate that the acceleration is proportional to the net force acting on the object and inversely proportional to the mass of the object. (Fnet – ma. Note that weight is the gravitational force on a mass.)

4. Demonstrate the ways in which frictional forces constrain the motion of objects (e.g., a car traveling around a curve, a block on an inclined plane, a person running, an airplane in flight).

Demonstrate that energy can be considered to be either kinetic (motion) or potential (stored).

1. Explain how an object’s kinetic energy depends on its mass and its speed

(KE = ½ mv²).

2. Demonstrate that near Earth’s surface an object’s gravitational potential energy depends upon its weight (mg where m is the object’s mass and g is the acceleration due to gravity) and height (h) above a reference surface (PE – mgh).

Explain how energy may change form or be redistributed but the total quantity of energy is conserved.

1. Explain how thermal energy exists in the random motion and vibrations of atoms and molecules. Recognize that the higher the temperature, the greater the average atomic or molecular motion, and during changes of state the temperature remains constant.

2. Summarize how nuclear reactions convert a small amount of matter into a large amount of energy. (Fission involves the splitting of a large nucleus into smaller nuclei; fusion is the joining of two small nuclei into a large nucleus at extremely high energies.)

3. Trace the transformations of energy within a system (e.g., chemical to electrical to mechanical) and recognize that energy is conserved. Show that these transformations involve the release of some thermal energy.

4. Illustrate the chemical reactions are either endothermic or exothermic (e.g., cold packs, hot packs, and the burning of fossil fuels).

5. Demonstrate that thermal energy can be transferred by conduction, convection or radiation (e.g., through materials by the collision of particles, moving air masses or across empty space by forms of electromagnetic radiation).

Demonstrate that waves (e.g., sound, seismic, water and light) have energy and waves can transfer energy when they interact with matter.

2. Show how the properties of a wave depend on the properties of the medium through which it travels. Recognize that electromagnetic waves can be propagated without a medium.

Trace the historical development of scientific theories and ideas, and describe emerging issues in the study of physical sciences.

1. Describe advances and issues in physical science that have important, long-lasting effects on science and society (e.g., atomic theory, quantum theory, Newtonian mechanics, nuclear energy, nanotechnology, plastics and ceramics and communication technology).

Explain how variations in the arrangement and motion of atoms and molecules form the basis of a variety of biological, chemical and physical phenomena.

1. Explain that elements with the same number of protons may or may not have the same mass and those with different masses (different numbers of neutrons) are called isotopes. Some of these are radioactive.

2. Recognize that at low temperatures some materials become superconducting and offer little or no resistance to the flow of electrons.

Recognize that some atomic nuclei are unstable and will spontaneously break down.

1. Explain the characteristics of isotopes. The nucleus of radioactive isotopes is unstable and spontaneously decays emitting particles and/or wavelike radiation. It cannot be predicted exactly when, if ever, an unstable nucleus will decay, but a large group of identical nuclei decay at a predictable rate.

2. Use the predictability of decay rates and the concept of half-life to explain how radioactive substances can be used in estimating the age of materials.

Describe how atoms and molecules can gain or lose energy only in discrete amounts.

1. Describe real world examples showing that all energy transformations tend toward disorganized states (e.g., fossil fuel combustion, food pyramids, electrical use).

2. Explain how atoms and molecules can gain or lose energy in particular discrete amounts (quanta or packets); therefore they can only absorb or emit light at the wavelengths corresponding to these amounts.

Apply principles of forces and motion to mathematically analyze, describe and predict the net effects on objects or systems.

Explain how electric motors and generators work (e.g., relate that electricity and magnetism are two aspects of a single electromagnetic force). Investigate that electric charges in motion produce magnetic fields and a changing magnetic field creates an electric field.

2. Explain how all matter tends toward more disorganized states and describe real world examples (e.g., erosion of rocks, expansion of the universe).

3. Use and apply the laws of motion to analyze, describe and predict the effects of forces on the motions of objects mathematically.

4. Recognize that the nuclear forces that hold the nucleus of an atom together, at nuclear distances, are stronger than the electric forces that would make it fly apart.

5. Recognize the nuclear forces are much stronger than electromagnetic forces, and electromagnetic forces are vastly stronger than gravitational forces. The strength of the nuclear forces explains why greater amounts of energy are released from nuclear reactions (e.g., from atomic and hydrogen bombs and in the Sun and other stars).

6. Describe how the observed wavelength of a wave depends upon the relative motion of the source and the observer (Doppler effect). If either is moving towards the other, the observed wavelength is shorter; if either is moving away, the observed wavelength is longer (e.g., weather radar, bat echoes, police radar).

7. Describe how gravitational forces act between all masses and always create a force of attraction. Recognize that the strength of the force is proportional to the masses and weakens rapidly with increasing distance between them.

Summarize the historical development of scientific theories and ideas within the study of physical sciences.

Describe concepts/ideas in physical sciences that have important, long-lasting effects on science and society (e.g., quantum theory, theory of relativity, age of the universe).

Science and Technology

Benchmarks

Predict how human choices today will determine the quality and quantity of life on Earth.

Indicators

1. Explain how science often advances with the introduction of new technologies and how solving technological problems often results in new scientific knowledge.

2. Describe how new technologies often extend the current levels of scientific understanding and introduce new areas of research.

3. Research how scientific inquiry is driven by the desire to understand the natural world and how technological design is driven by the need to meet human needs and solve human problems.

4. Explain why basic concepts and principles of science and technology should be a part of active debate about the economics, policies, politics and ethics of various science-related and technology-related challenges.

Scientific Inquiry

Benchmarks

Make appropriate choices when designing and participating in scientific investigations by using cognitive and manipulative skills when collecting data and formulating conclusions from the data.

Indicators

1. Formulate testable hypotheses. Develop and explain the appropriate procedures, controls and variables (dependent and independent) in scientific experimentation.

2. Derive simple mathematical relationships that have predictive power from experimental data (e.g., derive an equation from a graph and vice versa, determine whether a linear or exponential relationship exists among the data in a table).

3. Research and apply appropriate safety precautions when designing and/or conducting scientific investigations (e.g., OSHA, MSDS, eyewash, goggles, ventilation).

4. Create and clarify the method, procedures, controls and variables in complex scientific investigations.

5. Use appropriate summary statistics to analyze and describe data.

Scientific Ways of Knowing

Benchmarks

Explain how scientific evidence is used to develop and revise scientific predictions, ideas or theories.

Indicators

1. Give examples that show how science is a social endeavor in which scientists share their knowledge with the expectation that it will be challenged continuously by the scientific community and others.

2. Evaluate scientific investigations by reviewing current scientific knowledge and the experimental procedures used, examining the evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence and suggesting alternative explanations for the same observations.

3. Select a scientific model, concept or theory and explain how it has been revised over time based on new knowledge, perceptions or technology.

4. Analyze a set of data to derive a principle and then apply that principle to a similar phenomenon (e.g., predator-prey relationships, properties of semiconductors).

5. Describe how individuals and teams contribute to science and engineering at different levels of complexity (e.g., an individual may conduct basic field studies, hundreds of people may work together on major scientific questions or technical problem).

Explain how societal issues and considerations affect the progress of science and technology.

1. Explain that scientists may develop and apply ethical tests to evaluate the consequences of their research when appropriate.

2. Describe the current and historical contributions of diverse peoples and cultures to science and technology and the scarcity and inaccessibility of information on some of these contributions.

3. Recognize that individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them.

4. Recognize the appropriateness and value of basic questions “What can happen?” “What are the odds?” and “How do scientists and engineers know what will happen?”

5. Recognize that social issues and challenges can affect progress in science and technology. (e.g., Funding priorities for specific health problems serve as examples of ways that social issues influence science and technology.)

6. Research how advances in scientific knowledge have impacted society on a local, national or global level.

Technology Standard

The student as an information navigator.

Benchmarks

Information acquisition: use online and electronic resources to communicate, collaborate and retrieve information.

Indicators

Use the Internet and other electronic resources for research and digital media retrieval.
Use electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail and the Internet.

Technology Standard

The student as a critical thinker and analyzer using technology.

Benchmarks

Source verification: research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems.

Indicators

Evaluate and critique the quality and credibility of electronic information.

Technology Standard

The student as a creator of knowledge using technology, media and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Use a variety of input and output devices to successfully use modern technologies.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Use word processing applications.
Use spreadsheet applications.
Use database applications.
Use draw and paint applications.
Integrate two or more applications.
Use electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Indicators

Create multimedia and/or online projects.
Present multimedia and/or online projects to an audience inside and outside of the classroom.
Print, post, publish and/or distribute technology products.

Technology Standard

The student as a discriminating selector of appropriate technology for specific purposes.

Benchmarks

Tool selection and use: determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Indicators

Make appropriate technology resource choices according to learning purposes and outcomes.

Technology Standard

The student as a technician.

Benchmarks

Terminology and usage: understand and communicate, using accurate terminology, common uses of technology in daily life, and the advantages and disadvantages of those uses provided.

Indicators

Demonstrate an understanding of terminology related to technology.

Basic operations and networking: understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.
Use basic operating system features. For example: using help menus and control panels.

Troubleshooting: apply strategies for identifying and solving routine hardware and software problems.

Employ basic technology troubleshooting and maintenance techniques.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.
Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake City School District Acceptable Use Policy (AUP).

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

GEOLOGY

Earth and Space Sciences

Benchmarks

Explain how technology can be used to gather evidence and increase our understanding of the universe.

Indicators

1. Describe how the early Earth was different from the planet we live on today, and explain the formation of the Sun, Earth, and the rest of the Solar System from a nebular cloud of dust and gas approximately 4.5 billion years ago (origin of the Solar System, origin of the Earth, geologic time scale with events).

2. Explain how scientists obtain information about the universe by using technology to detect electromagnetic radiation that is emitted, reflected or absorbed by stars and other objects (polarizing microscope views of minerals and rocks, gamma radiation and other radiation from radioactive materials).

3. Explain how the large-scale motion of objects in the universe is governed by gravitational forces and detected by observing electromagnetic radiation (the Earth in the Solar System).

4. Explain how astronomers infer that the whole universe is expanding by understanding how light seen from distant galaxies has longer apparent wavelengths than sources on or near Earth.

Describe how Earth is made up of a series of interconnected systems and how a change in one system affects other systems.

1. Analyze how the regular and predictable motions of Earth, sun and moon explain phenomena on Earth (position of the Earth in the Solar System).

