INSTRUCTIONAL MATERIALSwvde.state.wv.us/materials/documents/PART4APPENDICESAND... · 2006-09-11 ·...

Instructional Materials Review

Committee Appointed by

WV Board of Education

Development of: • Criteria • Calendar • Call for Bids

WV Board of Education

Approves the Call for

Instructional Materials

Bidding Conference With

Vendors/Publishers

Orientation & Organization

of IMRC

Contracts & Bonds

to Vendors/ Publishers

Request Nominations

For Next IMRC & IMAC

Reconceptionalize Selection Process

Printing of

Official State

Multiple List

Recommendations Presented to WV Board of Education by

IMAC

IMRC Selects &

Recommends Instructional

Materials

IMRC Receipt of

Instructional Materials for

Review

IMRC Review

Materials & Conduct Hearings

INSTRUCTIONAL MATERIALS SELECTION PROCESS

GROUPINGS FOR TEXTBOOK (INSTRUCTIONAL MATERIALS) ADOPTION FOR

EARLY CHILDHOOD EDUCATION, MIDDLE CHILDHOOD EDUCATION, AND ADOLESCENT EDUCATION

The establishment of groupings and periods of adoption complies with West Virginia Code §18-2A-1, Adoption of Textbooks, Instructional Materials and Learning Technologies. The West Virginia Instructional Materials Review/Advisory Committee, acting as a total body, is expected to select “textbooks” (instructional materials) for each group for recommendation to be approved and published in the yearly Official State Multiple List of Instructional Materials.

SUBJECTS

Required subjects, as applicable, in Early Childhood Education, Middle Childhood Education, and Adolescent Education, unless otherwise indicated.

ADOPTION PERIOD* July 1 - June 30

GROUP

Early and Middle

Childhood Education

Adolescent Education

2001 to 2007

I

English Language Arts

English Language Arts Driver Education

2002 to 2008

II

English Language Arts Foreign Language (7-8)

English Language Arts Vocational Agriculture Conceptual Mathematics Biology: Technical/Conceptual Theatre Foreign Language 7-12

2003 to 2009

Theatre Family & Consumer Science Dance

2004 to 2010

III

Social Studies

Social Studies

2005 to 2011

IV

Mathematics

Mathematics

2006 to 2012

V

Science Health

Science Health

2007 to 2013

I



2008 to 2014

II



2009 to 2015

VI

Foreign Language (7-8) Music (K-8) Fine Arts (K-8)

Foreign Language Driver Education Fine Arts Vocational Agriculture Family & Consumer Science

The State Instructional Materials Review/Advisory Committee commences its studies approximately one year prior to the beginning date identified above. *The adoption period is based on the fiscal year and is established for six years unless otherwise indicated. The date on the left marks the beginning of the adoption; the one on the right indicates the end of the adoption. Adopted December 12, 1955; revised December 5, 1957; revised December 12, 1962; revised June 13, 1967; revised May 26, 1969; revised September 19, 1969; revised June 26, 1970; revised September 10, 1970; revised April 18, 1972; revised April 12, 1974; revised June 12, 1981; revised April 2, 1982; revised May 13, 1983; revised June 14, 1985; revised April 18, 1992; revised April 11, 1996; revised October 1, 2000.

Health K-12

INSTRUCTIONAL MATERIALS ADOPTION

GRADE: VENDOR: COURSE: TITLE: COPYRIGHT DATE: SE ISBN: TE ISBN:

GENERIC EVALUATION CRITERIA

GROUP V – 2006 TO 2012

Health K-12

R-E-S-P-O-N-S-E Yes No N/A

CRITERIA

NOTES

I. INTER-ETHNIC The instructional material meets the requirements of inter-ethnic: concepts, content and illustrations, as set by West Virginia Board of Education Policy (Adopted December 1970).

II. EQUAL OPPORTUNITY The instructional material meets the requirements of equal opportunity: concept, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by West Virginia Board of Education Policy (Adopted May 1975).

Health K-12

COORDINATED AND HEALTH SPECIFIC CRITERIA

Health literacy for all students is the fundamental goal of a comprehensive school health education curriculum. The health-literate student is a critical thinker and problem solver, a self-directed learner, an effective communicator and a responsible, productive citizen. Students must have the capacity to obtain, interpret and understand basic health information and services and the competence to use such information and services in ways that enhance a healthy lifestyle. The instructional materials program shall present information and opportunities in a manner that enables the student to:

(IMR Committee) Responses (Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent Less than 60% I A M N

A. HEALTH PROMOTION AND DISEASE PREVENTION

KINDERGARTEN 1. identify proper personal hygiene skills: • bathing

• hand washing • teeth care • hair care • skin care • nail care • ear care • clean clothes

2. describe physical activities students do outside of school that enhance one’s health

3. identify characteristics of healthy snacks 4. label/identify feelings: • love

• happiness • joy • pride • anger • fear • sadness • hate • stress

5. describe the role that healthful food plays in developing and maintaining a healthy body and mind

6. identify tobacco as a harmful substance

Health K-12 (Vendor/Publisher) (IMR Committee) Responses SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


B. HEALTH INFORMATION AND SERVICES

KINDERGARTEN 1. identify sources of help in school and

community who can be of assistance when one is exposed to dangerous substances:

a. trusted adult b. teachers c. counselor d. law enforcement e. crossing guard f. EMT/paramedic g. firefighter h. poison control 2. demonstrate the use of 9-1-1. 3. identify healthy and unhealthy household

products

4. identify health care resource persons: a. doctor b. eye doctor c. dentist d. nurse e. health department f. health teacher C. HEALTH BEHAVIORS

KINDERGARTEN 1. demonstrate proper clothing to wear for

various weather conditions and various activities

2. describe various safety devices and their use in various activities:

• helmets • knee and elbow pads • wrist guards • goggles • gloves • seatbelts • sunscreen • insect repellent • reflective clothing • lights

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


3. demonstrate safety procedures: • street crossing

• fire drill • stop, drop and roll • stranger safety • dialing 9-1-1 • school bus safety • gun safety

4. identify household poisons and their symbols and drugs and medicines to avoid without supervised use

5. identify actions that might lead to accidents or dangerous situations at school or in the community

D. CULTURE, MEDIA AND TECHNOLOGY KINDERGARTEN

1. identify various tools that a doctor uses in a checkup

2. list favorite foods and discuss the origins of each

E. COMMUNICATION KINDERGARTEN

1. demonstrate the use of “I” statements when expressing needs or feelings.

2. show various ways of communicating care and consideration of others.

3. differentiate between safe and unsafe situations involving touching.

4. discuss ways to be a responsible listener. 5. demonstrate respect for other’s bodies

and personal space.

F. GOAL SETTING AND DECISION MAKING KINDERGARTEN

1. set a goal of eating a healthy snack every day.

2. set a goal to exercise daily with adult guidance.

3. determine the appropriate people to ask for help in a fire, sudden illness, child abuse situation, etc.

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


G. ADVOCACY

KINDERGARTEN 1. explain his/her health needs to an adult: • proper nutrition

• adequate rest • exercise • weight control • good grooming habits • doctor check-ups • eye exams • dental exams • stay drug-free

2. identify the health-related roles of people in their family, neighborhood and school


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Health literacy for all students is the fundamental goal of a comprehensive school health education curriculum. The health-literate student is a critical thinker and problem solver, a self-directed learner, an effective communicator and a responsible, productive citizen. Students must have the capacity to obtain, interpret and understand basic health information and services and the competence to use such information and services in ways that enhance a healthy lifestyle. The instructional materials program shall present information and opportunities in a manner that enables the student to: A. HEALTH PROMOTION AND DISEASE PREVENTION

FIRST GRADE 1. explain the effects on the body of

healthful and less healthful foods.

2. verbally list ways to keep germs out of one’s body.

3. identify the need for medical checkups and other health-care procedures:

a. doctor check-ups b. eye exams c. dental 4. identify the dangers of playing with sharp

objects and being in contact with body fluids.

B. HEALTH INFORMATION AND SERVICES FIRST GRADE

1. identify which safety helpers to contact for different problems:

a. trusted adult b. police officer c. sheriff d. firefighter e. EMT f. crossing guard g. teacher h. counselor i. poison control 2. demonstrate when and how to use 9-1-1

3. identify harmful household products

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


C. HEALTH BEHAVIORS

FIRST GRADE 1. choose and verbalize proper use of safety

equipment for different activities:

• riding in a car • rollerblading • bicycling • skateboarding • skiing • 4-wheeler riding • horseback riding • swimming • sporting activities • activities in the sun

2. demonstrate healthy ways to act on feelings

3. identify personal activities that can keep the home, school and neighborhood pollution free

4. identify and follow safety rules

5. demonstrate how to perform basic self-care/safety procedures

6. identify escape routes at home and school

7. list and follow safety rules for taking medicine

D. CULTURE, MEDIA AND TECHNOLOGY FIRST GRADE

1. describe family similarities and differences and how family structures change

2. discuss differences and their impact on role expectations:

a. physical b. gender c. culture 3. explain the importance of regular

exercise (play) in a world of increasing technology

4. cite examples of how television, computers and video games affect personal health

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


E. COMMUNICATION

FIRST GRADE 1. discuss the concepts of responsibility,

trust and respect for self and others

2. identify a variety of feelings and recognize the verbal and non-verbal cues associated with each

3. use refusal skills in potentially harmful dangerous situations:

• using safety devices • meeting strangers • using ATODs • taking risks

4. use “I can” statements when trying new activities

F. GOAL SETTING AND DECISION MAKING FIRST GRADE

1. set goals for task completion

2. decide when problems require the help of a trusted adult

3. use decision-making skills to select a healthful meal

G. ADVOCACY FIRST GRADE

1. cite ways of coping with stressful situations

2. convey accurate health information and ideas

3. identify ways to help others make positive health choices

4. identify ways to support positive interaction


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



SECOND GRADE 1. identify the functions of sensory organs

2. identify symptoms of poisoning and how to get help

3. explain the importance of good dental care and how to demonstrate good dental hygiene

4. identify situation that promote specific feelings of hurt and develop skills to overcome those feelings

5. describe how immunizations and medicines help fight disease

B. HEALTH INFORMATION AND SERVICES SECOND GRADE

1. identify sources of health information: • pamphlets

• internet • magazines • television • newspapers • health books • doctors • nurses • parents • health teachers • health department

2. explain the roles of safety personnel:

a. trusted adults b. crossing guards c. police officers d. EMTs e. firefighters

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


f. sheriff g. teachers h. counselors i. poison control 3. define first aid and give examples

4. identify situations in which he/she needs medicine and list rules for using medicine in safe ways

C. HEALTH BEHAVIORS SECOND GRADE

1. describe behaviors and habits that may be dangerous at home, on the playground or in the community

2. demonstrate knowledge of appropriate safety skills and equipment for recreational activities:

• riding in a car • rollerblading • bicycling • skateboarding • sled riding • snowboarding • skiing • horseback riding • swimming • sporting activities • activities in the sun

3. demonstrate proper food handling techniques:

• washing food • washing hands • checking expiration date • using clean utensils • using clean cooking surface

4. describe how tobacco and alcohol harm one’s health

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


D. CULTURE, MEDIA AND TECHNOLOGY

SECOND GRADE 1. explain the relationship between where

people live and the foods they eat

2. recognize the ways news media, technology and other sources provide information about health

3. recognize that individuals have different cultural backgrounds that may impact health practices

4. explain how commercials influence the purchase of health-related products and services

E. COMMUNICATION SECOND GRADE

1. practice pro-social communication skills

2. discuss, define and demonstrate body language

3. identify appropriate uses of refusal skills

F. GOAL SETTING AND DECISION MAKING SECOND GRADE

1. use decision-making skills to avoid unhealthy risk-taking behaviors:

• swimming alone • talking to strangers • taking medicines without adult

supervision • not wearing a helmet • not wearing seatbelts • not wearing sunscreen • not wearing insect repellent • staying away from ATODs

2. record eating and exercise habits and discuss positive and negative health behaviors

3. work with a family member to plan a family meal

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


G. ADVOCACY

SECOND GRADE 1. discuss how the community works to

prevent and control diseases

2. discuss family free-time activities and how they promote fitness and healthy behaviors

3. share with a trusted adult any symptoms that may lead to illness

4. identify community agencies that support healthy families, individuals and communities

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



THIRD GRADE 1. identify and describe the major functions

of the sensory organs:

a. eyes b. ears c. nose d. tongue e. skin 2. list ways to prevent the spread of germs

3. describe the basic emotions

4. describe the major parts and functions of the digestive system

5. describe the food pyramid and its value to personal health, understanding that food provides energy and nutrients for growth and development

6. explain the value of different kinds of fitness:

a. flexibility b. muscular endurance c. muscular strength d. cardiovascular endurance e. body composition B. HEALTH INFORMATION AND SERVICES

THIRD GRADE 1. list places where health information is

available

2. list people who promote community health

3. list information needed to place an accurate and efficient call to 9-1-1

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


4. demonstrate basic first aid procedures

5. name different kinds of medicines and their appropriate and inappropriate uses

C. HEALTH BEHAVIORS THIRD GRADE

1. explain the value of different kinds of fitness:

a. flexibility b. muscular endurance c. muscular strength d. cardiovascular endurance e. body composition 2. use protective gear: • seat belts

• helmets • goggles • gloves • sunscreen • face mask • chest protector • shin guard • wrist, elbow and knee pads

3. describe personal responsibility for one’s own hygiene

4. describe possible risky health situations at home, in school and in the community

5. list ways to reduce stress

6. differentiate between healthy and unhealthy behaviors or comments

7. explain how personal choices and behaviors can reduce accidents

D. CULTURE, MEDIA AND TECHNOLOGY THIRD GRADE

1. explore menus from fast food restaurants for nutritional value

2. identify changes to school and other public facilities that accommodate people with various kinds of challenges and/or cultural differences

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


3. compare and contrast what

advertisements infer about smoking to what students have learned in school

E. COMMUNICATION THIRD GRADE

1. express needs and wants by communication in positive and proactive ways

2. practice effective ways to say “no” (refusal skills) to those that threaten safety

3. describe the steps involved in conflict resolution

4. discuss aggressive, passive and assertive ways to respond to conflict

F. GOAL SETTING AND DECISION MAKING THIRD GRADE

1. set a goal to become involved in keeping the community clean

2. assess factors that contribute to achieving and maintaining a healthy body:

• food choices • physical activity • genetic factors • proper rest • water intake • avoid risky behaviors

3. list health-related personal decisions and who might assist in making a positive decision

4. record food choices; with an adult, compare them to the recommended food chart to decide whether the choices were good

5. practice making good judgments in risky situations

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


G. ADVOCACY

THIRD GRADE 1. describe appropriate self-care procedures

for colds, sore throats and flu

2. use safety equipment and explain how one would encourage family members and friends to so do as well

3. name agencies in the community that will assist in making healthy choices

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



FOURTH GRADE 1. describe how people have a variety of

feelings and ways of expressing those feelings

2. identify responsible health behaviors to avoid the spread of contagious diseases

3. identify health problems that are common in his/her school setting

4. describe the major parts of the muscular and skeletal systems of the human body

5. describe the harmful effects of too much sun exposure and what steps can be used to reduce exposure

6. explain rules for the safe use of drugs; cite ways to keep from misusing and abusing drugs

B. HEALTH INFORMATION AND SERVICES FOURTH GRADE

1. identify specific places in the community from which to seek health care, health information and health enhancing activities

2. identify health-related products advertised on TV (or through other media) and explain whom the media is trying to influence

3. identify ways a person with drug dependence can get help

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


C. HEALTH BEHAVIORS

FOURTH GRADE 1. state reasons why people do or do not

misuse drugs:

• ATODs • caffeine • OTC drugs • prescription drugs

2. define risk-taking behaviors and their present and future consequences:

• ATODs • non-use of protective equipment • non-use of sunscreen and insect

repellent

develop and practice a personal hygiene plan

give examples of managing stress

D. CULTURE, MEDIA AND TECHNOLOGY FOURTH GRADE

1. analyze menus from culturally different restaurants for nutritional value

2. discuss examples of food advertising, identifying the purposes and the relationship to personal health

3. list TV programs that exemplify family relationships and explain their selection

4. explain why healthy human bodies can be various shapes and sizes

5. explain how humans depend on their natural and constructed environments and that new ideas and inventions continue to influence their environments

6. use technology to examine/explore risks involved in not using appropriate safety skills and equipment for recreational purposes:

• bike riding • helmet use • ATV safety

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


E. COMMUNICATION

FOURTH GRADE 1. express answers, both verbally and non-

verbally, to “How do you feel today?”