Summarize the historical development of scientific theories and ideas and describe emerging issues in the study of Earth and space sciences.

1. Use historical examples to explain how new ideas are limited by the context in which they are conceived; often initially are rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly from many different investigators (history of continental drift/plate tectonics, early ideas of fossils).

2. Describe advances in Earth and space science that have important, long-lasting effects on science and society (absolute geological dating, plate tectonics).

Physical Sciences

Benchmarks

Demonstrate that waves (e.g., sound, seismic, water and light) have energy and waves can transfer energy when they interact with matter.

Indicators

Demonstrate that electromagnetic radiation is a form of energy. Recognize that light acts as a wave. Show that visible light is a part of the electromagnetic spectrum (importance in instruments such as the seismograph).

Apply principles of forces and motion to mathematically analyze, describe and predict the net effects on objects or systems.

Indicators

1. Describe how gravitational forces act between all masses and always create a force of attraction. Recognize that the strength of the force is proportional to the masses and weakens rapidly with increasing distance between them (history of the Earth in the Solar System).

Science and Technology

Benchmarks

Explain that science and technology are interdependent; each drives the other.

Indicators

1. Cite examples of ways that scientific inquiry is driven by the desire to understand the natural world and how technological design is driven by the need to meet human needs and solve human problems (exploration of different geological realms, development of technology in World War II leading to understanding of plate tectonics).

Predict how human choices today will determine the quality and quantity of life on Earth.

1. Explain why basic concepts and principles of science and technology should be a part of active debate about the economics, policies, politics, and ethics of various science-related and technology-related challenges (mineral exploration, Project Moho, satellite mapping projects with geological implications).

2. Explain how science often advances with the introduction of new technologies (understanding the age of the Earth materials with radiometric dating, development of technology in World War II leading to understanding of plate tectonics, satellite mapping projects with geological implications).

3. Describe how new technologies often extend the current levels of scientific understanding and introduce new areas of research (radiometric dating for ages of Earth materials, ocean floor mapping for plate tectonics).

Scientific Inquiry

Benchmarks

Make appropriate choices when designing and participating in scientific investigations by using cognitive and manipulative skills when collecting data and formulating conclusions from the data.

Indicators

1. Evaluate assumptions that have been used in reaching scientific conclusions (age of the Earth, history of Earth materials, formation of Earth features, movement of Earth plates).

Explain why the methods of an investigation are based on the questions being asked (sequence or age in years of an Earth formation or event, development of technology in World War II leading to the development of plate tectonics, satellite mapping projects).

Scientific Ways of Knowing

Benchmarks

Explain how scientific evidence is used to develop and revise scientific predictions, ideas or theories.

Indicators

1. Apply scientific inquiry to evaluate results of scientific investigations, observations,

theoretical models, and the explanations proposed by scientists (concepts of plate tectonics, origin of present Earth features, interpretation of map features).

2. Demonstrate that scientific explanations adhere to established criteria (geological dating of Earth materials; Earth formations, and the age of the Earth; plate tectonics).

3. Explain why scientists can assume that the universe is a vast single system in which the basic rules are the same everywhere (law of gravitation, electromagnetic spectrum, elements in Earth materials are restricted to those of the Periodic Table, rates of radioactive decay.)

4. Select a scientific model, concept, or theory and explain how it has been revised over time based on new knowledge, perceptions, or technology (age of the Earth, continental drift/plate tectonics).

5. Explain how theories are judged by how well they fit with other theories, the range of included observations, how well they explain observations and how effective they are in predicting new findings (geological dating of Earth materials, Earth formations, and the age of the Earth; plate tectonics).

6. Give examples that show how science is a social endeavor in which scientists share their knowledge with the expectation that it will be challenged continuously by the scientific community and others (age of Earth materials and the age of the Earth, details of Earth history).

7. Describe how individuals and teams contribute to science at different levels of complexity (student project work, methods of geoscientists).

Explain how ethical considerations shape scientific endeavors.

1. Recognize that bias affects outcomes (judgment of “fit” of continental boundaries, acceptance of movement of continents, interpretation of map features).

Explain how Societal issues and considerations affect the progress of science and technology.

1. Explain that the decision to develop a new technology is influenced by societal opinions and demands and by cost benefit considerations (development of technology in World War II leading to the development of plate tectonics, satellite mapping projects)

2. Describe the current and historical contributions of diverse peoples and cultures to science and technology and the scarcity and inaccessibility of information of some of these contributions (early ideas of geological formations and processes).

3. Recognize that social issues and challenges can affect progress in science and technology (mineral exploration, Project Moho, satellite mapping projects with geological implications).

Technology Standard

The student as an information navigator.

Benchmarks

Information acquisition: use online and electronic resources to communicate, collaborate and retrieve information.

Indicators

Use the Internet and other electronic resources for research and digital media retrieval.
Use electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail and the Internet.

Technology Standard

The student as a critical thinker and analyzer using technology.

Benchmarks

Source verification: research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems.

Indicators

Evaluate and critique the quality and credibility of electronic information.

Technology Standard

The student as a creator of knowledge using technology, media and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Use a variety of input and output devices to successfully use modern technologies.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Use word processing applications.
Use spreadsheet applications.
Use database applications.
Use draw and paint applications.
Integrate two or more applications.
Use electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Indicators

Create multimedia and/or online projects.
Present multimedia and/or online projects to an audience inside and outside of the classroom.
Print, post, publish and/or distribute technology products.

Technology Standard

The student as a discriminating selector of appropriate technology for specific purposes.

Benchmarks

Tool selection and use: determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Indicators

Make appropriate technology resource choices according to learning purposes and outcomes.

Technology Standard

The student as a technician.

Benchmarks

Terminology and usage: understand and communicate, using accurate terminology, common uses of technology in daily life, and the advantages and disadvantages of those uses provided.

Indicators

Demonstrate an understanding of terminology related to technology.

Basic operations and networking: understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.
Use basic operating system features. For example: using help menus and control panels.

Troubleshooting: apply strategies for identifying and solving routine hardware and software problems.

Employ basic technology troubleshooting and maintenance techniques.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.
Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake City School District Acceptable Use Policy (AUP).

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

ASTRONOMY

Earth and Space Sciences

Benchmarks

Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of Earth and space sciences.

Indicators

2. Describe advances in Earth and space science that have important, long-lasting effects on science and society.

Explain how technology can be used to gather evidence and increase our understanding of the universe.

1. Explain how scientists obtain information about the universe by using technology to detect electromagnetic radiation that is emitted, reflected or absorbed by stars and other objects (astronomy tools, electromagnetic spectrum).

2. Explain how the large-scale motion of objects in the universe is governed by gravitational forces and detected by observing electromagnetic radiation (gravitation).

3. Explain how astronomers infer that the whole universe is expanding by understanding how light seen from distant galaxies has longer apparent wavelengths than sources on or near Earth (astronomy tools, electromagnetic spectrum, cosmology).

Describe how Earth is made up of a series of interconnected systems and how a change in one system affects other systems.

2. Analyze how the regular and predictable motions of Earth, Sun, and Moon explain phenomena on Earth (Earth motions, moon motions, planet motions, cosmology).

Physical Sciences

Benchmarks

Demonstrate that waves (e.g., sound, seismic, water and light) have energy and waves can transfer energy when they interact with matter.

Indicators

1. Demonstrate that electromagnetic radiation is a form of energy. Recognize that light acts as a wave. Show that visible light is a part of the electromagnetic spectrum (origin and nature of electromagnetic spectrum)

Apply principles of forces and motion to mathematically analyze, describe and predict the net effects on objects or systems.

Science and Technology

Benchmarks

Explain that science and technology are interdependent; each drives the other.

Indicators

1. Learn how scientific inquiry is driven by the desire to understand the natural world and how technological design is driven by the need to meet human needs and solve human problems (development of astronomy by early cultures, exploration of the moon and planets

Predict how human choices today will determine the quality and quantity of life on Earth.

1. Explain why basic concepts and principles of science and technology should be a part of active debate about the economics, policies, politics, and ethics of various science-related and technology-related challenges (astronomy tools, exploration of the moon and planets).

2. Explain how science often advances with the introduction of new technologies (astronomy tools, exploration of the moon and planets, cosmology).

3. Describe how new technologies often extend the current levels of scientific understanding and introduce new areas of research (astronomy tools, exploration of the moon and planets, cosmology).

Scientific Inquiry

Benchmarks

Make appropriate choices when designing and participating in scientific investigations by using cognitive and manipulative skills when collecting data and formulating conclusions from the data.

Indicators

1. Evaluate assumptions that have been used in reaching scientific conclusions (early cultures, solar system theories, measurement of Earth, motions of sky bodies, measurement of speed of light cosmology).

2. Explain why the methods of an investigation are based on the questions being asked (early cultures, measurement of Earth, proofs of Earth motions, cosmology).

Scientific Ways of Knowing

Benchmarks

Explain how scientific evidence is used to develop and revise scientific predictions, ideas or theories

Indicators

1. Apply scientific inquiry to evaluate results of scientific investigations, observations,

theoretical models, and the explanations proposed by scientists (Kepler’s Laws, proofs of Earth motions, measurement of Earth, age of the universe).

2. Demonstrate that scientific explanations adhere to established criteria (possible life elsewhere, Apollo exploration of the moon, origin of the universe).

3. Explain why scientists can assume that the universe is a vast single system in which the basic rules are the same everywhere (electromagnetic spectrum, law of gravitation).

4. Explain how theories are judged by how well they fit with other theories, the range of included observations, how well they explain observations and how effective they are in predicting new findings (development of theories of the solar system, cosmology).

5. Give examples that show how science is a social endeavor in which scientists share their knowledge with the expectation that it will be challenged continuously by the scientific community and others (astronomical tools and technology, development of theories about the organization of the solar system).

6. Select a scientific model, concept, or theory and explain how it has been revised over time based on new knowledge, perceptions, or technology (Kepler’s Laws, the organization of the solar system, speed of light, cosmology).

7. Describe how individuals and teams contribute to science at different levels of complexity (development of astronomy by early cultures, astronomical tools and technology).

Explain how ethical considerations shape scientific endeavors.

1. Recognize that bias affects outcomes (lunar and planet exploration).

Explain how societal issues and considerations affect the progress of science and technology.

1. Explain that the decision to develop a new technology is influenced by societal opinions and demands and by cost benefit considerations (astronomy tools, exploration of the moon and planets).

3. Recognize that social issues and challenges can affect progress in science and technology (development of astronomy by early cultures, astronomy tools, exploration of the moon and planets).

Technology Standard

The student as an information navigator.

Benchmarks

Information acquisition: use online and electronic resources to communicate, collaborate and retrieve information.

Indicators

Use the Internet and other electronic resources for research and digital media retrieval.
Use electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail and the Internet.

Technology Standard

The student as a critical thinker and analyzer using technology.

Benchmarks

Source verification: research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems.

Indicators

Evaluate and critique the quality and credibility of electronic information.

Technology Standard

The student as a creator of knowledge using technology, media and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Use a variety of input and output devices to successfully use modern technologies.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

1. Use word processing applications.

2. Use spreadsheet applications.

3. Use database applications.

Use draw and paint applications.
Integrate two or more applications.
Use electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Indicators

Create multimedia and/or online projects.
Present multimedia and/or online projects to an audience inside and outside of the classroom.
Print, post, publish and/or distribute technology products.

Technology Standard

The student as a discriminating selector of appropriate technology for specific purposes.

Benchmarks

Tool selection and use: determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Indicators

Make appropriate technology resource choices according to learning purposes and outcomes.

Technology Standard

The student as a technician.

Benchmarks

Terminology and usage: understand and communicate, using accurate terminology, common uses of technology in daily life, and the advantages and disadvantages of those uses provided.

Indicators

Demonstrate an understanding of terminology related to technology.

Basic operations and networking: understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.
Use basic operating system features. For example: using help menus and control panels.

Troubleshooting: apply strategies for identifying and solving routine hardware and software problems.

Employ basic technology troubleshooting and maintenance techniques.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.
Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake City School District Acceptable Use Policy (AUP).

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

ECOLOGY HONORS

Earth and Space Sciences

Benchmarks

Explain how evidence from stars and other celestial objects provide information about the processes that cause changes in the composition and scale of the physical universe.

Indicators

1. Describe the current scientific evidence that supports the theory of the explosive expansion of the universe, the Big Bang, over 10 billion years ago.

Explain that many processes occur in patterns within the Earth’s systems.

1. Explain the relationships of the oceans to the lithosphere and atmosphere (e.g., transfer of energy, ocean currents, landforms).

2. Summarize the relationship between the climatic zone and the resultant biomes. (This includes explaining the nature of the rainfall and temperature of the mid-latitude climatic zone that supports the deciduous forest.)

3. Explain climate and weather patterns associated with certain geographic locations and features (e.g., tornado alley, tropical hurricanes and lake effect snow).

Explain the 4.5 billion-year-history of Earth and the 4 billion-year history of life on Earth based on observable scientific evidence in the geologic record.

1. Explain how geologic time can be estimated by multiple methods (e.g., rock sequences, fossil correlation, radiometric dating).

2. Describe how organisms on Earth contributed to the dramatic change in oxygen content of Earth’s early atmosphere.

Describe the finite nature of Earth’s resources and those human activities than can conserve or deplete Earth’s resources.

1. Explain how the acquisition and use of resources, urban growth and waste disposal can accelerate natural change and impact the quality of life.

2. Describe ways that human activity can alter biogeochemical cycles (e.g., carbon and nitrogen cycles) as well as food webs and energy pyramids (e.g., pest control, legume rotation crops vs. chemical fertilizers).

Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of Earth and space sciences.

1. Describe advances and issues in Earth and space science that have important long- lasting effects on science and society (e.g., geologic time scales, global warming, depletion of resources, exponential population growth).

Explain how technology can be used to gather evidence and increase our understanding of the universe.

Describe how Earth is made up of a series of interconnected systems and how a change in one system affects other systems.

1. Analyze how the regular and predictable motions of Earth, Sun and Moon explain phenomena on Earth (e.g., seasons, tides, eclipses and phases of the Moon).

2. Explain heat and energy transfers in and out of the atmosphere and its involvement in weather and climate (radiation, conduction, convection and advection).

3. Explain how interactions among Earth’s lithosphere, hydrosphere, atmosphere and biosphere have resulted in the ongoing changes of Earth’s system.

Explain that humans are an integral part of the Earth’s system and the choices humans make today impact natural systems in the future.

1. Explain the effects of biomass and human activity on climate (e.g., climatic change, global warming).

2. Analyze how materials from human societies (e.g., radioactive waste, air pollution) affect both physical and chemical cycles of Earth.

3. Explain ways in which humans have had a major effect on other species (e.g., the influence of humans on other organisms occurs through land use, which decreases space available to other species, and pollution, which changes the chemical composition of air, soil and water.

4. Explain how human behavior affects the basic processes of natural ecosystems and the quality of the atmosphere, hydrosphere and lithosphere.

5. Conclude that Earth has finite resources and explain that humans deplete some resources faster than they can be renewed.

Life Sciences

Benchmarks

Explain that cells are the basic unit of structure and function of living organisms, that once life originated all cells come from pre-existing cells, and that there are a variety of cell types.

Indicators

1. Explain that living cells

a. are composted of a small number of key chemical elements (carbon, hydrogen, oxygen, nitrogen, phosphorus and sulfur)

b. are the basic unit of structure and function of all living things

c. come from pre-existing cells after life originated, and

d. are different from viruses

Explain the characteristics of life as indicated by cellular processes and describe the process of cell division and development.

1. Explain the characteristics of life as indicated by cellular processes including

a. homeostasis

b. energy transfers and transformation

c. transportation of molecules

d. disposal of wastes

e. synthesis of new molecules

2. Summarize the general processes of cell division and differentiation, and explain why specialized cells are useful to organisms and explain that complex multi-cellular organisms are formed as highly organized arrangements of differentiated cells.

Explain the genetic mechanisms and molecular basis of inheritance.

1. Illustrate the relationship of the structure and function of DNA to protein synthesis and the characteristics of an organism.

2. Explain that a unit of hereditary information is called a gene, and genes may occur in different forms called alleles (e.g., gene for pea plant height has two alleles, tall and short).

4. Use the concepts of Mendelian and non-Mendelian genetics (e.g., segregation, independent assortment, dominant and recessive traits, sex-linked traits, jumping genes) to explain inheritance.

Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organismal and ecological).

1. Describe how matter cycles and energy flows through different levels of organization in living systems and between living systems and the physical environment. Explain how some energy is stored and much is dissipated into the environment as thermal energy (e.g., food webs and energy pyramids).

2. Describe how cells and organisms acquire and release energy (photosynthesis, chemosynthesis, cellular respiration and fermentation).

Explain how evolutionary relationships contribute to an understanding of the unity and diversity of life.

1. Describe that biological classification represents how organisms are related with species being the most fundamental unit of the classification system. Relate how biologists arrange organisms into a hierarchy of groups and subgroups based on similarities and differences that reflect their evolutionary relationships.

2. Explain that the variation of organisms within a species increases the likelihood that at least some members of a species will survive under gradually changing environmental conditions.

3. Relate diversity and adaptation to structures and their functions in living organisms (e.g., adaptive radiation).

Explain the structure and function of ecosystems and relate how ecosystems change over time.

1. Explain how living things interact with biotic and abiotic components of the environment (e.g., predation, competition, natural disasters and weather).

2. Relate how distribution and abundance of organisms and populations in ecosystems are limited by the ability of the ecosystem to recycle materials and the availability of matter, space and energy.

Describe how human activities can impact the status of natural systems.

2. Illustrate how uses of resources at local, state, regional, national, and global levels have affected the quality of life (e.g., energy production, sustainable vs. non-sustainable agriculture).

1. Recognize that a change in gene frequency (genetic composition) in a population over time is a foundation of biological evolution.

2. Explain that natural selection provides the following mechanism for evolution; undirected variation in inherited characteristics exist within every species. These characteristics may give individuals an advantage or disadvantage compared to others in surviving and reproducing, The advantaged offspring are more likely to survive and reproduce. Therefore, the proportion of individuals that have advantageous characteristics will increase. When an environment changes, the survival value of some inherited characteristics may change.

3. Describe how scientists continue to investigate and critically analyze aspects of evolutionary theory. (The intent of this indicator does not mandate the teaching or testing of intelligent design.)

Explain how natural selection and other evolutionary mechanisms account for the unity and diversity of past and present life forms.

2. Explain that life on Earth is thought to have begun as simple, one celled organisms approximately 4 billion years ago. During most of the history of Earth only single celled micro-organisms existed, but once cells with nuclei developed about a billion years ago, increasingly complex multi-cellular organisms evolved.

Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of life sciences.

1. Describe advances in life sciences that have important, long-lasting effects on science and society (e.g., biotechnology).

Explain how processes at the cellular level affect the functions and characteristics of an organism.

1. Describe how the maintenance of a relatively stable internal environment is required for the continuation of life, and explain how stability is challenged by changing physical, chemical and environmental conditions as well as the presence of pathogens.

2. Recognize that chemical bonds of food molecules contain energy. Energy is released when the bonds of food molecules are broken and new compounds with lower energy bonds are formed. Some of this energy is released as thermal energy.

3. Recognize that information stored in DNA provides the instructions for assembling protein molecules used by the cells that determine the characteristics of the organism.

4. Explain why specialized cells/structures are useful to plants and animals (e.g., stoma, phloem, xylem, blood, nerve, muscle, egg and sperm).

5. Explain that the Sun is essentially the primary source of energy for life. Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules.

6. Explain that carbon-containing molecules can be used to assemble larger molecules with biological activity (including proteins, DNA, sugars and fats). In addition, the energy stored in bonds between the atoms (chemical energy) can be used as sources of energy for life processes.

Explain how humans are connected to and impact natural systems

1. Relate how birth rates, fertility rates and death rates are affected by various environmental factors.

2. Examine the contributing factors of human population growth that impact natural systems such as levels of education, children in the labor force, education and employment of women, infant mortality rates, costs of raising children, birth control methods, and cultural norms.

3. Investigate the impact on the structure and stability of ecosystems due to changes in their biotic and abiotic components as a result of human activity.

Relate how biotic and abiotic global changes have occurred in the past and will continue to do so in the future.

1. Recognize that ecosystems change when significant climate changes occur or when one or more new species appear as a result of immigration or speciation.

2. Describe how the process of evolution has changed the physical world over geologic time.

3. Describe how geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations. Recognize that current methods include using the known decay rates of radioactive isotopes present in rocks to measure the time since the rock was formed.