2. identify positive personal qualities that one has and state the qualities that one would like to see in their friends

3. demonstrate communication skills necessary for making, being and keeping friends

4. practice assertiveness and refusal skills

F. GOAL SETTING AND DECISION MAKING FOURTH GRADE

1. record his/her own health-promoting habits and describe which activities/foods were good, health-promoting decisions

2. evaluate some dangerous situations, consider alternatives and identify the consequences of various choices

G. ADVOCACY FOURTH GRADE

1. examine their personal vaccination and disease record

2. propose family menus that meet dietary guidelines

3. explain how to recognize and avoid risky situations involving personal safety:

• helmet use • safety equipment • insect repellent • ATOD • sunscreen use • seatbelt use


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



FIFTH GRADE 1. identify the five aspects of total wellness

and typical changes that occur during adolescence:

a. physical b. emotional c. social d. mental e. spiritual 2. describe the relationship between

nutrition and health risk factors

3. explain potentially dangerous situations and know how to obtain help appropriately

4. describe different organisms that cause diseases

5. explain the basic physiology and functions of the body systems

6. identify environmental dangers and describe precautions and treatments for exposure to elements

B. HEALTH INFORMATION AND SERVICES FIFTH GRADE

1. list activities that community agencies do to promote safety

2. compare legal and illegal drugs:

• considering access • purpose • cost • effects on the body

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


C. HEALTH BEHAVIORS

FIFTH GRADE 1. distinguish between safe and risky or

harmful behaviors in relationships and list strategies to reduce threatening situations:

a. anger management b. peer pressure reversal c. self-protective strategies d. conflict resolution 2. identify hygiene practices related to

puberty and diet practices for improved personal/family health

3. apply techniques for managing stress

4. compare and contrast the nutritional value of foods when making personal food choices

D. CULTURE, MEDIA AND TECHNOLOGY FIFTH GRADE

1. explain how risk behaviors as seen on TV and movies may influence a student’s future behaviors

2. explain peer and media impact upon common eating disorders and how to prevent them

3. analyze the cultural differences of health practices

4. recognize and respect people’s differences

E. COMMUNICATION FIFTH GRADE

1. describe or demonstrate non-verbal expression other than facial expressions:

a. body language b. actions/reactions to situations 2. use a variety of positive coping

mechanisms/conflict resolution skills to deal with upset feelings and difficult situations:

a. negotiation through peer mediation b. anger management c. confiding in trusted friend

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


3. practice active listening skills:

a. restating b. individual/group conversation c. eye contact d. not interrupting the other person 4. show three acceptable ways to say “No”

in a demonstration with peers

5. explain the value of assertive strategies when asking for help in an emergency

6. practice assertiveness and refusal skills

F. GOAL SETTING AND DECISION MAKING FIFTH GRADE

1. analyze disease prevention plans: • diet

• exercise • avoiding ATODs

2. identify strategies to change an unhealthy behavior:

• not using ATODs • using safety devices • preventing eating disorders • using sunscreen and insect repellent • avoiding unnecessary risks

G. ADVOCACY FIFTH GRADE

1. verify their personal vaccination and disease record

2. propose family menus that meet dietary guidelines

3. generate a convincing argument that nutritional value of foods should be a factor when making personal food choices

4. discuss her/his role in helping community efforts to prevent and control disease, protect natural resources, reduce injuries and prevent pollution through services, regulations and laws


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



SIXTH GRADE 1. describe the USDA Food Pyramid,

including number and size of servings and basic nutrients needed for an adolescent female/male on a daily basis

2. identify the negative effects of alcohol, drugs and tobacco

3. identify the strategies for the prevention of communicable diseases:

• hygiene • food preparation • antibiotic overuse • STD/STI prevention • environmental practices

4. describe the major parts and functions of the nervous system

5. identify hereditary factors that affect adolescent development

6. list the steps for breathing emergencies and basic first aid

B. HEALTH INFORMATION AND SERVICES SIXTH GRADE

1. recognize hereditary factors that should be reflected in medical records

2. identify school and community services for physical and mental health concerns

C. HEALTH BEHAVIORS SIXTH GRADE

1. distinguish between safe and risky or harmful behaviors in relationships:

• peer pressure • sexual behaviors • physical, psychological, sexual abuse • date rape

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


2. identify protective behaviors used to

avoid and reduce threatening situations:

• don’t walk alone • associate with safe groups • avoid strangers/stalkers • consult trusted adults • be aware of potential threats

3. identify hygiene and food safety practices for improved personal and family health

D. CULTURE, MEDIA AND TECHNOLOGY SIXTH GRADE

1. recognize that people grow and mature at different rates and have different body types than those portrayed by the media

2. analyze the influence that advertisers have on consumer choices:

a. clothing styles b. dietary patterns c. sexual behaviors d. ATOD use 3. identify the importance of respecting

people’s differences

E. COMMUNICATION SIXTH GRADE

1. identify positive and socially appropriate ways to express needs, wants and feelings

2. identify communication skills to build and maintain healthy relationships

3. identify the possible causes of conflict among youth and strategies to manage conflict in schools and communities

F. GOAL SETTING AND DECISION MAKING SIXTH GRADE

1. use decision-making skills to protect against communicable and non-communicable diseases

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


2. explain how goal-setting and decision-

making processes are important in designing strategies regarding risky behaviors:

a. ATOD b. recreation safety (e.g. ATV, hunting

and skateboarding, etc.)

c. sexual behaviors G. ADVOCACY

SIXTH GRADE 1. identify effective advocacy skills to use

with health care providers

2. identify the importance of maintaining natural settings and promoting their use for stress/anxiety reduction, wellness and recreation


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



SEVENTH GRADE 1. analyze the effects of various behaviors

on body systems and wellness:

• dietary patterns • mental health • ATOD • safety • medical/dental/eye exams

2. describe the major parts and functions of the reproductive system

3. identify general symptoms and potential long-term health consequences of STD/STI

4. demonstrate first aid procedures

B. HEALTH INFORMATION AND SERVICES SEVENTH GRADE

1. identify the relationship of cost and effectiveness of health products

2. identify situations that require professional health services and community resources that can provide those services

3. identify myths, misinformation and stereotyping associated with the use of health services

C. HEALTH BEHAVIORS SEVENTH GRADE

1. evaluate personal health practices to avoid STD/STI

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


2. analyze the differences between safe and

risky behaviors, including methods for prevention:

a. sexual behaviors b. STD/STI c. abstinence d. contraception e. ATOD f. recreation g. intentional and unintentional

injuries

h. safety i. dietary habits 3. recognize signs of and strategies to

reduce stress, anxiety and depression

D. CULTURE, MEDIA AND TECHNOLOGY SEVENTH GRADE

1. describe the influence of cultural beliefs on health behaviors and the use of health services:

• nutrition • hygiene • medical treatments • ATOD use • physical fitness • sexual practices

2. explain the impact of peer harassment on physical, emotional and social health and identify necessary coping skills

3. recognize the importance of respecting individual differences

4. analyze media messages about alcohol, tobacco and other drugs

E. COMMUNICATION SEVENTH GRADE

1. explain how character and personality affect the perception of one’s ability to communicate:

• passive/assertive/aggressive • poor listening and sending skills • verbal and nonverbal skills

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


2. discuss ways one can develop healthful

family relationships

3. explain steps that can be taken to improve dysfunctional family relationships; discuss adjustments that can be made if family changes occur

F. GOAL SETTING AND DECISION MAKING SEVENTH GRADE

1. apply the USDA Dietary Guidelines and Food Pyramid in meal planning

2. discuss the consequences of poor nutritional choices for self and others:

a. eating disorders b. malnutrition c. deficiencies 3. clarify the process of a decision-making

model; predict situations and practice skills requiring decisions with alcohol, tobacco and other drugs

G. ADVOCACY SEVENTH GRADE

1. demonstrate effective advocacy skills to use with public health services

2. explain the importance of maintaining natural environmental settings and promote clean in-door air, recycling and responsible use of natural resources

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



EIGHTH GRADE 1. identify and explain the components of

total wellness

2. apply nutritional concepts to food choicesand disease prevention

3. determine risk factors leading to teen pregnancy, HIV/AIDS and other sexually transmitted diseases

B. HEALTH INFORMATION AND SERVICES EIGHTH GRADE

1. identify ways to access current health information and services:

• appropriate websites • pamphlets, brochures • hotline numbers • local health facilities • community resources

2. investigate resources related to ATOD, dating violence, STD/STI and harassment

C. HEALTH BEHAVIORS EIGHTH GRADE

1. identify and list ways to prevent pregnancy, emphasizing abstinence

2. describe safety guidelines for preventing various intentional and unintentional injuries:

• pedestrian • motor vehicles, ATVs, bicycles • recreational sports • stress reduction • violence • homicides, suicides • safety/electrical, chemical, fire,

workplace, hunting • natural disasters

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


3. describe examples of harassment,

bullying and intimidation and the legal ramifications in the school, community and job setting

4. recognize and report signs of self-destructive behaviors in others:

• anxiety/anger • depression/suicide • eating disorders • cutting/self-mutilation • ATOD abuse • gang membership • sexual behavior

D. CULTURE, MEDIA AND TECHNOLOGY EIGHTH GRADE

1. recognize bias in advertising and misleading media communication about health information, products and services

2. identify and interpret the effect of media messages on health and nutrition

3. identify the effect of culture and media messages on dating relationships

E. COMMUNICATION EIGHTH GRADE

1. demonstrate ways to communicate care, consideration and respect of self and others:

a. peer mediation b. conflict resolution c. respect d. tolerance e. empathy 2. demonstrate refusal skills to protect

personal health against risky and harmful behaviors

F. GOAL SETTING AND DECISION MAKING EIGHTH GRADE

1. identify personal health goals and choose strategies regarding nutrition and alcohol, tobacco, drug use and personal safety to achieve optimal personal health

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


2. explain the effects that different choices,

regarding sexual behaviors can have on their personal future

3. describe how personal health goals are influenced by changing information, abilities, priorities and responsibilities

G. ADVOCACY EIGHTH GRADE

1. identify community resources that advocate against dating violence, harassment, bullying, intimidation and discrimination

2. recognize and promote environmental practices that will preserve natural resources for personal and community health

3. explain why personal safety is everyone’s responsibility and describe their personal role

4. explain the need for legislation to protect and promote personal safety and health

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



HIGH SCHOOL 1. compare and contrast the components of

total wellness:

a. physical b. mental c. social d. emotional e. spiritual 2. discriminate between the positive and

potentially negative effects of local and global environmental health problems:

• pollution • pesticides • food production • government regulations

3. analyze and interpret how public health and social policies, along with government regulations influence health promotion and disease prevention:

a. world b. federal c. state d. local 4. differentiate between the causes of

communicable and non-communicable diseases:

a. disease process b. lifestyle choices c. hereditary characteristics d. environmental e. sexual behaviors

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


5. identify and apply skills that prevent

communicable and non-communicable diseases:

• hygiene • decision-making process • refusal skills (ATOD,

sexual behaviors) • physical fitness • dietary patterns • medical, dental, eye exams

B. HEALTH INFORMATION AND SERVICES HIGH SCHOOL

1. identify and evaluate resources that provide accurate health information in regard to the National Standards of Health Education:

a. Healthy People 2010 b. government agencies (USDA, HHS,

CDC, NIH, etc.)

c. NGOs (AHA, ACS, ALA, Easter Seals, YMCA, etc.)