4. Explain additional components of the evolution theory, including genetic drift, immigration, emigration and mutation.

Explain the interconnectedness of the components of a natural system.

1. Predict some possible impacts on an ecosystem with the introduction of a non-native species.

2. Show how populations can increase through linear or exponential growth with corresponding effects on resource use and environmental pollution.

3. Recognize that populations can reach or temporarily exceed the carrying capacity of a given environment. Show that the limitation is not just the availability of space but the number of organisms in relation to resources and the capacity of earth systems to support life.

4. Explain how environmental factors can influence heredity or development of organisms.

5. Relate diversity and adaptation to structures and functions of living organisms at various levels of organization.

6. Based on the structure and stability of ecosystems and their nonliving components, predict the biotic and abiotic changes in such systems when disturbed (e.g., introduction of non-native species, climatic change, etc.).

7. Explain why and how living systems require a continuous input of energy to maintain their chemical and physical organization. Explain that with death and the cessation of energy input, living systems rapidly disintegrate toward more disorganized states.

Explain how human choices today will affect the quality and quantity of life on earth.

1. Give examples of how human activity can accelerate rates of natural change and can have unforeseen consequences.

2. Investigate issues of environmental quality at local, regional, national and global levels such as population growth, resource use, population distribution, over-consumption, the capacity of technology to solve problems, poverty, the role of economics, politics and different ways humans view Earth.

Physical Sciences

Benchmarks

Trace the historical development of scientific theories and ideas, and describe emerging issues in the study of physical sciences.

Indicators

Explain how variations in the arrangement and motion of atoms and molecules form the basis of a variety of biological, chemical and physical phenomena.

1. Describe how a physical, chemical or ecological system in equilibrium may return to the same state of equilibrium if the disturbances it experiences are small. Large disturbances may cause it to escape that equilibrium and eventually settle into some other state of equilibrium.

Recognize that some atomic nuclei are unstable and will spontaneously break down.

2. Use the predictability of decay rates and the concept of half-life to explain how radioactive substances can be used in estimating the age of materials.

3. Describe how different atomic energy levels are associated with the electron configurations of atoms and electron configurations (and/or conformations) of molecules.

4. Explain how atoms and molecules can gain or lose energy in particular discrete amounts (quanta or packets); therefore they can only absorb or emit light at the wavelengths corresponding to these amounts.

Apply principles of forces and motion to mathematically analyze, describe and predict the net effects on objects or systems.

1. Explain how all matter tends toward more disorganized states and describe real world examples (e.g., erosion of rocks, expansion of the universe).

2. Use and apply the laws of motion to analyze, describe and predict the effects of forces on the motions of objects mathematically.

3. Recognize that the nuclear forces that hold the nucleus of an atom together, at nuclear distances, are stronger than the electric forces that would make it fly apart.

4. Recognize that nuclear forces are much stronger than electromagnetic forces, and electromagnetic forces are vastly stronger than gravitational forces. The strength of the nuclear forces explains why greater amounts of energy are released from nuclear reactions (e.g., from atomic and hydrogen bombs and in the Sun and other stars).

5. Describe how the observed wavelength of a wave depends upon the relative motion of the source and the observer (Doppler effect). If either is moving towards the other, the observed wavelength is shorter; if either is moving away, the observed wavelength is longer (e.g., weather radar, bat echoes, police radar).

6. Describe how gravitational forces act between all masses and always create a force of attraction. Recognize that the strength of the force is proportional to the masses and weakens rapidly with increasing distance between them.

Summarize the historical development of scientific theories and ideas within the study of physical sciences.

2. Describe concepts/ideas in physical sciences that have important, long-lasting effects on science and society (e.g., quantum theory, theory of relativity, age of the universe).

Science and Technology

Benchmarks

Explain the ways in which the processes of technological design respond to the needs of society.

Indicators

1. Identify a problem or need, propose designs and choose among alternative solutions for the problem.

2. Explain why a design should be continually assessed and the ideas of the design should be tested, adapted and refined.

Explain that science and technology are interdependent; each drives the other.

1. Describe means of comparing the benefits with the risks of technology and how science can inform public policy..

2. Cite examples of ways that scientific inquiry is driven by the desire to understand the natural world and how technology is driven by the need to meet human needs and solve human problems.

3. Describe examples of scientific advances and emerging technologies and how they may impact society.

Predict how human choices today will determine the quality and quantity of life on Earth.

1. Identify that science and technology are essential social enterprises but alone they can only indicate what can happen, not what should happen. Realize the latter involves human decisions about the use of knowledge.

2. Predict how decisions regarding the implementation of technologies involve the weighing of trade-offs between predicted positive and negative effects on the environment and/or humans.

3. Explore and explain any given technology that may have a different value for different groups of people and at different points in time (e.g., new varieties of farm plants and animals have been engineered by manipulating their genetic instructions to reproduce new characteristics).

5. Investigate that all fuels (e.g., fossil, solar, nuclear) have advantages and disadvantages; therefore society must consider the trade-offs among them (e.g., economic costs and environmental impact).

6. Research how scientific inquiry is driven by the desire to understand the natural world and how technological design is driven by the need to meet human needs and solve human problems.

7. Explain why basic concepts and principles of science and technology should be a part of active debate about the economics, policies, politics and ethics of various science-related and technology-related challenges.

Scientific Inquiry

Benchmarks

Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations.

Indicators

1. Distinguish between observations and inferences given a scientific situation.

2. Construct, interpret and apply physical and conceptual models that represent or explain systems, objects, events or concepts.

3. Develop oral and written presentations using clear language, accurate data, appropriate graphs, tables, maps and available technology.

4. Draw logical conclusions based on scientific knowledge and evidence from investigations.

5. Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology.

6. Use mathematical models to predict and analyze natural phenomena.

7. Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations.

8. Explain how new scientific data can cause any existing scientific explanation to be supported, revised or rejected.

Make appropriate choices when designing and participating in scientific investigations by using cognitive and manipulative skills when collecting data and formulating conclusions from the data.

1. Formulate testable hypotheses. Develop and explain the appropriate procedures, controls and variables (dependent and independent) in scientific experimentation.

2. Evaluate assumptions that have been used in reaching scientific conclusions.

3. Design and carry out scientific inquiry (investigation), communicate and critique results through peer review.

4. Explain why the methods of an investigation are based on the questions being asked.

5. Summarize data and construct a reasonable argument based on those data and other known information.

6. Create and clarify the method, procedures, controls and variables in complex scientific investigations.

7. Use appropriate summary statistics to analyze and describe data.

Scientific Ways of Knowing

Benchmarks

Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world.

Indicators

1. Comprehend that many scientific investigations require the contributions of women and men from different disciplines in and out of science. These people study different topics, use different techniques and have different standards of evidence but share a common purpose – to better understand a portion of our universe.

2. Demonstrate that reliable scientific evidence improves the ability of scientists to offer accurate predictions.

3. Discuss science as a dynamic body of knowledge that can lead to the development of entirely new disciplines.

4. Describe that scientists may disagree about explanations of phenomena, about interpretation of data or about the value of rival theories, but they do agree that questioning, response to criticism and open communication are integral to the process of science.

5. Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena.

Explain how scientific inquiry is guided by knowledge, observations, ideas and questions.

1. Justify that scientific theories are explanations of large bodies of information and/or observations that withstand repeated testing.

2. Explain that inquiry fuels observation and experimentation that produce data that are the foundation of scientific disciplines. Theories are explanations of these data.

3. Recognize that scientific knowledge and explanations have changed over time, almost always building on earlier knowledge.

Describe the ethical practices and guidelines in which science operates.

1. Illustrate that the methods and procedures used to obtain evidence must be clearly reported to enhance opportunities for further investigations.

2. Explain how support of ethical practices in science (e.g., individual observations and confirmations, accurate reporting, peer review and publication) are required to reduce bias.

3. Recognize that ethical considerations limit what scientists can do.

Recognize that scientific literacy is part of being a knowledgeable citizen.

1. Illustrate that much can be learned about the internal workings of science and the nature of science from the study of scientists, their daily work and their efforts to advance scientific knowledge in their area of study.

2. Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue.

3. Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue.

Explain how scientific evidence is used to develop and revise scientific predictions, ideas or theories.

1. Analyze a set of data to derive a hypothesis and apply that hypothesis to a similar phenomenon (e.g., biome data).

2. Apply scientific inquiry to evaluate results of scientific investigations, observations, theoretical models and the explanations proposed by other scientists.

3. Demonstrate that scientific explanations adhere to established criteria, for example, a proposed explanation must be logically, consistent, it must abide by the rules of evidence and it must be open to questions and modifications.

6. Evaluate scientific investigations by reviewing current scientific knowledge and the experimental procedures used, examining the evidence, identifying faulty reasoning, point out statements that go beyond the evidence and suggesting alternative explanations for the same observations.

7. Analyze a set of data to derive a principle and then apply that principle to a similar phenomenon (e.g., predator-prey relationships, properties of semiconductors).

Explain how ethical considerations shape scientific endeavors.

1. Recognize that bias affects outcomes. People tend to ignore evidence that challenges their beliefs but accept evidence that supports their beliefs. Scientists attempt to avoid bias in their work.

2. Describe the strongly held traditions of science that serve to keep scientists within the bounds of ethical professional behavior.

Explain how societal issues and considerations affect the progress of science and technology.

1. Explain that the decision to develop a new technology is influenced by societal opinions and demands and by cost benefit considerations.

2. Explain how natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society as well as cause risks.

3. Describe costs and trade-offs of various hazards – ranging from those with minor risk to a few people, to major catastrophes with major risk to many people. The scale of events and the accuracy with which scientists and engineers can (and cannot) predict events are important considerations.

4. Explain that scientists may develop and apply ethical tests to evaluate the consequences of their research when appropriate.

Technology Standard

The student as an information navigator.

Benchmarks

Information acquisition: use online and electronic resources to communicate, collaborate and retrieve information.

Indicators

Use the Internet and other electronic resources for research and digital media retrieval.
Use electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail and the Internet.

Technology Standard

The student as a critical thinker and analyzer using technology.

Benchmarks

Source verification: research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems.

Indicators

Evaluate and critique the quality and credibility of electronic information.

Technology Standard

The student as a creator of knowledge using technology, media and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Use a variety of input and output devices to successfully use modern technologies.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

2. Use word processing applications.

3. Use spreadsheet applications.

4. Use database applications.

5. Use draw and paint applications.

6. Integrate two or more applications.

7. Use electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Indicators

Create multimedia and/or online projects.
Present multimedia and/or online projects to an audience inside and outside of the classroom.
Print, post, publish and/or distribute technology products.

Technology Standard

The student as a discriminating selector of appropriate technology for specific purposes.

Benchmarks

Tool selection and use: determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Indicators

Make appropriate technology resource choices according to learning purposes and outcomes.

Technology Standard

The student as a technician.

Benchmarks

Terminology and usage: understand and communicate, using accurate terminology, common uses of technology in daily life, and the advantages and disadvantages of those uses provided.

Indicators

Demonstrate an understanding of terminology related to technology.

Basic operations and networking: understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.
Use basic operating system features. For example: using help menus and control panels.

Troubleshooting: apply strategies for identifying and solving routine hardware and software problems.

Employ basic technology troubleshooting and maintenance techniques.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.
Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake City School District Acceptable Use Policy (AUP).

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

CHEMISTRY AND CHEMISTRY HONORS

Chemistry students study elements, compounds, chemical equations, stoichiometric relationships, heat of reaction, rate of reaction, gases, solids, solutions, acids and bases, titration, pH, organic chemicals, atomic structure, periodic behavior, chemical bonding and oxidation-reduction reactions. Frequent laboratory experiments are designed to reinforce and complement each of the units.

Chemistry Honors students study the same basic concepts of chemistry with a greater emphasis on problem solving and quantitative concepts. Weekly laboratory experiments are designed to complement each unit while placing a great emphasis on critical thinking. The course is designed to enable students to sequence into Advanced Placement Chemistry and is for students intending to major in a science related field in college. A project or term paper will be required.

Earth and Space Sciences

Benchmarks

Explain how evidence from stars and other celestial objects provide information about the processes that cause changes in the composition and scale of the physical universe.

Indicators

1. Describe that stars produce energy from nuclear reactions and that processes in stars have led to the formation of all elements beyond hydrogen and helium.

2. Describe the current scientific evidence that supports the theory of the explosive expansion of the universe, the Big Bang, over 10 billion years ago.

Explain that many processes occur in patterns within the Earth’s systems.

1. Explain the relationships of the oceans to the lithosphere and atmosphere (e.g., transfer of energy, ocean currents and landforms).

3. Explain climate and weather patterns associated with certain geographic locations and features (e.g., tornado alley, tropical hurricanes and lake effect snow).

Explain the 4.5 billion-year-history of Earth and the 4 billion-year-history of life on Earth based on observable scientific evidence in the geologic record.

1. Explain that gravitational forces govern the characteristics and movement patterns of the planets, comets and asteroids in the solar system.

2. Explain how geologic time can be estimated by multiple methods (e.g., rock sequences, fossil correlation and radiometric dating).

3. Describe how organisms on Earth contributed to the dramatic change in oxygen content of Earth’s early atmosphere.

Explain how technology can be used to gather evidence and increase our understanding of the universe.

1. Explain how scientists obtain information about the universe by using technology to detect electromagnetic radiation that is emitted, reflected or absorbed by stars and other objects.

2. Explain how the large-scale motion of objects in the universe is governed by gravitational forces and detected by observing electromagnetic radiation.

3. Explain how information about the universe is inferred by understanding that stars and other objects in space emit, reflect or absorb electromagnetic radiation, which we then detect.

4. Explain how astronomers infer that the whole universe is expanding by understanding how light seen from distant galaxies has longer apparent wavelengths than comparable light sources close to Earth.

Life Sciences

Benchmarks

Explain how processes at the cellular level affect the functions and characteristics of an organism.

Indicators

1. Recognize that chemical bonds of food molecules contain energy. Energy is released when the bonds of food molecules are broken and new compounds with lower energy bonds are formed. Some of this energy is released as thermal energy.

2. Explain that the Sun is essentially the primary source of energy for life. Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules.

CHEMISTRY HONORS:

3. Recognize that information stored in DNA provides the instructions for assembling protein molecules used by the cells that determine the characteristics of the organism.

4. Explain that carbon-containing molecules can be used to assemble larger molecules with biological activity (including proteins, DNA, sugars and fats). In addition, the energy stored in bonds between the atoms (chemical energy) can be used as sources of energy for life processes.

Explain how the molecular basis of life and the principles of genetics determine inheritance.

1. Examine the inheritance of traits through one or more genes and how a single gene can influence more than one trait.

2. Explain how developmental differentiation is regulated through the expression of different genes.

Explain how human choices today will affect the quality and quantity of life on earth.

1. Give examples of how human activity can accelerate rates of natural change and can have unforeseen consequences.

Physical Sciences

Benchmarks

Describe that matter is made of minute particles called atoms and atoms are comprised of even smaller components. Explain the structure and properties of atoms.

Indicators

2. Illustrate that atoms with the same number of positively charged protons and negatively charged electrons are electrically neutral.

4. Describe how ions are formed when at atom or a group of atoms acquire an unbalanced charge by gaining or losing one or more electrons.

Explain how atoms react with each other to form other substances and how molecules react with each other or other atoms to form even different substances.

3. Demonstrate that the pH scale (0-14) is used to measure acidity and classify substances or solutions as acidic, basic or neutral.

1. Investigate the properties of pure substances and mixtures (e.g., density, conductivity, hardness, properties of alloys, superconductors and semiconductors).

2. Compare the conductivity of different materials and explain the role of electrons in the ability to conduct electricity.

Demonstrate that energy can be considered to be either kinetic (motion) or potential (stored).

1. Explain how an object’s kinetic energy depends on its mass and its speed (KI=1/2mv²).

Explain how energy may change form or be redistributed but the total quantity of energy is conserved.

1. Describe radioactive substances as unstable nuclei that undergo random spontaneous nuclear decay emitting particles and/or high-energy wavelike radiation.

4. Trace the transformations of energy within a system (e.g., chemical to electrical to mechanical) and recognize that energy is conserved. Show that these transformations involve the release of some thermal energy.

5. Illustrate that chemical reactions are either endothermic or exothermic (e.g., cold packs, hot packs and the burning of fossil fuels).

Demonstrate that waves (e.g., sound, seismic, water, light) have energy and waves can transfer energy when they interact with matter.

2. Show how the properties of a wave depend on the properties of the medium through which it travels. Recognize that electromagnetic waves can be propagated without a medium.

Explain how variations in the arrangement and motion of atoms and molecules form the basis of a variety of biological, chemical and physical phenomena.

2. Explain how atoms join with one another in various combinations in distinct molecules or in repeating crystal patterns.

Recognize that some atomic nuclei are unstable and will spontaneously break down.

1. Explain the characteristics of isotopes. The nucleus of radioactive isotopes is unstable and spontaneously decays emitting particles and/or wavelike radiation. It cannot be predicted exactly, when, if ever, an unstable nucleus will decay, but a large group of identical nuclei decay at a predictable rate.

Chemistry Honors:

2. Use the predictability of decay rates and the concept of half-life to explain how radioactive substances can be used in estimating the age of materials.

Describe how atoms and molecules can gain or lose energy only in discrete amounts.

1. Describe how different atomic energy levels are associated with the electron configurations of atoms and electron configurations (and/or conformations) of molecules.

2. Explain how atoms and molecules can gain or lose energy in particular discrete amounts (quanta or packets); therefore, they can only absorb or emit light at the wavelengths corresponding to these amounts.

Apply principles of forces and motion to mathematically analyze, describe and predict the net effects on objects or systems.

1. Recognize that the nuclear forces that hold the nucleus of an atom together, at nuclear distances, are stronger than the electric forces that would make it fly apart.

2. Recognize that nuclear forces are much stronger than electromagnetic forces, and electromagnetic forces are vastly stronger than gravitational forces. The strength of the nuclear forces explain why greater amounts of energy are released from nuclear reactions (e.g., from atomic and hydrogen bombs and in the sun and other stars).

3. Describe how the observed wavelength of a wave depends upon the relative motion of the source and the observer (Doppler effect). If either is moving towards the other, the observed wavelength is shorter; if either is moving away, the observed wavelength is longer (e.g., weather radar, bat echoes and police radar).

Trace the historical development of scientific theories and ideas, and describe emerging issues in the study of physical sciences.

Science and Technology

Benchmarks

Explain the ways in which the processes of technological design respond to the needs of society.

Indicators

1. Identify a problem or need, propose designs and choose among alternative solutions for the problem.

2. Explain why a design should be continually assessed and the ideas of the design should be tested, adapted and refined.

3. Explain that when evaluating a design for a device or process, thought should be given to how it will be manufactured, operated, maintained, replaced and disposed of in addition to who will sell, operate and take care of it. Explain how the costs associated with these considerations may introduce additional constraints on the design.

Explain that science and technology are interdependent; each drives the other.

1. Describe means of comparing the benefits with the risks of technology and how science can inform public policy.

2. Cite examples of ways that scientific inquiry is driven by the desire to understand the natural world and how technology is driven by the need to meet human needs and solve human problems.

3. Describe examples of scientific advances and emerging technologies and how they may impact society.

Predict how human choices today will determine the quality and quantity of life on Earth.

2. Predict how decisions regarding the implementation of technologies involve the weighing of trade-offs between predicted positive and negative effects on the environment and/or humans.

5. Investigate that all fuels (e.g., fossil, solar, nuclear) have advantages and disadvantages; therefore, society must consider the trade-offs among them (e.g., economic costs and environmental impact).

6. Research sources of energy beyond traditional fuels and the advantages, disadvantages and trade-offs society must consider when using alternative sources (e.g., biomass, solar, hybrid engines, wind, fuel cells).

Scientific Inquiry

Benchmarks

Participate in and apply the process of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations.

Indicators

1. Construct, interpret and apply physical and conceptual models that represent or explain systems, objects, events or concepts.

2. Decide what degree of precision based on the data is adequate and round off the results of calculator operations to the proper number of significant figures to reasonably reflect those of the inputs.

3. Develop oral and written presentations using clear language, accurate data, appropriate graphs, tables, maps and available technology.

4. Draw logical conclusions based on scientific knowledge and evidence from investigations.

5. Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g., OSHA, MSDS, eyewash, goggles, ventilation).

6. Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology.

7. Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations.

8. Explain how new scientific data can cause any existing scientific explanation to be support, revised or rejected.

Make appropriate choices when designing and participating in scientific investigations by using cognitive and manipulative skills when collecting data and formulating conclusions from the data.