2. identify factors that influence choices on health-promoting products based on current information:

• media/advertising • quackery • cost and availability • food labels • peers and family • culture

3. locate and utilize resources to identify health care services advantageous for optimal health:

• governmental agencies • NGOs • hotlines • yellow pages • guest speakers • appropriate websites

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


C. HEALTH BEHAVIORS

HIGH SCHOOL 1. complete a personal health assessment

and detail behavioral changes and strategies to enhance health and reduce risk

2. recognize and demonstrate the positive effects of nutrition and physical activity on health

3. list examples and explain short-term and long-term impacts of health decisions on the individual, family and community:

• ATOD • proper diets • weight control • sexual behaviors • physical activity • seat belts • COPD • emotional wellness • diabetes • heart disease

4. identify signs of stress and common stressors and develop effective stress management

5. identify causes, warning signs and prevention strategies of depression and suicide

6. identify ways to develop good character and improve self-esteem:

a. respect b. responsibility c. trustworthiness d. caring e. honesty f. fairness

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


7. identify causes, preventions and

treatments for injuries and list responsible actions to create a safe and healthy environment:

• CPR/AEDs • first aid • emergency plans • outdoor safety • seatbelts • fire safety

D. CULTURE, MEDIA AND TECHNOLOGY HIGH SCHOOL

1. recognize cultural diversities and their influences on health behaviors:

• ATOD • life expectancy • risk behaviors • dietary patterns • sexual practices • religious traditions

2. evaluate how media perspectives of health impact on personal, family and community health

3. explore technology and its influence on personal, family and community health:

a. exercise equipment b. computer programs c. appropriate internet websites 4. identify factors in the community that

influence health:

a. religion b. traditions c. values d. access to health services e. geography f. socio-economic status g. health literacy

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


E. COMMUNICATION

HIGH SCHOOL 1. utilize skills for effective communication

in discussions concerning ATOD, nutrition, sexuality and relationships with peers, family and others

2. exhibit healthy ways to express feelings, needs and desires in different situations:

• good sportsmanship • ending relationships • death and dying • stages of grief

3. demonstrate a variety of communication skills:

a. verbal b. non-verbal c. listening d. writing 4. identify potentially harmful situations and

devise strategies and develop skills to avoid such situations through refusal, negotiation and collaboration skills:

a. dating violence b. domestic violence c. peer mediation d. conflict resolution F. GOAL SETTING AND DECISION MAKING

HIGH SCHOOL 1. apply a decision-making process to set

goals for various life situations:

• food choices • weight control • physical activity • relationships • education and career options • making purchases

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


2. identify and discuss health concerns that require collaborative decision-making:

• sexuality • STD/STI transmission • STD/STI prevention • refusal skills

3. analyze the effects of potentially harmful decisions that impact health and the effect these decisions have on their family, community and self:

• ATOD • STD/STIs • teenage pregnancy • environmental issues • high risk behaviors • dietary patterns • sedentary lifestyle • intentional/unintentional injuries • lack of health care

G. ADVOCACY HIGH SCHOOL

1. use written, audio and visual communication methods to express health messages:

• posters • reports • role playing • video/DVD • multimedia presentation • journals

2. demonstrate the ability to adapt health messages to characteristics of a particular audience

3. promote the use of personal, family and community resources in health care situations

Health K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


4. identify school support staff and

community health services and describe the impact these services have on individual school and community health:

• counselors • nurses • professionals • big brothers • ministerial counseling • YMCA • Boys and Girls Club

5. demonstrate that he/she is a responsible and a productive citizen who helps ensure the health, safety and security of the community:

• community service • community projects • volunteering • mentoring • peer tutoring


Score Sheet I. Generic Evaluation Criteria II. Instructional Content Analysis III. Specific Science Criteria

PUBLISHER: SUBJECT: COURSE: TITLE: COPYRIGHT DATE: SE ISBN: TE ISBN:

PART I -GENERIC EVALUATION CRITERIA

GROUP V – 2006 TO 2012

KINDERGARTEN


CRITERIA

NOTES



Part II - Instructional Content Analysis KINDERGARTEN

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


The instructional materials program presents information and opportunities in a manner that enables the student an understanding of: 1. History and the Nature of Science

• the history of science and the evolvement of scientific knowledge

• science as a human endeavor encompassing the contributions of diverse cultures and scientists

• the nature of science

2. Science as Inquiry • engage in active inquiries,

investigations and hands-on activities a minimum of 50% of the instructional time.

3. Unifying Themes • interdependent themes present in the

natural and designed world • identify, construct, test, analyze and

evaluate systems, models and changes • draw conclusions about and predict

changes in natural and designed systems

4. Scientific Design and Application • interdependence between science and

technology • distinguish between natural and man-

made objects • to utilize technology to gather data and

communicate designs, results and conclusions


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


5. Science in Personal and Social

Perspectives • evaluate personal and societal benefits

when examining health, population, resource and environmental issues

• evaluate the impact of different points of view on health, population, resource and environmental practices

• predict the long-term societal impact of specific health, population, resource and environmental practices

• understand public policy decisions as related to health, population, resource and environmental issues

PART III SPECIFIC SCIENCE CRITERIA KINDERGARTEN

COORDINATED AND THEMATIC SCIENCE (CATS K) The Coordinated and Thematic Science (CATS) Kindergarten objectives emphasize the process skills. Through a spiraling, inquiry-based program of study, all students will demonstrate scientific literacy in the physical sciences, the life sciences and the earth and space sciences. The subject matter is delivered through a coordinated, integrated approach with an emphasis on the development of the major science themes of systems, changes and models. Students will engage in active inquiries, investigations, and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and research/laboratory skills. CATS Kindergarten enhances the child’s natural curiosity about the environment and augments the awe and wonder of inquiries and discoveries using the senses and by hands-on manipulation of objects to build a strong foundation of concepts blended with safety principles.



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1. Characteristics of Organisms

using the five senses, identify living and non-living things (K.4.1)

2. Life Cycles of Organisms observe the movement, growth and changes in plants and animals (K.4.2)

3. Organisms and Environments observe models of plants and animals in different environments (K.4.3)

4. Properties of Objects and Materials describe, compare, sort and group objects in terms of how they are made (K.4.4)

5. Properties of Objects and Materials a. describe, compare, sort and group

objects in terms of how they are made (K.4.4)

b. describe, compare, sort and group objects in terms of their physical properties (K.4.4)

c. identify liquids and solids (K.4.5) 6. Light, Heat, Electricity and Magnetism a. identify colors (K.4.6) b. explore changes in energy (K.4.7) c. explore magnetic properties of objects

(K.4.8)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


7. Position and Motion of Objects

explore the different ways objects can be moved (K.4.9)

8. Changes in Earth and Sky observe and record daily changes in weather (K.4.10)

9. Objects in the Sky identify objects in the day and night sky (K.4.11)

10. Properties of Earth Materials observe and compare differences in earth materials (K.4.12)





GROUP V – 2006 TO 2012

GRADE ONE


CRITERIA

NOTES



Part II - Instructional Content Analysis GRADE ONE



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

















I=In-depth 80%

A=Adequate 80%

M=Minimal 60%








PART III - SPECIFIC CRITERIA GRADE ONE:

COORDINATED AND THEMATIC SCIENCE 1 (CATS 1)

The Coordinated and Thematic Science 1 (CATS 1) objectives build on the process

skills and add data gathering and reporting. Through a spiraling, inquiry-based program of study, all students will demonstrate scientific literacy in the fields of biology, chemistry, physics, and earth and space sciences. The subject matter is delivered through a coordinated, integrated approach with an emphasis on the development of the major science themes of systems, changes, and models. Students will engage in active inquiries, investigations, and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and research/laboratory skills. Safety instruction is integrated in all activities.

CATS 1 continues the excitement of learning about the natural world and allows the beginning of experimentation and data collection to emphasize the tools of science and the properties of matter.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1. Characteristics of Organisms a. using the five senses, identify living

and non-living things (1.4.1)

b. identify that most living things need water, food, light and air (1.4.2)

2. Life Cycles of Organisms a. recognize changes in life cycle of living

organisms (1.4.3)

b. identify the parts of growing plants as they develop (1.4.4)

3. Organisms and Environments a. depict movement of living things in air,

water and on land (1.4.5)


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


4. Properties of Objects and Materials a. recognize that materials are composed

of smaller parts that may be seen with a magnifier (1.4.6)

b. recognize that materials can be recycled and used again, sometimes in different forms (1.4.7)

c. recognize that water can be a solid or a liquid, and can change from one form to another (1.4.8)

d. predict and investigate the buoyancy of objects in water (1.4.9)

5. Light, Heat, Electricity, and Magnetism a. classify objects as magnetic or non-

magnetic (1.4.10)

b. observe and record shadows at different times of the day (1.4.11)

6. Position and Motion of Objects a. describe the changes in the motion of

objects (1.4.12)

b. demonstrate that sounds are produced by vibrations (1.4.13)

7. Changes in Earth and Sky a. observe, identify and record changes in

weather (1.4.14)

b. observe identify and record the effects of weather on living organisms (1.4.14)

c. recognize that the sun, moon and stars appear to move (1.4.15)

8. Objects in the Sky a. observe and discuss the importance of

objects in the day and night sky (1.4.16)

9. Properties of earth materials a. use a model to compare land and water

features on the earth (1.4.17)

b. identify important uses of air (1.4.18) c. investigate and compare the properties

of soil (1.4.19)





GROUP V – 2006 TO 2012

GRADE TWO


CRITERIA

NOTES



Part II - Instructional Content Analysis GRADE TWO



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

















I=In-depth 80%

A=Adequate 80%

M=Minimal 60%








PART III - SPECIFIC CRITERIA GRADE TWO:

COORDINATED AND THEMATIC SCIENCE 2 (CATS 2)

The Coordinated and Thematic Science 2 (CATS 2) objectives build upon the early stages of experimentation and maintenance of natural curiosity. Through a spiraling, inquiry-based program of study, all students will demonstrate scientific literacy in the fields of biology, chemistry, physics and earth and space sciences. The subject matter is delivered through a coordinated, integrated approach with an emphasis on the development of the major science themes of systems, changes and models. Students will engage in active inquiries, investigations and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and research/laboratory skills. Safety instruction is integrated in all activities. CATS 2 will provide opportunities for developmental and academic growth. The activities will introduce the concepts that science and technology are interrelated. The curricular thrust will be to develop early problem-solving skills through observation, experimenting and concluding.



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1. Characteristics of Organisms a. identify that plants and animals have

different structures (2.4.1)

b. identify the structures of physical characteristics of living things and explain their functions (2.4.2)

2. Life Cycles of Organisms a. sequence pictures of events to

illustrate the changes in the life cycle of plants and animals (2.4.3)

b. relate observations of the butterfly’s life cycle to student’s own growth and change (2.4.4)

3. Organisms and Environments a. observe and compare simple models of

different kinds of habitats, including a forest and a stream (2.4.5)


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


4. Properties of Objects and Materials a. identify materials as a solid, a liquid or

a gas (2.4.6)

b. recognize that matter can change from one state to another (2.4.6)

c. demonstrate that solids, liquids and gases take up space (2.4.7)

5. Light, Heat, Electricity and Magnetism a. demonstrate that a magnet can attract

or repel objects (2.4.8)

b. recognize that some materials conduct heat better than others (2.4.9)

c. demonstrate that a shadow is cast when an object blocks light (2.4.10)

6. Position and Motion of Objects a. compare the effects of force on the

motion of an object (2.4.11)

b. recognize that sound can change in pitch and volume (2.4.12)

7. Changes In Earth and Sky a. examine changes in the earth’s surface

(2.4.13)

b. identify the effects of wind movement (2.4.14)

c. observe and describe different types of precipitation (2.4.15)

d. compare seasonal changes (2.4.16) e. explain how the rotation of the earth

on its axis causes day and night (2.4.17)

8. Objects in the Sky a. understand that the moon has phases

(2.4.18)

9. Properties of Earth Materials a. describe how fossils are formed

(2.4.19)

b. match a fossil or a picture of a fossil with a picture of its original organism (2.4.20)




PART I –GENERIC EVALUATION CRITERIA

GROUP V – 2006 TO 2012

GRADE THREE


CRITERIA

NOTES



Part II – Instructional Content Analysis GRADE THREE



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


















I=In-depth 80%

A=Adequate 80%

M=Minimal 60%








PART III – SPECIFIC CRITERIA GRADE THREE

The Coordinated and Thematic Science 3 (CATS 3) objectives build upon problem-solving and experimentation and move into a more in-depth study of science. Through a spiraling, inquiry-based program of study, all students will demonstrate scientific literacy in the fields of biology, chemistry, physics and earth and space sciences. The subject matter is delivered through a coordinated, integrated approach with an emphasis on the development of the major science themes of systems, changes, and models. Students will engage in active inquiries, investigations and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and research/laboratory skills. Safety instruction is integrated in all activities. CATS 3 highlights science-related careers. The study of geology and astronomy expands in CATS 3. Collecting materials, testing the materials, recording data and developing concepts related to physics and chemistry are introduced to expand investigative abilities that lead to logical conclusions.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1. Characteristics of Organisms a. identify the structures of living things

and explain their functions (3.4.1)

b. identify the systems of living things and explain their functions (3.4.1)

2. Life Cycles of Organisms a. observe, measure and record changes in

living things (3.4.2)

3. Organisms and Environments a. compare physical characteristics and

behaviors of living organisms and explain how they are adapted to a specific environment (3.4.3)

b. observe and describe relationships among organisms in an ecosystem (3.4.3)

4. Properties of Objects and Materials a. relate the buoyancy of an object to its

density (3.4.3)

b. identify physical properties (3.4.3) c. identify chemical properties (3.4.6) d. relate changes in states of matter to

changes in temperature (3.4.6)

e. investigate the dissolving of solids in liquids (3.4.6)


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


5. Light, Heat, Electricity and Magnetism a. investigate the absorption, reflection and

refraction of light by objects (3.4.6)

b. relate how the color of an object is based upon the absorption or reflection of light (3.4.7)

6. Position and Motion of Objects a. recognize that it takes work to move

objects over a distance (3.4.11)

b. recognize that speed, distance and time are interrelated (3.4.6.12)

c. recognize that the greater a force is exerted on an object, the greater the change of its motion will be (3.4.13)

d. identify examples of potential energy (3.4.14)

e. identify examples of kinetic energy (3.4.14)

7. Changes in Earth and Sky a. identify fossils as a record of time

(3.4.15)

b. explore the eroding of different materials by water and wind (3.4.16)

c. describe how volcanoes change the Earth (3.4.17)

d. describe how earthquakes change the Earth (3.4.17)

8. Objects in the Sky a. recognize the relationship of the

Earth’s position to the Sun (3.4.18)

b. recognize the relative movement of the Moon to the Earth’s position (3.4.19)


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


9. Properties of Earths Materials a. identify properties of minerals (3.4.20) b. recognize that rocks are composed of

different minerals (3.4.20)

c. explain how igneous rocks are formed (3.4.21)

d. explain how sedimentary rocks are formed (3.4.21)

e. explain how metamorphic rocks are formed (3.4.21)

f. identify geographical features using a model of a map (3.4.22)

g. describe the layers of the Earth and their various features (3.4.23)





GROUP V – 2006 TO 2012

GRADE FOUR


CRITERIA

NOTES



Part II - Instructional Content Analysis GRADE FOUR



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


















I=In-depth 80%

A=Adequate 80%

M=Minimal 60%








PART III - SPECIFIC CRITERIA GRADE FOUR:

COORDINATED AND THEMATIC SCIENCE 4 (CATS 4) The Coordinated and Thematic Science 4 (CATS 4) objectives build on the study of geology, astronomy, chemistry and physics. Through a spiraling, inquiry-based program of study, all students will demonstrate scientific literacy in the fields of biology, chemistry, physics and earth and space sciences. The subject matter is delivered through a coordinated, integrated approach with an emphasis on the development of the major science themes of systems, changes and models. Students will engage in active inquiries, investigations and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and research/laboratory skills. Safety instruction is integrated into all activities. CATS 4 promotes cooperative learning, group decisions, cultural diversity, careers and expands the development of hands-on exploration. Basic science concepts are developed and problem-solving abilities are augmented.