1. Formulate testable hypotheses. Develop and explain the appropriate procedures, controls and variables (dependent and independent) in scientific experimentation.

2. Evaluate assumptions that have been used in reaching scientific conclusions.

Scientific Ways of Knowing

Benchmarks

Explain how scientific evidence is used to develop and revise scientific predictions, ideas or theories.

Indicators

Analyze a set of data to derive a hypothesis and apply that hypothesis to a similar phenomenon (e.g., biome data).
Apply scientific inquiry to evaluate results of scientific investigations, observations, theoretical models and the explanations proposed by other scientists.
Demonstrate that scientific explanations adhere to established criteria (e.g., a proposed explanation must be logically consistent, it must abide by the rules of evidence and it must be open to questions and modifications).
Explain why scientists can assume that the universe is a vast single system in which the basic rules are the same everywhere.
Explain how theories are judged by how well they fit with other theories, the range of included observations, how well they explain observations and how effective they are in predicting new findings.

Explain how scientific inquiry is guided by knowledge, observations, ideas and questions.

Justify that scientific theories are explanations of large bodies of information and/or observations that withstand repeated testing.
Explain that inquiry fuels observation and experimentation that produce data that are the foundation of scientific disciplines. Theories are explanations of these data.
Recognize that scientific knowledge and explanations have changed over time, almost always building on earlier knowledge.

Recognize that scientific literacy is part of being a knowledgeable citizen.

Illustrate that much can be learned about the internal workings of science and the nature of science from the study of scientists, their daily work and their efforts to advance scientific knowledge in their area of study.
Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue.

Explain how ethical considerations shape scientific endeavors.

Recognize that bias affect outcomes. People tend to ignore evidence that challenges their beliefs but accept evidence that supports their beliefs. Scientists attempt to avoid bias in their work.
Describe the strongly held traditions of science that serve to keep scientists within the bounds of ethical professional behavior.

Explain how societal issues and considerations affect the progress of science and technology.

Explain that the decision to develop a new technology is influenced by societal opinions and demands and by cost benefit considerations.
Explain how natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society as well as cause risks.
Describe costs and trade-offs of various hazards – ranging from those with minor risk to a few people, to major catastrophes with major risk to many people. The scale of events and the accuracy with which scientists and engineers can (and cannot) predict events are important considerations.
Research the role of science and technology in careers that students plan to pursue.

Technology Standard

The student as an information navigator.

Benchmarks

Information acquisition: use online and electronic resources to communicate, collaborate and retrieve information.

Indicators

Use the Internet and other electronic resources for research and digital media retrieval.
Use electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail and the Internet.

Technology Standard

The student as a critical thinker and analyzer using technology.

Benchmarks

Source verification: research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems.

Indicators

Evaluate and critique the quality and credibility of electronic information.

Technology Standard

The student as a creator of knowledge using technology, media and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Use a variety of input and output devices to successfully use modern technologies.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Use word processing applications.
Use spreadsheet applications.
Use database applications.
Use draw and paint applications.
Integrate two or more applications.
Use electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Indicators

Create multimedia and/or online projects.
Present multimedia and/or online projects to an audience inside and outside of the classroom.
Print, post, publish and/or distribute technology products.

Technology Standard

The student as a discriminating selector of appropriate technology for specific purposes.

Benchmarks

Tool selection and use: determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Indicators

Make appropriate technology resource choices according to learning purposes and outcomes.

Technology Standard

The student as a technician.

Benchmarks

Terminology and usage: understand and communicate, using accurate terminology, common uses of technology in daily life, and the advantages and disadvantages of those uses provided.

Indicators

Demonstrate an understanding of terminology related to technology.

Basic operations and networking: understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.
Use basic operating system features. For example: using help menus and control panels.

Troubleshooting: apply strategies for identifying and solving routine hardware and software problems.

1. Employ basic technology troubleshooting and maintenance techniques.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.
Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake City School District Acceptable Use Policy (AUP).

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

CONSERVATION

Earth and Space Sciences

Benchmarks

Explain that many processes occur in patterns within the Earth’s systems.

Indicators

1. Explain the relationships of the oceans to the lithosphere and atmosphere (e.g., transfer of energy, ocean currents, landforms).

3. Explain climate and weather patterns associated with certain geographic locations and features (e.g., tornado alley, tropical hurricanes and lake effect snow).

Explain the 4.5 billion-year-history of Earth and the 4 billion-year-history of life on Earth based on observable scientific evidence in the geologic record.

1. Explain how geologic time can be estimated by multiple methods (e.g., rock sequences, fossil correlation, radiometric dating).

2. Describe how organisms on Earth contributed to the dramatic change in oxygen content of Earth’s early atmosphere.

Describe the finite nature of Earth’s resources and those human activities that can conserve or deplete Earth’s resources.

1. Explain how the acquisition and use of resources, urban growth and waste disposal can accelerate natural change and impact the quality of life.

Explain the processes that move and shape Earth’s surface.

1. Explain how the slow movement of material within Earth results from:

a. thermal energy transfer (conduction and convection) from the deep interior;

b. the action of gravitational forces on regions of different density.

2. Explain the results of plate tectonic activity (e.g., magma generation, igneous intrusion, metamorphism, volcanic action, earthquakes, faulting and folding).

3. Explain sea-floor spreading and continental drift using scientific evidence (e.g., fossil distributions, magnetic reversals and radiometric dating).

Describe how Earth is made up of a series of interconnected systems and how a change in one system affects other systems.

1. Analyze how the regular and predictable motions of Earth, Sun and Moon explain phenomena on Earth (e.g., seasons, tides, eclipses and phases of the Moon).

2. Explain heat and energy transfers in and out of the atmosphere and its involvement in weather and climate (radiation, conduction, convection and advection).

3. Explain the impact of oceanic and atmospheric currents on weather and climate.

4. Use appropriate data to analyze and predict upcoming trends in global weather patterns (e.g., el Niňo and la Niňa, melting glaciers and icecaps, changes in ocean surface temperatures).

5. Explain how interactions among Earth’s lithosphere, hydrosphere, atmosphere and biosphere have resulted in the ongoing changes of Earth’s system.

6. Investigate how thermal energy transfers in the world’s oceans impact physical features (e.g., ice caps, oceanic and atmospheric currents) and weather patterns.

Explain that humans are an integral part of the Earth’s system and the choices humans make today impact natural systems in the future.

1. Explain the effects of biomass and human activity on climate (e.g., climatic change, global warming).

2. Analyze how materials from human societies (e.g., radioactive waste, air pollution) affect both physical and chemical cycles of Earth.

3. Explain ways in which humans have had a major effect on other species (e.g., the influence of humans on other organisms occurs through land use, which decreases space available to other species and pollution, which changes the chemical composition of air, soil and water).

4. Explain how human behavior affects the basic processes of natural ecosystems and the quality of the atmosphere, hydrosphere and lithosphere.

5. Conclude that Earth has finite resources and explain that humans deplete some resources faster than they can be renewed.

Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of Earth and space sciences.

1. Use historical examples to explain how new ideas are limited by the context in which they are conceived; are often initially rejected by the scientific establishment and social establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., heliocentric theory, plate tectonics theory, global warming and theory of continental drift).

2. Describe advances and issues in Earth and space science that have important long-lasting effects on science and society (e.g., geologic time scales, global warming, depletion of resources, exponential population growth, heliocentric theory, plate tectonics theory).

Life Sciences

Benchmarks

Explain that cells are the basic unit of structure and function of living organisms, that once life originated all cells come from pre-exiting cells, and that there are a variety of cell types.

Indicators

1. Explain that living cells

a. are composed of a small number of key chemical elements (carbon, hydrogen, oxygen, nitrogen, phosphorus and sulfur)

b. are the basic unit of structure and function of all living things

c. come from pre-existing cells after life originated, and

d. are different from viruses

Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organismal and ecological).

1. Describe how matter cycles and energy flows through different levels of organization in living systems and between living systems and the physical environment. Explain how some energy is stored and much is dissipated into the environment as thermal energy (e.g., food webs and energy pyramids).

2. Describe how cells and organisms acquire and release energy (photosynthesis, chemosynthesis, cellular respiration and fermentation).

Explain how evolutionary relationships contribute to an understanding of the unity and diversity of life.

2. Explain that the variation of organisms within a species increases the likelihood that at least some members of a species will survive under gradually changing environmental conditions.

Explain the structure and function of ecosystems and relate how ecosystems change over time.

1. Explain how living things interact with biotic and abiotic components of the environment (e.g., predation, competition, natural disasters and weather).

2. Relate how distribution and abundance of organisms and populations in ecosystems are limited by the ability of the ecosystem to recycle materials and the availability of matter, space and energy.

Describe how human activities can impact the status of natural systems.

2. Illustrate how uses of resources at local, state, regional, national, and global levels have affected the quality of life (e.g., energy production, sustainable vs. non-sustainable agriculture).

1. Explain that natural selection provides the following mechanism for evolution; undirected variation in inherited characteristics exist within every species. These characteristics may give individuals an advantage or disadvantage compared to others in surviving and reproducing. The advantaged offspring are more likely to survive and reproduce. Therefore, the proportion of individuals that have advantageous characteristics will increase. When an environment changes, the survival value of some inherited characteristics may change.

Explain how natural selection and other evolutionary mechanisms account for the unity and diversity of past and present life forms.

2. Explain that life on Earth is thought to have begun as simple, one celled organisms approximately 4 billion years ago. During most of the history of Earth only single celled microorganisms existed, but once cells with nuclei developed about a billion years ago, increasingly complex multi-cellular organisms evolved.

Explain how processes at the cellular level affect the functions and characteristics of an organism.

2. Recognize that information stored in DNA provides the instructions for assembling protein molecules used by the cells that determine the characteristics of the organism.

3. Explain that the sun is essentially the primary sources of energy for life. Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between the atoms of carbon-containing (organic) molecules.

Explain how humans are connected to and impact natural systems.

1. Relate how birth rates, fertility rates and death rates are affected by various environmental factors.

2. Investigate the impact on the structure and stability of ecosystems due to changes in their biotic and abiotic components as a result of human activity.

Relate how biotic and abiotic global changes have occurred in the past and will continue to do so in the future.

1. Recognize that ecosystems change when significant climate changes occur or when one or more new species appear as a result of immigration or speciation.

2. Describe how the process of evolution has changed the physical world over geologic time.

Explain the interconnectedness of the components of a natural system.

1. Predict some possible impacts on an ecosystem with the introduction of a non-native species.

2. Show how populations can increase through linear or exponential growth with corresponding effects on resource use and environmental pollution.

4. Explain how environmental factors can influence heredity or development of organisms.

5. Relate diversity and adaptation to structures and functions of living organisms at various levels of organization.

7. Explain why and how living systems require a continuous input of energy to maintain their chemical and physical organization. Explain that with death and cessation of energy input, living systems rapidly disintegrate toward more disorganized states.

Explain how human choices today will affect the quality and quantity of life on earth.

1. Give examples of how human activity can accelerate rates of natural change and can have unforeseen consequences.

2. Investigate issues of environmental quality at local, regional, national and global levels such as population growth, resource sue, population distribution, over-consumption, the capacity of technology to solve problems, poverty, the role of economics, politics and different ways humans view Earth.

Physical Sciences

Benchmarks

Explain how variations in the arrangement and motion of atoms and molecules form the basis of a variety of biological, chemical and physical phenomena.

Indicators

Describe how atoms and molecules can gain or lose energy only is discrete amounts.

1. Describe real world examples showing that all energy transformations tend toward disorganized states (e.g., fossil fuel combustion, food pyramids, electrical use).

Apply principles of forces and motion to mathematically analyze, describe and predict the net effects on objects or systems.

1. Explain how all matters tends toward more disorganized states and describe real world examples (e.g., erosion of rocks, expansion of the universe).

Science and Technology

Benchmarks

Explain the ways in which the processes of technological design respond to the needs of society.

Indicators

1. Identify a problem or need, propose designs and choose among alternative solutions for the problem.

Explain that science and technology are interdependent; each drives the other.

Describe means of comparing the benefits with the risks of technology and how science can inform public policy.
Cite examples of ways that scientific inquiry is driven by the desire to understand then natural world and how technology is driven by the need to meet human needs and solve human problems.
Describe examples of scientific advances and emerging technologies and how they may impact society.

Predict how human choices today will determine the quality and quantity of life on Earth.

Identify that science and technology are essential social enterprises but alone they can only indicate what can happen, not what should happen. Realize the latter involves human decisions about the use of knowledge.
Predict how decisions regarding the implementation of technologies involve the weighing of trade-offs between predicted positive and negative effects on the environment and/or humans.
Explain why basic concepts and principles of science and technology should be a part of active debate about the economics, policies, politics and ethics of various science-related and technology-related challenges.
Investigate that all fuels (e.g., fossil, solar, nuclear) have advantages and disadvantages; therefore, society must consider the trade-offs among them (e.g., economic costs and environmental impact).
Research sources of energy beyond traditional fuels and the advantages, disadvantages and trade-offs society must consider when using alternative sources (e.g., biomass, solar, hybrid engines, wind, fuel cells).
Research how scientific inquiry is driven by the desire to understand the natural world and how technological design is driven by the need to meet human needs and solve human problems.
Explain why basic concepts and principles of science and technology should be a part of active debate about the economics, policies, politics and ethics of various science-related and technology-related challenges.

Scientific Inquiry

Benchmarks

Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations.

Indicators

1. Distinguish between observations and inferences given a scientific situation.

2. Construct, interpret and apply physical and conceptual models that represent or explain systems, objects, events or concepts.

3. Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations.

4. Explain how new scientific data can cause any existing scientific explanation to be supported, revised or rejected.

Make appropriate choices when designing and participating in scientific investigations by using cognitive and manipulative skills when collecting data and formulating conclusions from the data.

1. Formulate testable hypotheses. Develop and explain the appropriate procedures, controls and variables (dependent and independent) in scientific experimentation.

2. Evaluate assumptions that have been used in reaching scientific conclusions.

3. Formulate testable hypotheses. Develop and explain the appropriate procedures, controls and variables (dependent and independent) in scientific experimentation.

4. Create and clarify the method, procedures, controls and variables in complex scientific investigations.

Scientific Ways of Knowing

Benchmarks

Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world.

Indicators

1. Comprehend that many scientific investigations require the contributions of women and men from different disciplines in and out of science. These people study different topics, use different techniques and have different standards of evidence but share a common purpose – to be understand a portion of our universe.

2. Demonstrate that reliable scientific evidence improves the ability of scientists to offer accurate predictions.

3. Describe that scientists may disagree about explanations of phenomena, about interpretation of data or about the value of rival theories, but they do agree that questioning, response to criticism and open communication are integral to the process of science.

4. Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena.

Explain how scientific inquiry is guided by knowledge, observations, ideas and questions.

Justify that scientific theories are explanations of large bodies of information and/or observations that withstand repeated testing.
Explain that inquiry fuels observation and experimentation that produce data that are the foundation of scientific disciplines. Theories are explanations of these data.
Recognize that scientific knowledge and explanations have changed over time, almost always building on earlier knowledge.

Describe the ethical practices and guidelines in which science operates.

Explain how support of ethical practices in science (e.g., individual observations and confirmations, accurate reporting, peer review and publication) is required to reduce bias.
Recognize that ethical considerations limit what scientists can do.

Recognize that scientific literacy is part of being a knowledgeable citizen.

1. Illustrate that much can be learned about the internal workings of science and the nature of science from the study of scientists, their daily work and their efforts to advance scientific knowledge in their area of study.

2. Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue.

Explain how scientific evidence is used to develop and revise scientific predictions, ideas or theories.

Analyze a set of data to derive a hypothesis and apply that hypothesis to a similar phenomenon (e.g., biome data).
Give examples that show how science is a social endeavor in which scientists share their knowledge with the expectation that it will be challenged continuously by the scientific community and others.
Describe how individuals and teams contribute to science and engineering at different levels of complexity (e.g., an individual may conduct basic field studies, hundreds of people may work together on major scientific questions or technical problems).

Explain how ethical considerations shape scientific endeavors.

Recognize that bias affects outcomes. People tend to ignore evidence that challenges their beliefs but accept evidence that supports their beliefs. Scientists attempt to avoid bias in their work.

Explain how societal issues and considerations affect the progress of science and technology.

Explain that the decision to develop a new technology is influenced by societal opinions and demands and by cost benefit considerations.
Explain how natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society as well as cause risks.
Describe costs and trade-offs of various hazards – ranging from those with minor risk to a few people to major catastrophes with major risk to many people. The scale of events and the accuracy with which scientists and engineers can (and cannot) predict events are important considerations.
Recognize that individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them.
Recognize that social issues and challenges can affect progress in science and technology (e.g., funding priorities for specific health problems serve as examples of ways that social issues influence science and technology).

Technology Standard

The student as an information navigator.

Benchmarks

Information acquisition: use online and electronic resources to communicate, collaborate and retrieve information.

Indicators

Use the Internet and other electronic resources for research and digital media retrieval.
Use electronics to communicate and collaborate with others. For example, communicate with outside groups, classes, and experts via e-mail and the Internet.

Technology Standard

The student as a critical thinker and analyzer using technology.

Benchmarks

Source verification: research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems.

Indicators

Evaluate and critique the quality and credibility of electronic information.

Technology Standard

The student as a creator of knowledge using technology, media and telecommunications.

Benchmarks

Input and output devices: use input and output devices to successfully use modern technologies.

Indicators

Use a variety of input and output devices to successfully use modern technologies.

Productivity tools: use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

1. Use word processing applications.

Use spreadsheet applications.
Use database applications.
Use draw and paint applications.
Integrate two or more applications.
Use electronic resources to practice skills and remediate deficits.

Technology Standard

The student as an effective communicator through a variety of appropriate technologies/media.

Benchmarks

Indicators

Create multimedia and/or online projects.
Present multimedia and/or online projects to an audience inside and outside of the classroom.
Print, post, publish and/or distribute technology products.

Technology Standard

The student as a discriminating selector of appropriate technology for specific purposes.

Benchmarks

Tool selection and use: determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Indicators

Make appropriate technology resource choices according to learning purposes and outcomes.

Technology Standard

The student as a technician.

Benchmarks

Terminology and usage: understand and communicate, using accurate terminology, common uses of technology in daily life, and the advantages and disadvantages of those uses provided.

Indicators

Demonstrate an understanding of terminology related to technology.

Basic operations and networking: understand and effectively utilize a networked computer system.

1. Access, print, save and retrieve resources using the network.

2. Use basic operating system features. For example: using help menus and control panels.

Troubleshooting: apply strategies for identifying and solving routine hardware and software problems.

1. Employ basic technology troubleshooting and maintenance techniques.

Technology Standard

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmarks

Ethics: advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Indicators

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.
Demonstrate appropriate behavior for technology use and show respect for technology.
Apply and advocate the Westlake City School District Acceptable Use Policy (AUP).

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

ASTRONOMY

Prerequisite: Algebra I and Geometry taken previously or concurrently.

(10-12)

18 weeks

.50 Credit

Taken with Geology (see the Geology offering), Astronomy offers an excellent idea of the earth and its place in the universe. A full science credit is earned when both are taken. (Astronomy may be taken alone.) Astronomy and Geology are offered during the same period both semesters. Although most sessions meet at Westlake High School, students must ride a Westlake City Schools’ bus to and from the district planetarium at Parkside Middle School for lab experiences. First period Astronomy will sometimes miss homeroom. Beginning topics are points and circles of the celestial sphere, time, and earth motions in space. The constellations and stars visible during each season are learned in the planetarium setting; testing for recognition is also done in the planetarium. Other units include the moon and the solar system. Some geometry is applied to astronomical topics. This course provides significant laboratory experience to fulfill college admission standards.

FUNDAMENTAL BIOLOGY

(9-10)

36 weeks

1.00 Credit

Fundamental Biology offers basic information on living things and the processes of life on a selective yet comprehensive introduction to applied biology. This course will provide for a variety of everyday experiences and a better understanding and appreciation of life forms and their processes. The course includes such topics as: living things, life processes, classification of organisms, basic anatomy and physiology, and ecological principles.

BIOLOGY

Prerequisite: Physical Science

(10-12)

36 weeks

1.00 Credit

Biology offers a presentation of the principles underlying living phenomena. This course includes cellular biology, microbiology, human biology, plant biology, classification of animals, and genetics. Laboratory experiences will be dependent upon the schedule. Goggles and gloves may be required for each student.

BIOLOGY HONORS

Prerequisite: Teacher/

Counselor recommendation, an “A” in Physical Science, or a “B” or better in Physical Science Honors is recommended.