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1. Characteristics of Organisms a. describe the different characteristics of

plants and animals which help them to survive in different niches and environments (4.4.1)

b. associate the behaviors of living organisms to external and internal influences (4.4.2)

c. identify and classify variations in structures of living things and explain their functions (4.4.3)

d. identify and classify variations in systems of living things and explain their functions (4.4.3)


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


2. Life Cycles of Organisms a. compare and sequence changes in

plant and animal life cycles (4.4.4)

b. understand that plants and animals closely resemble their parents (4.4.5)

c. understand characteristics of plants and animals are inherited from the parents (4.4.5)

d. understand that some characteristics of plants and animals result from interaction with the environment (4.4.5)

3. Organisms and Environments a. identify human uses of plants and

animals (4.4.6)

b. describe environmental barriers to the migration of animals (4.4.7)

c. construct and explain models of habitats, food chains and food webs (4.4.8)

4. Properties of Objects and Materials a. investigate how properties can be used

to identify substances (4.4.9)

b. investigate and compare the dissolving of different solids in a given liquid (4.4.9)

c. examine simple chemical changes (4.4.10)

d. understand that materials, including air, have mass, take up space and are made of parts that are too small to be seen without magnification (4.4.11)

e. identify various changes in states of matter to heat loss or gain (4.4.12)

f. investigate variables that affect the rate of evaporation of a liquid (4.4.13)

g. investigate the density of liquids (4.4.14)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


5. Light, Heat, Electricity and Magnetism a. identify different forms of energy

(4.4.15)

b. describe energy transformations that occur between different forms of energy (4.4.16)

c. examine transverse and longitudinal waves (4.4.17)

d. examine wave properties of frequency and wavelength (4.4.17)

e. investigate static electricity (4.4.18) f. investigate conductors/nonconductors

of electricity (4.4.18)

g. construct simple electrical circuits (4.4.19)

h. understand the relationship between a compass and a magnetic field (4.4.20)

6. Position and Motion of Objects a. relate motion of an object to its frame

of reference (4.4.21)

b. predict and investigate the motion of an object if the applied force is changed (4.4.22)

c. explore that sounds are produced by vibrating objects and columns of air (4.4.23)

d. explore the relationship between frequency of vibration (4.4.24)

7. Changes in Earth and Sky a. understand the geologic time scale

(4.4.25)

b. locate and identify patterns of stars and their seasonal changes (4.4.26)

c. compare and explain the relative time differences to erode materials (4.4.27)

d. investigate the cause and effects of volcanoes, earthquakes and landslides (4.4.28)

e. interpret a weather chart or map (4.4.29)


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


8. Objects in the Sky a. identify the sun as a star (4.4.30) b. describe the orbits of the sun and

moon (4.4.31)

c. describe and explain the planets’ orbital paths (4.4.32)

9. Properties of Earth Materials a. describe the rock cycle (4.4.33) b. explain the relationship between the

rate of cooling and crystal size of igneous rocks (4.4.34)

c. compare ocean water and fresh water (4.4.35)





GROUP V – 2006 TO 2012

GRADE FIVE


CRITERIA

NOTES



Part II – Instructional Content Analysis GRADE FIVE



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


The instructional materials program presents information and opportunities in a manner that enables the student an understanding of: 1. History and the Nature of Science a. demonstrate an understanding that

scientists formulate and test their explanations of nature using observation and experiments

b. demonstrate an understanding of careers and contributions of men and women of diverse cultures to the development of science

2. Science as Inquiry a. the instructional materials program

presents information and opportunities that support a minimum of 50% active inquiry, investigations and hands-on activities

. cooperate and collaborate to ask questions, find answers, solve problem, conduct investigations to further an appreciation for scientific discovery

. formulate conclusions through close observations, logical reasoning, objectivity, perseverance and integrity in data collection

. apply skepticism, careful methods, logical reasoning and creativity in investigating the observable universe

. use a variety of materials and scientific instruments to conduct explorations, investigations and experiments of the natural world



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


. demonstrate safe techniques for

handling, manipulating and caring for science materials, equipment, natural specimens and living organisms

. utilize experimentation to demonstrate scientific processes and thinking skills

. construct and use charts, graphs and tables to organize, display, interpret, analyze and explain data

3. Unifying Themes a. compare and contrast the relationship

between the parts of a system to the whole system

b. construct a variety of useful models of an object, event or process

c. compare and contrast changes that occur in an object or a system to its original state

d. identify the influence that a variation in scale will have on the way an object or system works

4. Scientific Design and Application a. research everyday applications and

interactions of science and technology

b. implement engineering solutions for given tasks and measure their effectiveness

5. Science in Personal and Social Perspectives

a. explore the connections between science, technology, society and career opportunities

b. analyze the positive and negative effects of technology on society and the influence of societal pressures on the direction of technological advances

PART III - SPECIFIC CRITERIA GRADE FIVE

The Coordinated and Thematic Science Grade Five (CATS 5) objectives evaluate, interpret and predict conditions and phenomena of the living and designed worlds. Through a spiraling, inquiry-based program of study, all students will demonstrate scientific literacy in the fields of biology, chemistry, physics and earth/space sciences. The subject matter is delivered through a coordinated, integrated approach with an emphasis on the development of the major science themes of systems, changes and models. Students will engage in active inquires, investigations, and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and research/laboratory skills. Safety instruction is integrated in all activities



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1. Science Subject Matter/Concepts

Objectives a. demonstrate an understanding of the

inter-connections of biological, earth and space and physical science concepts (SC.5.4.1)

2. Structure and function in Living Systems

a. identify and explain common energy conversions (SC.5.4.2)

b. identify the structures of living organisms and explain their function (SC.5.4.3)

c. observe and identify cells of organisms using microscope (SC.5.4.3)

3. Life Cycles of Organisms: Reproduction and Heredity

a. compare variations of plant growth and reproduction (SC.5.4.3)

(Vendor/Publisher) (IMR Committee) Responses


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


4. Populations and Ecosystems a. explain how the different

characteristics of plants and animals help them to survive in different niches and environments including adaptations, natural selection and extinction (SC.5.4.6)

b. explore the extinction of a species due to environmental conditions (SC.5.4.7)

c. trace and describe the pathways of the sun’s energy through producers, consumers and decomposers using food webs and pyramids (SC.5.4.8)

5. Properties of Objects and Materials a. explain that the mass of a material is

conserved whether it is together in parts or in a different state (SC.5.4.9)

b. recognize that elements are composed of only one type of matter (SC.5.4.10)

c. using the periodic table, identify common elements according to their symbols (SC.5.4.11)

d. compare the relative density of substances by their ability to float and sink (SC.5.4.12)

6. Light, Heat, Electricity and Magnetism a. analyze diagrams of electrical circuits

(SC.5.4.13)

b. use SI (metric) measurement units of volts, amps and watts as they apply to electricity (SC.5.4.14)

c. investigate the properties of an electromagnet (SC.5.4.15)

(Vendor/Publisher) (IMR Committee) Responses


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


7. Position and Motion of Objects a. describe how the variables of gravity

and friction affect the motion of objects (SC.5.4.16)

b. compare and contrast the change in length, tension or thickness of a vibrating object on the frequency of vibration (SC.5.4.17)

8. Structure of the Earth System a. describe the layers of the earth and

their various features (SC.5.4.18)

b. identify and describe natural landforms (SC.5.4.19)

c. describe how weather and climate are changed by natural landforms (SC.5.4.19)

d. use a variety of instruments and sources to collect and display weather data to describe weather patterns. Data collected should be temperature, wind direction, wind speed and precipitation (SC.5.4.21)

e. compare and explain the different rates of weathering, erosion and deposition in certain materials (SC.5.4.21)

f. identify land features and elevations on a topographical map (SC.5.4.22)

g. identify resources as being renewable or non-renewable (SC.5.4.23)

9. Earth’s History a. explore and explain how fossils and

geologic features can be used to determine the relative age of rocks and rock layers (SC.5.4.24)

b. identify that the Earth is made of plates (SC.5.4.25)





GROUP V – 2006 TO 2012

GRADE SEVEN


CRITERIA

NOTES



Part II – Instructional Content Analysis GRADE SEVEN



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%







b. cooperate and collaborate to ask questions, find answers, solve problem, conduct investigations to further an appreciation for scientific discovery

c. formulate conclusions through close observations, logical reasoning, objectivity, perseverance and integrity in data collection

d. apply skepticism, careful methods, logical reasoning and creativity in investigating the observable universe;

e. use a variety of materials and scientific instruments to conduct explorations, investigations and experiments of the natural world



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


f. demonstrate safe techniques for


g. utilize experimentation to demonstrate scientific processes and thinking skills

h. construct and use charts, graphs and tables to organize, display, interpret, analyze and explain data












PART III - SPECIFIC CRITERIA GRADE SEVEN

The Coordinated and Thematic Science Grade Seven (CATS 7) objectives evaluate,

interpret, and predict conditions and phenomena of the living and designed worlds. Through a spiraling, inquiry-based program of study, all students will demonstrate scientific literacy in the fields of biology, chemistry, physics and earth/space sciences. The subject matter is delivered through a coordinated, integrated approach with an emphasis on the development of the major science themes of systems, changes and models. Students will engage in active inquires, investigations and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and research/laboratory skills. Safety instruction is integrated in all activities.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1. Science Themes/Subject Matter a. the instructional materials program

presents information and opportunities in a manner that enables the student to demonstrate an understanding of the interconnections of biological, earth and space, and physical science concepts (SC.7.4.1)

2. Structure and Function in Living Systems

a. develop an understanding of the interrelationships among biology, chemistry, physics, and the earth/space sciences (SC.7.4.1)

b. identify and describe disease-causing organisms and the diseases they cause (e.g., bacteria, viruses, protozoa, fungi) (SC.7.4.2)

c. explain how human body systems work together (e.g., skeletal, muscular and integumentary systems) (SC.7.4.3)

d. compare the variations in cells, tissues and organs of the skeletal system of different organisms (SC.7.4.4)


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


e. compare the variations in cells, tissues and organs of the muscular system of different organisms (SC.7.4.4)

f. construct simple keys to differentiate among living things of similar characteristics (SC.7.4.5)

g. use pictures to show cyclical processes in nature (e.g. the water cycle, the nitrogen cycle and the carbon dioxide cycle) (SC.7.4.6)

3. Life Cycles of Organisms; Reproduction and Heredity

a. evaluate how the different adaptations and life cycles of plants and animals help them to survive in different niches and environments (e.g., inherited and acquired adaptations) (SC.7.4.7)

b. analyze how changes in the environment lead to variations in reproductive adaptations (e.g., seed dispersal, egg laying, live birth) (SC.7.4.8)

c. relate how an organism’s behavior response is a combination of heredity and environment (SC.7.4.9)

d. analyze the differences in the growth, development and reproduction of plants (e.g., flowering and non-flowering plants) (SC.7.4.10)

4. Populations and Ecosystems a. predict the trends of interdependent

populations if one of the limiting factors is changed (SC.7.4.11)

b. evaluate the consequences of the introduction of chemicals into the ecosystem (e.g., environmental consequences, human health risks, mutations) (SC.7.4.12)


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


5. Structure and Properties of Matter a. differentiate among elements,

compounds and mixtures (SC.7.4.13)

b. evaluate types of solutions (e.g., solutes and solvents, relative concentrations, conductivity, pH) (SC.7.4.14)

6. Chemical Reactions a. identify chemical reactions involving

acids and bases (SC.7.4.15)

b. follow the neutralization process using color indicators (SC.7.4.15)

c. identify the salt formed in chemical reactions (SC.7.4.15)

d. write word equations to describe chemical reactions (SC.7.4.16)

7. Energy a. describe the behavior of individual

particles and verify the conservation of matter while exploring the melting and freezing of pure substances (SC.7.4.17)

b. trace the energy flow during phase changes (SC.7.4.18)

c. relate characteristics of light and sound to waves (e.g., amplitude, pitch, wavelength, reflection, absorption rate, color) (SC.7.4.19)

d. investigate application of lenses to science (e.g., microscopes, telescopes, magnifying glass, periscopes) (SC.7.4.20)

e. identify characteristics of AC and DC circuits (e.g., batteries, transformers) (SC.7.4.21)

f. explain conservation of matter and energy qualitatively and recognize that energy can be changed from one form to another (SC.7.4.22)


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


8. Motions and Forces a. experiment with simple machines to

demonstrate the relationship between forces and distance (SC.7.4.23)

b. explain the effect of gravity on falling objects (e.g., object dropped on earth and on moon) (SC.7.4.24)

c. analyze motion graphically and use vectors to represent direction of motion (SC.7.4.25)

9. Structure of the Earth System a. depict and relate causes of tides, surfs

and currents (SC.7.4.26)

b. examine the relationships among air masses, oceans, weather, convection currents and the sun’s energy (SC.7.4.27)

c. interpret and create topographical maps (SC.7.4.28)

10. Earth’s History a. compare and contrast periods of

geologic time using rocks and rock layers (SC.7.4.29)

11. Earth and the Solar System a. explain and model using

manipulatives how the Earth’s tilt and revolution determine the seasonal changes and weather patterns (SC.7.4.30)

b. recognize the changes involved in the life cycle of a star (SC.7.4.30)

c. describe and compare the physical characteristics of celestial objects (SC.7.4.32)

d. compare the characteristics of the members of our solar system (SC.7.4.33)





GROUP V – 2006 TO 2012

GRADE SIX


CRITERIA

NOTES



Part II – Instructional Content Analysis GRADE SIX



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%









d. apply skepticism, careful methods, logical reasoning and creativity in investigating the observable universe




I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

















PART III - SPECIFIC CRITERIA GRADE SIX (CATS 6)

The Coordinated and Thematic Science Grade Six (CATS 6) objectives evaluate, interpret, and predict conditions and phenomena of the living and designed worlds. Through a spiraling, inquiry-based program of study, all students will demonstrate scientific literacy in the fields of biology, chemistry, physics, and earth/space sciences. The subject matter is delivered through a coordinated, integrated approach with an emphasis on the development of the major science themes of systems, changes, and models. Students will engage in active inquires, investigations, and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and research/laboratory skills. Safety instruction is integrated in all activities.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



Objectives a. the instructional materials program

presents information and opportunities in a manner that enables the student to demonstrate an understanding of the interconnections of biological, earth and space and physical science concepts (SC.6.4.1)

2. Structure and Function in Living Systems:

a. describe the interactions of various cycles that provide energy through decomposition, photosynthesis, respiration, transpiration in the food web (e.g., nitrogen cycle) (SC.6.4.2)

b. classify living organisms according to their structure and functions (SC.6.4.3)

c. compare the similarities of internal features of organisms which can be used to infer relatedness (SC.6.4.4)

d. explain how abiotic and biotic factors affect the interdependence among organisms (SC.6.4.5)

e. construct models of plant and animal cells which show the basic parts (SC.6.4.6)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


3. Life Cycles of Organisms:

Reproduction and Heredity

a. compare growth patterns in different plants (SC.6.4.7)

4. Populations and Ecosystems a. demonstrate changes in populations of

organisms due to limiting environmental factors (SC.6.4.8)

b. analyze the ecological consequences of human interactions with the environment (SC.6.4.9)

5. Structure and Properties of Matter a. classify and investigate properties and

processes (changes) as either physical or chemical (SC.6.4.10)

b. investigate the composition of matter concluding the matter is composed of tiny particles and that the particles are the same for the same type of matter (SC.6.4.11)

c. investigate the formation and separation of simple mixtures (SC.6.4.12)

d. use indicators to identify substances as acidic, basic or neutral (SC.6.4.13)

e. identify the symbols of elements (SC.6.4.14)

f. use the periodic table to identify elements as solids, liquids and gases, metals or nonmetals (SC.6.4.15)

g. describe properties of matter (SC.6.4.16)

6. Energy a. investigate the properties of the

electromagnetic spectrum (SC.6.4.17)

b. identify factors affecting absorption, reflection and refraction (SC.6.4.18- SC.6.4.19)

c. describe the flow of heat between objects (SC.6.4.20)

d. diagram simple parallel and series circuits (SC.6.4.21)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


7. Motion and Forces a. interpret the relationship of mass to

gravitational force (SC.6.4.22)

b. examine the simple machines and the forces involved; apply the effects of balanced and unbalanced forces on motion of objects (SC.6.4.23)

c. explain motion in terms of frames or reference and analyze graphs depicting motion and predicted future motion (SC.6.4.24)

8. Structure of the Earths System a. track major atmospheric events

(SC.6.4.25)

b. describe and demonstrate the forces and results of plate tectonics (SC.6.4.26)

9. Earth’s History a. describe changes in the rock record

due to geologic and physical events over time (SC.6.4.27)

10. Earth and the Solar System a. recognize the phases of the Moon

(SC.6.4.28)

b. investigate models of Earth-Moon-Sun relationships (SC.6.4.29)

c. compare the Earth’s tilt and revolution to the seasonal changes (SC.6.4.30)





GROUP V – 2006 TO 2012

GRADE EIGHT


CRITERIA

NOTES



Part II – Instructional Content Analysis GRADE EIGHT



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


The instructional materials program presents information and opportunities in a manner that enables the student an understanding of: 1. History and the Nature of Science a. the instructional materials program

presents information and opportunities that enable students to demonstrate an understanding that scientists formulate and test their explanations of nature using observation and experiments









I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

















PART III - SPECIFIC CRITERIA GRADE 8 (CATS 8)

The Coordinated and Thematic Science Grade Eight (CATS 8) objectives evaluate, interpret, and predict conditions and phenomena of the living and designed worlds. Through a spiraling, inquiry-based program of study, all students will demonstrate scientific literacy in the fields of biology, chemistry, physics, and earth/space sciences. The subject matter is delivered through a coordinated, integrated approach with an emphasis on the development of the major science themes of systems, changes, and models. Students will engage in active inquires, investigations, and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and research/laboratory skills. Safety instruction is integrated in all activities.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



Objectives a. the instructional materials program

presents information and opportunities in a manner that enables the student to demonstrate an understanding of the interconnections of biological, earth and space, and physical science concepts (SC.7.4.1)

2. Structure and Function in Living Systems

a. identify and explain the structures and functions of cell organelles (SC.8.4.2)

b. explain how the circulatory, respiratory and reproductive systems work together in the human body (SC.8.4.3)

c. compare the variations in cells, tissues and organs of the circulatory, respiratory and reproductive systems of different organisms (SC.8.4.4)

d. demonstrate how living cells obtain the essentials of life through chemical reactions of transpiration, respiration and photosynthesis (SC.8.4.5)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


3. Life Cycles of Organisms:

Reproduction and Heredity a. analyze how behaviors of organisms

lead to species continuity (SC.8.4.6)

b. demonstrate the basic principles of genetics to include Mendel’s laws, DNA, monohybrid crosses, production of body cells, genes, chromosomes, inherited traits (SC.8.4.7)

c. examine how patterns of human development are similar to other vertebrates (SC.8.4.8)

4. Populations and Ecosystems a. group unknown organisms based on

observable characteristics using dichotomous keys (SC.8.4.9)

b. trace matter and energy flow in a food web as it goes from sunlight to producers to consumers, design an environment in which the chemical and energy needs for the growth, reproduction and development of plants are met (e.g., food pyramids, decomposition) (SC.8.4.10)

5. Structure and Properties of Matter a. use the periodic table to locate and

classify elements as metallic, non-metallic or metalloid (SC.8.4.11)

b. trace the history of the development of the atom (SC.8.4.12)

c. determine the number of protons, neutrons and electrons and use information to draw a Bohr model of the atom (SC.8.4.13)

d. assign an element to its chemical family on the periodic table and note similarities in outer energy level electrons within each family (SC.8.4.14)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


e. evaluate gaseous systems noting the

variation in diffusion rates and examine the expansion of gases at elevated temperatures (SC.8.4.15)

6. Chemical Reactions a. conduct and classify chemical

reactions by reaction types - synthesis, decomposition, single replacement or double replacement; energy types – endothermic and exothermic, and write word equations for the chemical reactions (SC.8.4.16)

b. identify chemical reaction factors that might affect the reaction rates including catalysts, temperature changes, light energies and particle size (SC.8.4.17)

7. Energy a. identify the forms and sources of

energy (SC.8.4.18)

b. interpret and illustrate changes in waves as they pass through various mediums (e.g., sound through water and metal, light through thickness of glass) (SC.8.4.19)

c. apply the conservation of energy theory to energy transformations (e.g., electrical/heat, heat/mechanical) (SC.8.4.20)

d. quantitatively represent work, power, pressure using W=fd, P=W/t, pressure =force/area (SC.8.4.21)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


8. Motion and Forces a. graph and interpret the relationships

of distance versus time, speed versus time, acceleration versus time (SC.8.4.22)

b. describe Newton’s Laws of Motion (SC.8.4.23)

examples: • illustrate qualitatively • illustrate quantitatively

c. illustrate quantitatively mechanical advantage of simple machines (SC.8.4.24)

9. Structure of the Earth System a. investigate problems related to water

quality and quantity of surface and ground water (SC.8.4.25)

b. identify the principle forces of plate tectonics and related geological events (SC.8.4.26)

c. relate global patterns of atmospheric movement on local weather and the impact of oceans on weather and climate (SC.8.4.27)

10. Earth’s History a. relate rock formations to the types of

fossil fuels (SC.8.4.28)

b. describe the factors involved in mining resources (SC.8.4.29)

c. construct and interpret rock layer models through stratigraphic interpretation (SC.8.4.30)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


11. Earth and the Solar System a. recognize societal concerns with

exploration and colonization of space (SC.8.4.31)

b. diagram the motions of the Sun, Moon and Earth and how eclipses, tides, meteor showers are related to these motions (SC.8.4.32)

c. compare and contrast the orbits of planets and comets (SC.8.4.33)

d. compare and contrast the differences between the shape, size, and components of galaxies (SC.8.4.34)





GROUP V – 2006 TO 2012

ADVANCED BIOLOGY – GRADE 11-12


CRITERIA

NOTES



PART II - ADVANCED BIOLOGY – GRADE 11-12 Instructional Content Analysis



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


The instructional materials program presents information and opportunities in a manner that enables the student to: 1. History and the Nature of Science a. formulate scientific explanations

based on the student's observational and experimental evidence, accounting for variability in experimental results (AB.1.1)

b. communicate that science has practical and theoretical limitations (AB.1.2)

c. recognize that science is based on a set of observations in a testable framework that demonstrate basic laws that are consistent (AB.1.3)

d. explore science as a blend of creativity, logic and mathematics (AB.1.4)

e. trace the development of key historical concepts and principles describing their impact on modern thought and life by identifying the scientist’s contributions (AB.1.5)

f. integrate the history of science with cultural history to demonstrate that scientists work within their historical surroundings and are affected by them (AB.1.6)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


2. Science as Inquiry Objectives a. develop the skills, attitudes and/or

values of scientific inquiry (e.g., curiosity, logic, objectivity, openness, skepticism, appreciation, diligence, integrity, ethical practice, fairness, creativity) (AB.2.1)

b. discuss ethical practices for science (e.g., established research protocol, accurate record keeping, replication of results and peer review) (AB.2.2)

c. apply scientific approaches to seek solutions for personal and societal issues (AB.2.3)

d. properly and safety manipulate equipment, materials, chemicals, organisms and models (AB.2.4)

e. explore a variety of environments (e.g., laboratories, museums, libraries, parks and other outdoors locations) (AB.2.5)

f. use computers and other electronic technologies in an investigative context (AB.2.6)

g. engage in scientific problem solving and critical thinking (AB.2.7)

h. design, conduct, evaluate and revise experiments (AB.2.8)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


3. Unifying Themes Objectives a. relate biological or technical systems

to the natural and designed world (AB.3.1)

b. use models to make predictions about interactions and changes in systems (AB.3.2)

c. use graphs and equations relating changes in systems to rate, scale, patterns, trends and cycles (AB.3.3)

d. cite examples of different characteristics, properties or relationships within a system that might change as its dimensions change (AB.3.4)

4. Scientific Design and Application Objectives

a. summarize technological advances in the biological sciences (AB.5.1)

b. analyze the interdependence of science and technology (AB.5.2)

c. relate how scientific skills and technological tools are used to design solutions that address personal and societal needs (AB.5.3)

d. describe the scientific concepts underlying technological innovations (AB.5.4)

e. integrate appropriate technology solutions to promote scientific inquiry (AB.5.5)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



Perspectives

a. promotes the research of current environmental issues (AB.6.1)

b. describe the impact of cultural, technological and economic influences on the evolving nature of scientific thought and knowledge (AB.6.2)

c. describe occupational opportunities in science and technology (AB.6.5)

d. provides decision-making activities to resolve science-technology-society issues (AB.6.6)

PART III - SPECIFIC CRITERIA

ADVANCED BIOLOGY – GRADE 11-12

An advanced level course designed for students who have completed Coordinated and Thematic Science Ten (CATS 10) and desire a broader, in-depth study of the content found in many biological fields of endeavor. This course is designed to build upon and extend the Biology concepts, skills and knowledge from the CATS 7-10 program. Students will engage in active inquiries, investigations and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and research/laboratory skills.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



Perspectives

a. investigate and discuss the impact that humans may have on the quality of the biosphere (AB.6.1)

b. investigate the effects of natural phenomena on the environment (AB.6.2)

c. promotes research of current environmental issues (AB.6.3)

d. describe the impact of cultural, technological and economic influences on the evolving nature of scientific thought and knowledge (AB.6.4)

e. describe occupational opportunities in science and technology (AB.6.5)

f. make decisions to resolve science-technology-society issues (AB.6.6)

2. Chemical Foundations a. review foundational chemical

concepts and investigate the molecules of life and their function in the living systems (AB.4.1, 4.2)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


3. Cell Function and Genetics a. identify the structure, functions, and

interactions of eukaryotic cell organelles and their products and research the diversity/uniqueness of cell types (AB.4.3 & 4.5)

b. analyze the chemistry and structure of the cell membrane as it relates to import and export of molecules necessary for life (AB.4.4)

c. explore photosynthesis and cellular respiration (AB.4.6)

d. describe mitotic and meiotic cell cycles as well as prokaryotic cell cycles (AB.4.8, 4.9)

e. investigate DNA, gene expression, regulation and mutations and their effects on the diversity of life (AB.4.10, 4.11, 4.17, 4.18 & 4.20)

f. provide for the student evaluation of the advantages of asexual and sexual reproduction (AB.4.12)

g. explore the principles of genetics including: Mendel’s laws, incomplete dominance, gene interaction, codominance, multi-alleles, crossing over, genetic recombination; influences of environment, development, sex and age ( AB.4.13, 4.14)

h. describe DNA replication and protein synthesis (AB.4.15, 4.16)

i. introduce DNA technologies and the social issues they raise (AB.4.19)

4. Evolution a. explain natural selection, speciation

and evolution including historical and current ideas (AB.4.21, 4.23)

b. investigate causes and effects of animal behavior (AB.4.22)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


5. Classification of Organisms a. compare traditional and modern

taxonomy and systematics (AB.4.24, 4.25)

6. Environment and Ecosystems a. explore the various systems of the

human organism and their interactions (AB.4.26)

b. investigate responses of organisms to internal and environmental stimuli (AB.4.7, 4.27)

c. investigate ecology including: energy flow, limiting factors, biotic and abiotic environment, extinction and adaptation (AB.4.28, 4.31)





GROUP V – 2006 TO 2012

ADVANCED CHEMISTRY – GRADE 11-12


CRITERIA

NOTES



PART II – ADVANCED CHEMISTRY – GRADE 11-12 INSTRUCTIONAL CONTENT ANALYSIS



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



based on the student's observational and experimental evidence, accounting for variability in experimental results (AC.1.1)

b. communicate that science has practical and theoretical limitations (AC.1.2)

c. recognize that science is based on a set of observations in a testable framework that demonstrate basic laws that are consistent (AC.1.3)

d. explore science as a blend of creativity, logic and mathematics (AC.1.4)

e. trace the development of key historical concepts and principles describing their impact on modern thought and life by identifying the scientist’s contributions (AC.1.5)

f. integrate the history of science with cultural history to demonstrate that scientists work within their historical surroundings and are affected by them (AC.1.6)


values of scientific inquiry (e.g., curiosity, logic, objectivity, openness, skepticism, appreciation, diligence, integrity, ethical practice, fairness, creativity) (AC.2.1)


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


b. discuss ethical practices for science

(e.g., established research protocol, accurate record keeping, replication of results and peer review) (AC.2.2)

c. apply scientific approaches to seek solutions for personal and societal issues (AC.2.3)

d. properly and safety manipulate equipment, materials, chemicals, organisms and models (AC.2.4)

e. explore a variety of environments (e.g., laboratories, museums, libraries, parks and other outdoors locations) (AC.2.5)

f. use computers and other electronic technologies in an investigative context (AC.2.6)

g. engage in scientific problem solving and critical thinking (AC.2.7)

h. design, conduct, evaluate and revise experiments (AC.2.8)

3. Unifying Themes Objectives a. analyze systems to understand the

natural and designed world (AC.3.1)

b. apply evidence from models to make predictions about interactions and changes in systems (AC.3.2)

c. measure changes in systems using graph and equations relating these to rate, scale, patterns, trends and cycles (AC.3.3)

d. cite examples of different characteristics, properties or relationships within a system that might change as its dimensions are increased or decreased (AC.3.4)


a. summarize technological advances in the chemistry (AC.5.1)


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


b. analyze the interdependence of

science and technology (AC.5.2)

c. relate how scientific skills are used to design solutions that address personal and societal needs (AC.5.3)

d. describe the scientific concepts underlying technological innovations (AC.5.4)

e. integrate appropriate technology solutions to promote scientific inquiry (AC.5.5)


a. promotes the research of current environmental issues as they relate to chemistry (AC.6.1)

b. describe the impact of cultural, technological and economic influences on the evolving nature of scientific thought and knowledge (AC.6.2)

c. describe occupational opportunities in science and technology (AC.6.5)

d. provides decision-making activities to resolve science-technology-society issues (AC.6.6)

SPECIFIC CRITERIA PART III – ADVANCED CHEMISTRY - GRADE 11-12

An advanced level course designed for students who have completed Coordinated and Thematic Science Ten (CATS 10) and desire a broader, in-depth study of the content found in the science filed of chemistry. This course is designed to build upon and extend the Chemistry concepts, skills and knowledge from the CATS 7-10 program. Students will engage in active inquiries, investigations and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and research/laboratory skills.