(10)

36 weeks

1.00 Credit

Biology Honors is an advanced course taught as phase one of the A.P. Biology course. It is the first year sequence which prepares biology honor students for mastering the A.P. Biology exam. Enrolling in Honors Biology does not obligate students into taking A.P. Biology. Lessons will include higher level thinking skills, problem solving, divergent questioning, teamwork, and independent study. Laboratory experiences will be offered. Dissections of a dogfish shark and cat are tools in which the student learns chordate skeletal structure, musculature, and organ systems. Great emphasis is placed on respect for the specimens and proper procedure must be followed during all dissections. Goggles and gloves will be required for each student. Selection of this course will require two consecutive periods.

ADVANCED PLACEMENT

BIOLOGY

Prerequisites: Teacher AND Counselor recommendation. A “B” or better in Biology Honors, Chemistry (NOT TO BE TAKEN CONCURRENTLY), and Algebra.

(12 and advanced 11)

36 weeks

1.00 Credit

Fee: AP Exam

The AP Biology course is designed to be taken by students after the successful completion of a first course in high school biology and one in high school chemistry as well. It aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology. (Excerpt from the College Board AP Biology description.)

Our Advanced Placement Biology course explores, analyzes, and expounds upon previously learned biological topics and concepts. Students will be introduced to biochemical/molecular biology. Mendelian genetics, heredity, cellular physiology/function, gene expression, population genetics, evolution, ecology, animal structure/function, animal behavior, and plant structure/function. Advanced laboratories are an integral part of the curriculum and learning experience. This course provides significant laboratory experience and topic coverage to fulfill college admission standards. Goggles and disposable gloves are required. Selection of this course will require two consecutive periods.

CHEMISTRY

Prerequisite: Biology and Algebra. At least a “B” in Algebra is considered necessary for success in Chemistry.

(11-12)

36 weeks

1.00 Credit

Chemistry students study elements, compounds, chemical equations, stoichiometric relationships, heat of reaction, rate of reaction, gases, solids, solutions, acids and bases, titration, pH, organic chemicals, atomic structure, periodic behavior, chemical bonding, and oxidation-reduction reactions. Weekly laboratory experiments complement each of the units. Students will need to purchase laboratory manual (approximately $15.00), scientific calculator, and safety goggles. This course provides significant laboratory experience to fulfill college admission standards.

CHEMISTRY HONORS

Prerequisite: Teacher/

Counselor recommendation Advanced Algebra (can be taken concurrently).

(11)

36 weeks 1.00 Credit

Chemistry Honors students study the basic concepts of chemistry with a greater emphasis on problem solving and quantitative concepts. Weekly laboratory experiments emphasize critical thinking. This course is designed to enable students to sequence into Advanced Placement Chemistry and is for students intending to major in a science related field in college. A project or term paper will be required. Students will need to purchase laboratory manual (approximately $16.00), scientific calculator, and safety goggles. This course provides significant laboratory experience to fulfill college admission standards. Selection of this course will require two consecutive periods.

ADVANCED PLACEMENT

CHEMISTRY

Prerequisite: Teacher/Counselor recommendation, a “B” or better in Chemistry Honors, or an “A” in Chemistry is recommended. A minimum of Math Analysis is recommended to be successful in this course.

(12)

36 weeks

1.00 Credit

Fee: AP Exam

In Advanced Placement Chemistry the student follows a college freshmen chemistry curriculum. While some concepts from last year are reviewed, the following topics are completely new: Hess’s Law, Quantum Mechanical Descriptions of Atoms, Molecular Geometry, Variables Affecting Reaction Rate, Correlation of Chemical Equilibrium to Chemical Kinetics, Acid and Base Dissociation Constants, Aqueous Equilibria, Free Energy Function, Quantitative Considerations in Electrochemistry, and Nuclear Chemistry. Students will need to purchase laboratory manual (approximately $40.00), scientific calculator, and safety goggles. This course provides significant laboratory experience to fulfill college admission standards. Selection of this course will require two consecutive periods.

CONSERVATION

(11-12)

36 weeks

1.00 Credit

Conservation emphasizes the value of the natural environment to man and the effect man has on the environment. Students gain insight into the serious ecological problems of today and their impact upon life. Students identify and utilize alternatives for dealing with environmental problems. Emphasis is on the concept of “GAIA,” viewing the planet as an intricate combination of living systems. Field experiences are an important component of this course.

ECOLOGY HONORS

Prerequisite: Teacher/

Counselor recommendation and a “B” or better in AP Biology or an “A” in Biology is recommended. Photography recommended.

(11-12)

36 weeks

1.00 Credit

Ecology Honors is an advanced course in field biology and environmental studies. It is integrated with the Art Department through the use of drawing and photography. Various learning activities engage the student in experiencing the natural world, intellectually, physically, and emotionally. The content deals with human perspectives of the natural world, the origin and evolution of the unifying processes of life, the resulting principles of interaction among present day organisms and man’s environmental impact. There will be projects in field work, black and white still photography, drawing, and colored slide photographic presentations involving public speaking. There will be a student assessment of some project work in this class. There will be a $15.00 lab fee/semester for photographic needs. This course provides significant laboratory experience to fulfill college admission standards. Selection of this course will require two consecutive periods.

GEOLOGY

Prerequisite: Geometry taken previously or concurrently is recommended.

(10-12)

18 weeks

.50 Credit

Geology will be offered in the same class period as astronomy, with astronomy given during first semester and geology given second semester. The pair of semester courses provides one science credit. Geology is an in-depth study of the origin of rocks and landforms, the internal structure of the earth, and earth history. Students identify rocks, minerals, and fossils. They analyze geologic and topographic maps. They determine the sequence of events represented by stratigraphic data and simulate landform-making processes. Some math is applied to geological situations. An in-depth individual research project is required. Field experiences are an important part of the class. This course provides significant laboratory experience to fulfill college admission standards.

PHYSICAL SCIENCE

(9)

36 weeks

1.00 Credit

Physical Science is designed to teach students about the basics of physics and chemistry. The topics may include: the scientific method, laboratory experiences, forces, structure of matter, the elements, nuclear energy, heat, magnetism, electricity, electronics, sound, light and energy for the future. It is required for graduation that all students take physical science as it is necessary for a well rounded background for future science courses and for intelligent participation in societal decision-making. This course fulfills 1.0 credit of Science for graduation. This course provides significant laboratory experience to fulfill college admission standards.

PHYSICAL SCIENCE

HONORS

Prerequisite: Teacher/Counselor recommendation, a “B” or better in an 8th grade math course is recommended.

(9)

36 weeks

1.00 Credit

Physical Science Honors is a laboratory oriented course. Students use an investigative approach to study topics of the Introductory Physical Science (I.P.S.) curriculum: volume, mass, density, thermal expansion, solubility, separations, elements, and compounds. Additional units, also with a laboratory basis, are studied in the last months of the year. These include forces, machines, and light. Special attention is given to analyzing data in light of sources of error. Math skills are very important. Significant figures, percent error, scientific notation, range of data, and measures of central tendency are all incorporated in lab analysis. A full lab report is required for each lab. An individual physical science research project, extending over much of the year, is required. Students need to purchase goggles and a calculator. This course provides significant laboratory experience to fulfill college admission standards.

PHYSICS

Prerequisite: Math and Science Teacher recommendation.

It is recommended that students have completed Advanced Algebra and Pre-Calculus with at least a “B” or better. (Pre-Calculus may be taken concurrently.)

(12)

36 weeks

1.00 Credit

Physics is an advanced course that deals with matter, energy and matter/energy interrelationships. It requires higher level thinking skills and problem solving ability. Topics covered will include measurement, motion, forces, energy, waves, and electricity. (Other areas may be studied as time permits.) Laboratory experiences, demonstrations, and videos will be used to enhance student comprehension. Topics are viewed both mathematically and conceptually. It is recommended that students have access to a graphing calculator to use in the lab portion of class. This course provides significant laboratory experience to fulfill college admission standards. Selection of this course will require two consecutive periods.

ADVANCED PLACEMENT

PHYSICS B

Prerequisite: Math and Science Teacher recommendation. It is recommended that students have completed Advanced Algebra and Pre-Calculus with a “B+” or better. (Pre-Calculus may be taken concurrently).

(12)

36 weeks

1.00 Credit

Fee: AP Exam

Advanced Placement Physics B follows a fast-paced college freshman physics curriculum. The topics covered are mechanics, electricity and magnetism, fluid and thermal physics, waves and optics, and atomic and nuclear physics. It is assumed that the student is familiar with algebra and trigonometry; calculus is seldom used, although some theoretical developments may use basic concepts of calculus. Students are required to take the AP exam in AP Physics. It is recommended that students have access to a graphing calculator. This course provides significant laboratory experience to fulfill college admission standards. Selection of this course will require two consecutive periods.

Page

Committee Members

DISTRICT BELIEFS, VISION AND MISSION

BELIEFS

VISION STATEMENT

MISSION STATEMENT

WE EDUCATE FOR EXCELLENCE…

Introduction

Earth and Space Sciences

Life Sciences

Physical Sciences

Science and Technology

Scientific Inquiry

Scientific Ways of Knowing

KINDERGARTEN

Earth and Space Sciences

Life Sciences

Benchmarks

Physical Sciences

Benchmarks

Science and Technology

Benchmarks

Scientific Inquiry

Benchmarks

Scientific Ways of Knowing

Benchmarks

Technology Standard

Benchmarks

Technology Standard

Benchmarks

Technology Standard

Benchmarks

Technology Standard

Benchmarks

GRADE ONE

Earth and Space Sciences

Benchmarks

Indicators

Life Sciences

Benchmarks

Physical Sciences

Science and Technology

Benchmarks

Scientific Inquiry

Benchmarks

Scientific Ways of Knowing

Benchmarks

Technology Standard

Benchmarks

Technology Standard

Benchmarks

Technology Standard

Benchmarks

Technology Standard

Benchmarks

Technology Standard

Benchmarks

GRADE TWO

Earth and Space Sciences

Benchmarks

Life Sciences

Benchmarks

Physical Sciences

Benchmarks

Indicators

Science and Technology

Benchmarks

Indicators

Scientific Inquiry

Benchmarks

Scientific Ways of Knowing

Benchmarks

Technology Standard

Benchmarks

Technology Standard

Benchmarks

Technology Standard

Benchmarks

Technology Standard

Benchmarks