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


The instructional materials program presents information and opportunities in a manner that enables the student to: 1. Properties of Matter a. review (AC.4.1) • the classification of matter using

the periodic table • kinetic molecular theory to explain

physical states of matter • physical and chemical properties • physical and chemical changes

2. Atomic Structure a. review Bohr model of the atom and

calculations of subatomic particles (AC.4.2)

• protons • neutrons • electrons

b. research and evaluate the contributions of Dalton, Planck, Bohr, Einstein, de Broglie, Heisenberg and Schrodinger to the evolution of the atomic theory (AC.4.3)

c. identify four types of electron clouds (s, p, d, f) and describe the quantum number (n, l, m, s) for electrons (AC.4.4)

d. write electron configurations and associate electron configuration of elements with element location on periodic table (AC.4.5)


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


e. write electron dot structures for

representative elements (AC.4.6)

3. Bonding a. predict the formulas of ionic

compounds and molecular compounds (AC.4.7)

b. analyze the periodic table to predict trends in (AC.4.8):

• atomic size • ionic size • electronegativity • ionization energy • electron affinity

c. using the periodic table, predict the type of bonding that occurs between atoms and differentiate among properties of ionic, covalent and metallic bonds (AC.4.9)

d. construct models to explain the structure and geometry of organic and inorganic molecules and the lattice structures of crystals (AC.4.10)

e. recognize simple organic functional groups and name simple organic compounds (AC.4.11)

4. Stoichiometry a. predict the products and write

balanced equations for the general types of chemical reactions (AC.4.12)

b. use dimensional analysis to perform unit conversions and to verify experimental calculations (AC.4.13)

c. use the Avogadro constant to (AC.4.14):

• define the mole • calculate molecular mass • calculate molar mass • calculate molar volume

d. perform calculations using the combined and ideal gas laws (AC.4.15)


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


e. use molar mass to calculate (AC.4.16) • the molarity of solutions

• percentage composition • empirical formulas • formulas of hydrates

f. experimentally determine the empirical formulas of hydrates (AC.4.17)

g. perform stoichiometric calculations including (AC.4.18):

• mass-mass • mass-volume • volume-volume • determining theoretical yield • identifying the limiting reactant

5. Equilibrium a. experimentally determine the factors

that influence the rate of reactions (AC.4.19)

b. apply LeCatelier’s principle to explain the effect of changes in concentration, pressure, volume and temperature on an equilibrium system (AC.4.20)

6. Solution Chemistry a. review colligative properties

(AC.4.21)

b. name and define acids and bases using Arrhenius, Bronsted-Lowry and Lewis definitions (AC.4.22)

c. predict the products upon adding water to both acidic and basic anhydrides (AC.4.23)

d. write and balance net ionic equations (AC.4.24)

e. solve problems using the solubility products constants (AC.4.25)

f. calculate the pH and/or pOH for various solutions and relate to the pH scale (AC.4.26)


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


g. conduct titrations and perform

calculations for both acid-base and oxidation-reduction reactions (AC.4.27)

7. Electrochemistry a. define oxidation and reduction in

terms of electron transfer within reaction (AC.4.29)

b. using electrolytic cells to (AC.4.29) • construct electrolytic cells

• write and balance the half-cell reactions and calculate cell voltage

8. Reaction Dynamics a. calculate the enthalpy change in

reactions using the heats of formation (AC.4.30)

b. evaluate the factors driving chemical reactions including enthalpy and entropy and their interrelationship (AC.4.31)

9. Nuclear Chemistry a. write balanced nuclear equations and

make predications using half-life values (AC.4.32)

b. investigate the (AC.4.33, 4.35): • biological effects of radiation

• units used to measure radiation • applications of nuclear technology

c. compare and contrast fusion and fission reactions (AC.4.34)





GROUP V – 2006 TO 2012

ADVANCED ENVIRONMENTAL EARTH SCIENCE – GRADE 11-12


CRITERIA

NOTES



PART II - ADVANCED ENVIRONMENTAL EARTH SCIENCE – GRADE 11-12 INSTRUCTIONAL CONTENT ANALYSIS



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



based on the student's observational and experimental evidence, accounting for variability in experimental results (AES.1.1)

b. communicate that science has practical and theoretical limitations (AES.1.2)

c. recognize that science is based on a set of observations in a testable framework that demonstrate basic laws that are consistent (AES.1.3)

d. explore science as a blend of creativity, logic and mathematics (AES.1.4)

e. trace the development of key historical concepts and principles describing their impact on modern thought and life by identifying the scientist’s contributions (AES.1.5)

f. integrate the history of science with cultural history to demonstrate that scientists work within their historical surroundings and are affected by them (AES.1.6)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



values of scientific inquiry (e.g., curiosity, logic, objectivity, openness, skepticism, appreciation, diligence, integrity, ethical practice, fairness, creativity) (AES.2.1)

b. discuss ethical practices for science (e.g., established research protocol, accurate record keeping, replication of results and peer review) (AES.2.2)

c. apply scientific approaches to seek solutions for personal and societal issues (AES.2.3)

d. properly and safety manipulate equipment, materials, chemicals, organisms and models (AES.2.4)

e. explore a variety of environments (e.g., laboratories, museums, libraries, parks and other outdoors locations) (AES.2.5)

f. use computers and other electronic technologies in an investigative context (AES.2.6)

g. engage in scientific problem solving and critical thinking (AES.2.7)

h. design, conduct, evaluate and revise experiments (AES.2.8)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


3. Unifying Themes Objectives a. relate earth and environmental

systems to the natural and designed world (AES.3.1)

b. use models to make predictions about interactions and changes in systems (AES.3.2)

c. use graphs and equations relating changes in systems to rate, scale, patterns, trends and cycles (AES.3.3)

d. cite examples of different characteristics, properties or relationships within a system that might change as its dimensions change (AES.3.4)


a. summarize technological advances in the biological sciences (AES.5.1)

b. analyze the interdependence of science and technology (AES.5.2)

c. relate how scientific skills and technological tools are used to design solutions that address personal and societal needs (AES.5.3)

d. describe the scientific concepts underlying technological innovations (AES.5.4)

e. integrate appropriate technology solutions to promote scientific inquiry (AES.5.5)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



Perspectives

a. provide opportunities to investigate and discuss the impact that politics may have on the environmental decisions (AES.6.1)

b. provide opportunities investigate the effects of natural phenomena on the environment (AES.6.2)

c. promotes the research of current environmental issues (AES.6.3)

d. describe the impact of cultural, technological and economic influences on the evolving nature of scientific thought and knowledge (AES.6.4)

e. describe occupational opportunities in science and technology (AES.6.5)

f. provides decision-making activities to resolve science-technology-society issues (AES.6.6)

PART III – SPECIFIC CRITERIA – GRADE 11-12 ADVANCED ENVIROMENTAL EARTH SCIENCE

Advanced Environmental Earth Science (Eleven/Twelve) builds on the fundamentals of geology, oceanography, meteorology and astronomy developed in CATS 7-10 in a rigorous and integrated manner with the traditional disciplines of biology, chemistry and physics where appropriate. As stewards of the earth, an emphasis on environment should be included within the traditional earth science disciplines. Ecology, economics, politics and social considerations all combine to help students develop an understanding of how humans effect and are effected by their environment. Students will engage in active inquiries, investigations, and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and research/laboratory skills. Safety instruction is integrated into all activities.



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1. Advanced Environmental Earth

Science

a. demonstrate an understanding of the interrelationships among physics, chemistry, biology and the earth and space sciences (SC.S.4)

2. Dynamic Earth a. identify and describe the structure,

origin and evolution of the lithosphere, hydrosphere, atmosphere and biosphere (AES.4.2)

3. Geology a. list, identify and sequence eras,

epochs and periods in relation to earth history and geologic development (AES.4.4)

b. utilize fossil evidence to estimate the relative and absolute ages of rock layers (AES.4.5)

c. find the absolute age of materials using existing radioisotopic data including half-life (AES.4.6)

d. identify the type and composition of various minerals (AES.4.7)

e. investigate and explain the processes of the rock cycle (AES.4.8)


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


f. explain the influence between

pressure and temperature in the formation and reformation of rocks (AES.4.9)

g. identify and describe agents and processes of degradation (AES.4.10)

• weathering by gravity • wind • water • ice

h. identify and describe tectonic forces (AES.4.11)

i. explain how tectonic forces change the surface of the earth with respect to (AES.4.12)

• volcanoes • earthquakes • fault lines • hot spots • mountain building

4. Oceanography a. compare and contrast lateral and

vertical motions in the ocean (AES.4.15):

• density currents • surface currents • wave motion • influence on climate and the structure of landmasses

b. investigate the evolution of the ocean floor (AES.4.16)

c. investigate the stratification of the ocean including colligative properties and biological zonation (AES.4.17)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


5. Meterology a. investigate and explain heat transfer

in the atmosphere and its relationship to meteorological processes (AES.4.18)

b. compare and contrast meteorological processes related to air masses, weather systems and forecasting by constructing and interpreting weather maps (AES.4.20)

c. examine global changes over time (AES.4.21)

• climatic trends • global warming • ozone depletion

6. Astonomy a. research theories concerning origins

of the universe (AES.4.22)

b. apply Newton’s Law of Universal Gravitation to the motion of celestial objects (AES.4.23)

c. investigate the solar system (AES.4.234)

• origin theories • comparing and contrasting the plants • planetary motions • other celestial bodies

d. investigate stars and their evolution (AES.4.25)

e. explain the relationships between location, navigation and time (AES.4.26)

f. compare ancient and modern methods and tools used to study astronomy (AES.4.27)

g. investigate the electromagnetic spectrum as related to observable phenomena in the universe (AES.4.28)


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


7. Environment a. describe the relationship between

earth processes and natural disasters (AES.4.29)

b. investigate the impact of natural disasters on human populations (AES.4.29)

c. explore the relationships between human consumption of natural resources and the stewardship responsibility for reclamations including disposal of hazardous and non-hazardous waste (AES.4.30)

d. investigate and describe in detail the physical and chemical properties of water (AES.4.31)

e. explain common problems related to the conservation, use, supply and the quality of water (AES.4.32)

f. explore the relationship between the extraction and use of natural resources and the impact on the environment (AES.4.33)

g. research alternative energy sources (AES.4.34)

• solar • geothermal • wind • nuclear • clean coal technologies

h. research and explain how the political system influences environmental decisions (AES.4.36)

i. investigate which federal and state agencies have responsibility for environmental monitoring and actions (AES.4.37)

j. develop decision-making skills with respect to addressing environmental problems (AES.4.38)





GROUP V – 2006 TO 2012

BIOLOGY TECHNICAL CONCEPTUAL – GRADE 11-12


CRITERIA

NOTES



PART II - BIOLOGY TECHNICAL CONCEPUTAL – GRADE 11-12 INSTRUCTIONAL CONTENT ANALYSIS



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



based on the student's observational and experimental evidence, accounting for variability in experimental results (BTC.1.1)

b. communicate that science has practical and theoretical limitations (BTC.1.2)

c. recognize that science is based on a set of observations in a testable framework that demonstrate basic laws that are consistent (BTC.1.3)

d. explore science as a blend of creativity, logic and mathematics (BTC.1.4)

e. trace the development of key historical concepts and principles describing their impact on modern thought and life by identifying the scientist’s contributions (BTC.1.5)

f. integrate the history of science with cultural history to demonstrate that scientists work within their historical surroundings and are affected by them (BTC.1.6)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



values of scientific inquiry (e.g., curiosity, logic, objectivity, openness, skepticism, appreciation, diligence, integrity, ethical practice, fairness, creativity) (BTC.2.1)

b. discuss ethical practices for science (e.g., established research protocol, accurate record keeping, replication of results and peer review) (BTC.2.2)

c. apply scientific approaches to seek solutions for personal and societal issues (BTC.2.3)

d. properly and safety manipulate equipment, materials, chemicals, organisms and models (BTC.2.4)

e. explore a variety of environments (e.g., laboratories, museums, libraries, parks and other outdoors locations) (BTC.2.5)

f. use computers and other electronic technologies in an investigative context (BTC.2.6)

g. engage in scientific problem solving and critical thinking (BTC.2.7)

h. design, conduct, evaluate and revise experiments (BTC.2.8)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



to the natural and designed world (BTC.3.1)

b. use models to make predictions about interactions and changes in systems (BTC.3.2)

c. use graphs and equations relating changes in systems to rate, scale, patterns, trends and cycles (BTC.3.3)

d. cite examples of different characteristics, properties or relationships within a system that might change as its dimensions change (BTC.3.4)


a. summarize technological advances in the biological sciences (BTC.5.1)

b. analyze the interdependence of science and technology (BTC.5.2)

c. relate how scientific skills and technological tools are used to design solutions that address personal and societal needs (BTC.5.3)

d. describe the scientific concepts underlying technological innovations (BTC.5.4)

e. integrate appropriate technology solutions to promote scientific inquiry (BTC.5.5)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



Perspectives

a. promotes the research of current environmental issues (BTC.6.1)

b. describe the impact of cultural, technological and economic influences on the evolving nature of scientific thought and knowledge (BTC.6.2)

c. describe occupational opportunities in science and technology (BTC.6.5)

d. make decisions to resolve science-technology-society issues (BTC.6.6)


BIOLOGY TECHNICAL CONEPTUAL – GRADE 11-12

An advanced level course designed for students who have completed Coordinated and Thematic Science Ten (CATS 10) and desire a broader, in-depth study of the content found in many biological fields of endeavor. This course is designed to build upon and extend the Biology concepts, skills and knowledge from the CATS 7-10 program. Students will engage in active inquiries, investigations and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and research/laboratory skills.



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1. Matter and Energy a. trace matter and energy transfers

occurring during photosynthesis, cell respiration and fermentation (BTC.4.1)

b. describe material transport in and out of cells (BTC.4.2)

c. relate the nature of light to energy transformation in photosynthesis (BTC.4.3)

d. describe the properties of sound waves and how they affect organisms (BTC.4.4)

e. describe how electric and magnetic forces affect life (BTC.4.5)

2. Chemical Foundations a. review foundational chemical

concepts including atomic structure, bonding, chemical reactions, water and pH as they relate to living systems (BTC.4.6)

b. describe the basics of biochemistry (BTC.4.7)

c. relate molecular weight to diffusion (BTC.4.8)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


3. Conservation and Human Impact on

the Environment

a. identify common problems related to conservation, use, supply and quality of water (BTC.4.9)

b. relate recycling to human consumption of natural resources (BTC.4.10)

c. describe landfills and sewage treatment facilities and how they work (BTC.4.11)

d. analyze the impact that humans have on the quality of the biosphere (BTC.4.12)

e. describe how to use topographic maps and Geographic Information Systems (GIS) to show patterns (BTC.4.13)

f. review global change over time (e.g., climatic trends, fossil fuel depletion, global warming, ozone depletion) (BTC.4.14)

4. Populations and Ecosystems a. compare interspecific and

intraspecific competition (BTC.4.15)

b. describe sampling techniques to the study of ecosystems (BTC.4.16)

c. investigate variations in ecosystem productivity (BTC.4.17)

d. investigate population biology (BTC.4.18)

e. identify soil types and the organisms that live in them (BTC.4.19)

f. explain the mechanics of composting (BTC.4.20)

g. describe the effects of chemicals on the diversity of organisms (BTC.4.21)

h. describe the impact of hazardous chemicals can have on living organisms (BTC.4.22)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


5. Cell Function and Genetics a. review the structure and function of

cell membranes (BTC.4.23)

b. review DNA as it relates to mitosis, meiosis and protein synthesis (BTC.4.24)

c. review basic genetics (BTC.4.25) d. describe karyotypes and pedigrees as

diagnostic tools (BTC.4.26)

e. describe current genetic engineering in: DNA technology and the social/ethical issues that it raises (BTC.4.27)

f. relate gene expression to embryonic development (BTC.4.28)

6. Plants a. compare and contrast hydrophytic,

mesophytic and xerophytic plants (BTC.4.29)

b. relate the diversity of plants to their habitat, transport system, reproduction and life cycle (BTC.4.30)

c. investigate methods of plant propagation (BTC.4.31)

d. describe forest-management practices (BTC.4.32)

e. relate the importance of cultivated and wild plants to human society, economics and the environment (BTC.4.33)

7. Animals a. describe animal population

distribution patterns (BTC.4.34)

b. explain different animal reproductive strategies BTC.4.35

c. describe the basics of animal behavior (BTC.4.36)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


8. Life Cycles of Organisms a. compare the characteristics, structures

and life cycles of simple to complex organisms (BTC.4.37)

9. Application of Biotechnology Techniques

a. describe techniques of current biotechnology (BTC.4.38)





GROUP V – 2006 TO 2012

CHEMISTRY TECHNICAL CONCEPTUAL – GRADE 11-12


CRITERIA

NOTES



PART II – CHEMISTRY TECHNICAL CONCEPTUAL – GRADE 11-12 INSTRUCTIONAL CONTENT ANALYSIS



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



based on the student's observational and experimental evidence, accounting for variability in experimental results (CTC.1.1)

b. communicate that science has practical and theoretical limitations (CTC.1.2)

c. recognize that science is based on a set of observations in a testable framework that demonstrate basic laws that are consistent (CTC.1.3)

d. explore science as a blend of creativity, logic and mathematics (CTC.1.4)

e. trace the development of key historical concepts and principles describing their impact on modern thought and life by identifying the scientist’s contributions (CTC.1.5)

f. integrate the history of science with cultural history to demonstrate that scientists work within their historical surroundings and are affected by them (CTC.1.6)


values of scientific inquiry (e.g., curiosity, logic, objectivity, openness, skepticism, appreciation, diligence, integrity, ethical practice, fairness, creativity) (CTC.2.1)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



(e.g., established research protocol, accurate record keeping, replication of results and peer review) (CTC.2.2)

c. apply scientific approaches to seek solutions for personal and societal issues (CTC.2.3)

d. properly and safety manipulate equipment, materials, chemicals, organisms and models (CTC.2.4)

e. explore a variety of environments (e.g., laboratories, museums, libraries, parks and other outdoors locations) (CTC.2.5)

f. use computers and other electronic technologies in an investigative context (CTC.2.6)

g. engage in scientific problem solving and critical thinking (CTC.2.7)

h. design, conduct, evaluate and revise experiments (CTC.2.8)

3. Unifying Themes Objectives a. analyze systems to understand the

natural and designed world (CTC.3.1)

b. apply evidence from models to make predictions about interactions and changes in systems (CTC.3.2)


a. summarize technological advances in the chemistry (CTC.5.1)

b. analyze the interdependence of science and technology (CTC.5.2)

c. relate how scientific skills are used to design solutions that address personal and societal needs (CTC.5.3)

d. describe the scientific concepts underlying technological innovations (CTC.5.4)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


e. integrate appropriate technology

solutions to promote scientific inquiry (CTC.5.5)


a. promotes the research of current environmental issues as they relate to chemistry (CTC.6.1)

b. describe the impact of cultural, technological and economic influences on the evolving nature of scientific thought and knowledge (CTC.6.2)

c. describe occupational opportunities in science and technology (CTC.6.5)

d. provides decision-making activities to resolve science-technology-society issues (CTC.6.6)

PART III - SPECIFIC CRITERIA CHEMISTRY TECHNICAL CONCEPTUAL - GRADE 11-12

Chemistry Technical Conceptual is the study of matter, its composition and its changes. This course is an alternative to a traditional college preparatory course. It emphasizes real life applications of chemical principles. Mathematical based problem solving is de-emphasized. Emphasis is placed on the important role chemistry plays in a student’s personal life, career opportunities, environment and society. Students will engage in active inquiries, investigations and hand-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and research laboratory skills. Safety instruction is integrated into all activities.



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


The instructional materials program presents information and opportunities in a manner that enables the student to: 1. Properties of Matter a. review the classification of matter and

the properties of metals and nonmetals (CTC.4.1)

b. identify sources and uses of elements (CTC.4.2)

c. use the kinetic molecular theory to explain physical states of matter (CTC.4.3)

d. perform calculations using the gas laws (CTC.4. 4)

e. apply the principle of distillation to the separation of liquids (CTC.4.5)

2. Atomic Structure a. review the parts of the atom

(CTC.4.6)

b. review the relationship of an element’s group and period position with its properties (CTC.4.7)

c. compare atomic and ionic electronic structures (CTC.4.8)

3. Bonding a. review formula writing and ionic and

covalent bonding (CTC.4.9)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


b. recognize the impact of water’s

unusual physical properties (CTC.4.10)

c. predict solute solubility based on molecular polarity (CTC.4.11)

4. Stoichiometry a. review balancing equations

(CTC.4.12)

b. use dimensional analysis to perform unit conversions and to verify experimental calculations (CTC.4.13)

c. apply the mole concept relating to chemical formulas and measuring chemical quantities (CTC.4.14, 15)

d. determine the percent composition by mass of the elements in a compound (CTC. 4.16)

e. illustrate the concept of a limiting reagent (CTC. 4.18)

5. Solution Chemistry a. review solution properties: solubility,

conductivity, density, pH, colligative (CTC. 4.19)

b. perform solutions concentration calculations (CTC. 4.21)

c. compare and contrast the properties: strong and weak acids, strong and weak bases (CTC. 4.22)

d. perform an acid-base neutralization reaction (CTC. 4.23)

6. Electrochemistry a. construct electrolytic cells to observe

the reduction of ions into free metals and write the half-reactions that occur (CTC. 4.24)

b. predict reactions of metals with aqueous solutions using the Metal Activity Series (CTC. 4.25)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


7. Reaction Dynamics a. review temperature and heat (CTC.

4.26)

b. measure the flow of energy into or out of chemical reactions (CTC. 4.27)

c. predict the effect of temperature and catalysts on reaction rates (CTC.4.28)

d. apply LeChatelier’s Principle in determining equilibrium (CTC.4.29)

8. Carbon and Petroleum a. draw and construct models for the

first ten alkanes (CTC.4.30)

b. relate the properties of organize compounds to their functional groups (CTC.4.31)

c. demonstrate the formation of polymers from smaller molecules (CTC. 4.32)

d. compare and contrast the use of petroleum as either a source of energy or as a fundamental ingredient of synthetic materials (CTC. 4.33)

9. Nuclear Chemistry a. review nuclear fusion and fission,

isotopes and half-lives (CTC.4.34)

b. compare the penetrating energies of nuclear radiation (CTC.4.35)

c. balance simple nuclear equations(CTC.4.36)

d. explain practical applications of nuclear technology (CTC. 4.37)




PART I - GENERIC EVALUATION CRITERIA

GROUP V – 2006 TO 2012

HUMAN ANATOMY & PHYSIOLOGY LEVEL 11-12


CRITERIA

NOTES



PART II – INSTRUCTIONAL CONTENT ANALYSIS HUMAN ANATOMY AND PHYSIOLOGY



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



based on the student's observational and experimental evidence, accounting for variability in experimental results (HAP.1.1)

b. communicate that science has practical and theoretical limitations (HAP.1.2)

c. recognize that science is based on a set of observations in a testable framework that demonstrate basic laws that are consistent (HAP.1.3)

d. explore science as a blend of creativity, logic and mathematics (HAP.1.4)

e. trace the development of key historical concepts and principles describing their impact on modern thought and life by identifying the scientist’s contributions (HAP.1.5)

f. integrate the history of science with cultural history to demonstrate that scientists work within their historical surroundings and are affected by them (HAP.1.6)


values of scientific inquiry (e.g., curiosity, logic, objectivity, openness, skepticism, appreciation, diligence, integrity, ethnical practice, fairness,

creativity) (HAP.2.1)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


b. discuss ethnical practices for science

(e.g., established research protocol, accurate record keeping, replication of results and peer review) (HAP.2.2)

c. apply scientific approaches to seek solutions for personal and societal issues (HAP.2.3)

d. properly and safely manipulate equipment, materials, chemicals, organisms and models (HAP.2.4)

e. explore a variety of environments (e.g., laboratories, museums, libraries, parks and other outdoors locations) (HAP.2.5)

f. use computers and other electronic technologies in an investigative context (HAP.2.6)

g. engage in scientific problem solving and critical thinking (HAP.2.7)

h. design, conduct, evaluate and revise experiments (HAP.2.8)


to the natural and designed world (HAP.3.1)

b. use models to make predictions about interactions and changes in systems (HAP.3.2)

c. use graphs and equations relating changes in systems to rate, scale, patterns, trends and cycles (HAP.3.3)

d. cite examples of different characteristics, properties or relationships within a system that might change as its dimensions change (HAP.3.4)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


4. Scientific Design and Application

Objectives

a. summarize technological advances in the biological sciences (HAP.5.1)

b. provide opportunities to analyze the interdependence of science and technology (HAP.5.2)

c. relate how scientific skills and technological tools are used to design solutions that address personal and societal needs (HAP.5.3)

d. describe the scientific concepts underlying technological innovations (HAP.5.4)

e. integrate appropriate technology solutions to promote scientific inquiry (HAP.5.5)


a. describe the impact of cultural, technological and economic influences on the evolving nature of scientific thought and knowledge (HAP.6.1)

b. describe occupational opportunities in science and technology (HAP.6.2)

c. make decisions to resolve science-technology-society issues (HAP.6.3)

HUMAN ANATOMY & PHYSIOLOGY LEVEL 11/12


This advanced course is designed for those students wanting a deeper understanding of the structure and function of the human body. The body will be viewed as a whole using anatomical terminology necessary to describe location. Focus will be at both micro and macro levels reviewing cellular functions, biochemical, tissue interactions, organ systems and the interaction of those systems as it relates to the human organism. Systems covered include integumentary, skeletal, muscular, respiratory, circulatory, digestive, excretory, reproductive immunological, nervous and endocrine. This course will be appropriate for college bound students as well as those choosing a health services career cluster. Students will engage in active inquiries, investigation and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and research/laboratory skills. Safety instruction is integrated into all activities.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1. Frame of Reference for Anatomical

Studies

a. use directional terminology necessary for anatomical location such as proximal, dorsal, medial, lateral, visceral, superficial and deep (HAP.4.1)

b. cite current literature and research related to human anatomy and physiology (HAP.4.2)

2. Chemical Level of Organization a. review foundational chemical

concepts including atomic structure, bonding, chemical reactions, water and pH as they relate to living systems (HAP.4.3)

b. explain the transfer of energy in chemical molecular processes in the human body (e.g., glycolysis, Krebs cycle, electron transport system) (HAP.4.4)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


3. Cellular /Tissue/System Levels of

Organization

a. describe the role of DNA in transcription and relate it to types of RNA and protein synthesis (HAP.4.5)

b. relate the structure, functions and interactions of eukaryotic cell organelles and their products (HAP.4.6)

c. describe the organizational levels, interdependency and the interaction of cells, tissues, organs, organ systems (HAP.4.7)

d. categorize, by structure and function, the various types of human tissue (HAP.4.8)

4. Systems Level of Organization a. relate the structure of the

integumentary system to its function as a sensory organ, environmental barrier and temperature regulator (HAP.4.9)

b. relate how bone tissue is important to the development of the human skeleton (HAP.4.10)

c. identify the structure and function of the skeletal system, including bones, markings on bones and articulations (HAP.4.11)

d. show the mechanism of muscle contraction at micro and macro levels (HAP.4.12)

e. describe the relationship between the skeletal, neural and muscular systems (HAP.4.13)

f. identify muscle groups and types of muscles, including locations, origins, insertions (HAP.4.14)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


g. classify the various types of neurons,

emphasizing structure and function (HAP.4.15)

h. relate a nervous impulse to the sodium-potassium pump (HAP.4.16 )

i. relate the function of the parts of the central nervous system to their structure (HAP.4.17)

j. describe the functions of the peripheral nervous system including the autonomic portions (HAP.4.18)

k. apply the knowledge of the structure of the ear and eye to their function/ dysfunction in relationship to environmental perception (HAP.4.19)

l. describe the specific role of enzymes and hormones to bodily functions (HAP.4.20)

m. explore the endocrine system, emphasizing glands, hormonal control and problems in hormone production (HAP.4.21)

n. compare the male and female reproductive systems, including identification of structures and their functions (HAP.4.23)

o. relate the male and female reproductive systems to human growth and development (HAP.4.23)

p. compare and contrast the purposes, processes and outcomes of cellular meiosis and mitosis (HAP.4.24)

q. describe the formation of gametes, fertilization and embryonic development (HAP.4.25)

r. relate changes in DNA to control of protein synthesis and human inheritance (HAP.4.26)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


s. relate laws’ of inheritance and DNA

to human genetic diseases (HAP.4.27)

t. identify the cellular processes, energy and nutritional requirements needed to maintain human metabolism (HAP.4.28)

u. illustrate how transport mechanisms in cells, tissues and/or organs depend on osmosis and mixture gradients (HAP.4.29)

v. examine the role of the digestive system in supplying nutrients (HAP.4.30)

w. explain how the structures of the respiratory system are significant to communication, gas exchange and cellular respiration (HAP.4.31)

x. illustrate the structure of the circulatory and lymphatic systems and the function of blood to the role of transportation, cellular support and defense (HAP.4.32)

y. describe the composition of blood and compatibility of blood types (HAP.4.33)

z. relate the excretory system to other organs and systems (HAP.4.34)

5. Human Immune Systems and Health a. describe potential system failures in

the human body (HAP.4.35)

b. describe the role of the immunological system in defense of the human organism (HAP.4.36)

c. describe the causative factors, symptoms, prevention and treatment of common diseases (HAP.4.37)

d. identify disorders related to each major system (HAP.4.38)





GROUP V – 2006 TO 2012

PHYSICS TECHNICAL CONCEPTUAL - GRADE 11-12


CRITERIA

NOTES



PART II - PHYSICS TECHNICAL CONCEPTUAL - GRADE 11-12 Instructional Content Analysis



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



based on the student's observational and experimental evidence, accounting for variability in experimental results (PTC.1.1)

b. communicate that science has practical and theoretical limitations (PTC.1.2)

c. recognize that science is based on a set of observations in a testable framework that demonstrate basic laws that are consistent (PTC.1.3)

d. explore science as a blend of creativity, logic and mathematics (PTC.1.4)

e. trace the development of key historical concepts and principles describing their impact on modern thought and life by identifying the scientist’s contributions (PTC.1.5)

f. integrate the history of science with cultural history to demonstrate that scientists work within their historical surroundings and are affected by them (PTC.1.6)


values of scientific inquiry (e.g., curiosity, logic, objectivity, openness, skepticism, appreciation, diligence, integrity, ethical practice, fairness, creativity) (PTC.2.1)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



(e.g., established research protocol, accurate record keeping, replication of results and peer review) (PTC.2.2)

c. apply scientific approaches to seek solutions for personal and societal issues (PTC.2.3)

d. properly and safety manipulate equipment, materials, chemicals, organisms and models (PTC.2.4)

e. explore a variety of environments (e.g., laboratories, museums, libraries, parks and other outdoors locations) (PTC.2.5)

f. use computers and other electronic technologies in an investigative context (PTC.2.6)

g. engage in scientific problem solving and critical thinking (PTC.2.7)

h. design, conduct, evaluate and revise experiments (PTC.2.8)


to the natural and designed world (PTC.3.1)

b. use models to make predictions about interactions and changes in systems (PTC.3.2)

c. use graphs and equations relating changes in systems to rate, scale, patterns, trends and cycles (PTC.3.3)

d. cite examples of different characteristics, properties or relationships within a system that might change as its dimensions change (PTC.3.4)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


4. Scientific Design and Application

Objectives

a. summarize technological advances in the biological sciences (PTC.5.1)

b. analyze the interdependence of science and technology (PTC.5.2)

c. relate how scientific skills and technological tools are used to design solutions that address personal and societal needs (PTC.5.3)

d. describe the scientific concepts underlying technological innovations (PTC.5.4)

e. integrate appropriate technology solutions to promote scientific inquiry (PTC.5.5)


a. describe the impact of cultural, technological and economic influences on the evolving nature of scientific thought and knowledge (PTC.6.4)

b. describe occupational opportunities in science and technology (PTC.6.5)

c. make decisions to resolve science-technology-society issues (PTC.6.6)

PART III – SPECIFIC CRITERIA Physics Technical Conceptual

Physics-Conceptual is an alternative to the traditional mathematical approach to physics. Emphasis will be on the concepts which underlie the natural laws of the universe. Mathematics will be de-emphasized. Laboratory work will require traditional physics measurements to be made. Students in Physics-Technical or Physics-Conceptual will engage in active inquiries, investigations and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and research/laboratory skills. Safety instruction is integrated into all activities.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1. Mechanics a. qualitatively and quantitatively

analyze mechanical systems (PTC.4.1.6)

b. calculate displacement, velocity and acceleration (PTC.4.2)

c. draw free body diagrams to illustrate the forces acting on objects (PTC.4.3)

d. apply graphical and algebraic solutions to vector problems (PTC.4.4)

e. recognize how the conservation of energy applies to (PTC.4.5):

• Gravitational systems • Elastic systems • Simple harmonic motion

f. construct models involving mechanical systems that illustrate the utilization of technology (PTC.4.7)

2. Fluids

a. qualitatively and quantitatively analyze fluid systems (PTC.4.8)

b. identify and apply the properties of solids, liquids and gases to explain their behavior at different pressures and temperatures (PTC.4.9)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


c. identify and apply Archimedes

principle to floating objects (PTC.4.10)

d. calculate the pressure of a solid object on a surface and the pressure exerted by a fluid at a given depth (PTC.4.11)

e. construct models involving fluid systems that illustrate applications of technology (PTC.4.12)

3. Thermodynamics

a. qualitatively and quantitatively analyze thermal systems, perform conversions between Fahrenheit, Celsius and Kelvin temperature scales (PTC.4.13,4.14)

b. use specific heat equation to calculate heat gained or lost during phase changes and temperature changes (PTC.4.15)

c. investigate and analyze the different rates of heat transfer by different materials (PTC.4.16)

d. construct models involving thermodynamics that illustrate technological applications (PTC.4.17)

4. Waves, Sound and Optics a. investigate properties of mechanical

and electromagnetic waves PTC.4.18)

b. investigate the relationship among the wavelength, velocity and frequency of waves (PTC.4.19)

c. construct models involving energy transfer illustrating applications of technology (PTC.4.20)

d. research and describe new developments in optical technology (PTC.4.21)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


5. Electricity and Magnetism

a. qualitatively and quantitatively analyze electrical systems (PTC.4.22)

b. investigate properties of electricity and magnetism (PTC.4.23)

• nature of electrical and magnetic fields • properties of electrical charge • conductors and insulators

c. investigate and analyze electrical circuits by (PTC.4.24):

• drawing and constructing electrical circuits • applying Ohm’s law

d. construct models involving the use of electricity that illustrate applications of technology (PTC.4.25)

6. Modern Physics

a. recognize and distinguish between Einstein’s General and Special Theories of Relativity (PTC.4.26)

b. recognize the products of nuclear decay and write decay chain equations (PTC.4.27)


Score Sheet

I. Generic Evaluation Criteria II. Instructional Content Analysis III. Specific Science Criteria


PART I GENERIC EVALUATION CRITERIA

GROUP V – 2006 TO 2012

COORDINATED AND THEMATIC SCIENCE (CATS 9)


CRITERIA

NOTES



PART II – INSTRUCTIONAL CONTENT ANALYSIS COORDINATED AND THEMATIC SCIENCE (CATS 9)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


The instructional materials program presents information and opportunities in a manner that enables the student an understanding of: 1. History and the Nature of Science a. the instructional materials program

presents information and opportunities that enable students to demonstrate an understanding that scientists formulate and test their explanations of nature using observation and experiments









I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

















PART III - SPECIFIC CRITERIA COORDINATED AND THEMATIC SCIENCE (CATS 9)

The Coordinated and Thematic Science Grade Nine (CATS 9) objectives conclude the development of foundational knowledge of biology, chemistry, physics and the earth/space sciences. Through the spiraling, inquiry-based program of study, all students will demonstrate scientific literacy across these major fields of science. The subject matter is delivered through a coordinated, integrated approach with an emphasis on the development of the major science themes of systems, changes and models. Students will engage in active inquiries, investigations and hands-on activities for a minimum of 50% of the instructional time to develop conceptual understanding and research laboratory skills. Safety instruction is integrated in all activities.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


1. The Coordinated and Thematic

Science (CATS 9) a. demonstrate knowledge,

understanding and applications of scientific facts, concepts, principles, theories and models using the scientific method

b. demonstrate an understanding of the interconnections of biological, earth/space and physical science concepts (SC.9.4.1)

2. The Cell and Molecular Basis for Heredity

a. analyze and explain the principles of genetics: (SC.9.4.2)

• monohybrid and dihybrid crosses • mutations • genotypes • phenotypes • X and Y chromosomes • multiple alleles • DNA • probability • diversity

b. define meiosis and mitosis as relate to chromosome number in the production of sperm, egg and body cells (SC.9.4.3)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


3. The Interdependence of Organisms

a. mathematically illustrate changes in populations of organisms (SC.9.4.4): • growth rate and curves • birth and mortality

b. identify and describe microscopic organisms and foreign substances in the environment and their harmful effects (SV.9.4.5): • micro-organisms • mutagens and carcinogens • inorganic and organic pollutants

c. design an environment that demonstrates the interdependence of plants and animals, energy pyramids, adaptations of structures to obtain nutrition (SC.9.4.6)

d. explain how excretory and digestive systems work together in the human body (SC.9.4.7.)

e. identify and compare the structure and function of cell, tissues and systems of different organisms (SC.9.4.8.)

f. trace the transfer of matter and energy in the chemical/molecular processes of photosynthesis and respiration (SC.9.4.10)

4. Structure and Properties of Matter a. predict physical and chemical

properties using the element’s position on the Periodic Table (SC.9.4.11)

b. describe the characteristics of radioactivity substances including alpha particles, beta particles and gamma rays; the half-life of a radioactive isotope; a chain reaction and differentiate between fission and fusion (SC.9.4.12)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


c. investigate the relationship between

the density of an object, its mass and its volume (SC.9.4.13)

d. investigate physical states of matter including descriptions of the behavior of atoms and molecules in terms of the Kinetic Molecular Theory (SC.9.4.14)

5. Chemical Reaction a. write formulas and name compounds

given oxidation numbers of monatomic and polyatomic ions (SC.9.4.15)

b. identify the various types of chemical bonds and the resulting compounds that are formed (SC.9.4.16) • ionic • nonpolar covalent • polar covalent

c. experimentally determine the products of chemical reactions (SC.9.4.17) • write balanced chemical equations • classify type of reaction • describe energy changes

6. Energy a. identify, describe and differentiate

various forms of energy and energy transformations (SC.9.4.18) • kinetic energy potential energy • mechanical, thermal, electrical and chemical

b. relate absorption and dissipation of heat to the composition of a material

c. demonstrate and diagram a magnetic field using bar magnets (SC.9.4.20)

d. hypothesize and experiment when different components are substituted in an electrical circuit (SC.9.4.21)

e. define and solve electrical problems involving ohm’s law and power (SC.9.4.21)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


7. Motions and Forces

a. relate the forces between charged objects to the charge on the objects and the distance between them (SC.9.4.22)

b. examine speed-time relationships using graphs (SC.9.4.23)

c. identify fundamental principle of dynamics by using Newton’s Laws (SC.9.4.23)

d. list examples of simple machines and include calculations for mechanical advantage (SC.9.4.23)

e. experiment with a pendulum to determine whether amplitude, mass and length will affect the motion of the pendulum (SC.9.4.24)

f. investigate types of waves and their properties including interference, diffraction, refraction and resonance (SC.9.4.25)

g. identify differences and similarities between transverse and longitudinal waves (SC.9.4.25)

h. apply wave equation to determine the relationships among speed, wavelength and frequency (SC.9.4.25)

8. Energy in the Earth System a. investigate formation and destruction

of landforms (SC.9.4.26) b. demonstrate the relationships of

temperature, air pressure, wind speed, wind direction and humidity as elements of weather (SC.9.4.28)

c. compare and analyze the characteristics of ocean tides and currents (SC.9.4.28)



I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


9. Geochemical Cycles

a. employ a variety of tests to identify common rock-forming minerals (SC.9.4.29)

b. analyze and describe common rock samples using grain size and shape and mineral composition (SC.9.4.30)

c. use models to describe interactive cycles: (SC.9.4.31) • water • nitrogen • carbon dioxide

10. Origin and Changes in the Earth Systems and Universe

a. examine how scientists use seismographic evidence in determining structure and composition of the Earth’s interior (SC.9.4.32)

b. determine the relative age of materials using time stratgraphic and bio- stratigraphic relationships (SC.9.4.33)

c. estimate the absolute age of materials using existing radio isotopic data (SC.9.4.34)

d. describe the effects of the movement of subsurface water (SC.9.4.35)

e. relate changes in the Earth’s surface to the motion of lithospheric plates (SC.9.4.36)

f. summarize and discuss the evidentiary basis for the theory of Plate Tectonics (SC.9.4.37)

g. research and describe the life cycles of various stellar types (SC.9.4.38)

h. interpret topographic maps, weather maps and charts and astronomical models (SC.9.4.39)

INSTRUCTIONAL MATERIALSwvde.state.wv.us/materials/documents/PART4APPENDICESAND... · 2006-09-11 ·...

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