SCIENCE CURRICULUM MISSION STATEMENT - … Curriculum Guide.pdf · SCIENCE CURRICULUM MISSION...

SCIENCE CURRICULUM MISSION STATEMENT

NORTH PLATTE PUBLIC SCHOOLS

Our mission is to develop students who will be able to identify with the field of science in their

daily lives while using technology and scientific reasoning skills to solve problems. Students

will foster self-concept and personal growth by using a comprehensive and relevant science

curriculum that provides a variety of learning and assessment opportunities to address the needs

of every student. Students will recognize and appreciate the contributions and achievements of

divers cultures in the science world.

K-12 SCIENCE CURRICULUM AT A GLANCE

Elementary Science Curriculum

Kindergarten 1

st Grade 2

nd Grade 3

rd Grade 4

th Grade 5

th Grade

Weather & Seasons Solids & Liquids Energy (heat, light, Plant Growth & Animal Studies Body Systems

Comparing & Life Cycle of Butterfly & sound) Development Motion & Design Electric Circuits

Measuring Balancing & Weighing Rocks & Minerals Food Chemistry/ Land & Water

Organisms Solar System Nutrition Technology of Paper

Floating & Sinking

Middle Level Science Curriculum

6th

Grade – Life Science 7th

Grade – Earth Science 8th

Grade – Physical Science

Microworlds Organisms, Macro to Micro Catastrophic Events Earth in Space Properties of Matter Human Body

Electricity Light Energy, Machines, & Motion

High School Science Curriculum

9th

Grade – Physical Science 10th

Grade – Biology 11th

& 12th

Grade (Elective Science)

Nature of Science Cells Earth Science

Solids, Liquids, & Gases Chemistry Physics

Classification of Matter Photosynthesis Chemistry

Atomic Structure Genetics Field Biology

Periodic Table Evolution Physiology

Elements & Properties Classification Honors Biology

Acids, Bases, & Salts Microorganisms

Energy Human Body Systems

Motion & Energy Animal Kingdom

Wave, Sound, & Light Plant

Kindergarten Units

High Achievement Outcomes and Components

Purpose: The purpose of science at the Kindergarten level is to utilize the student’s natural

sense of wonder and their five senses to observe their environment. Students will

use hands-on investigations to explore their world and set the foundation for

scientific inquiry. They will be exposed to scientific language and begin to

develop a life-long interest in science.

Weather and Seasons HAO - K.1: Student will gather data on weather patterns using simple tools and observation

skills. They will graph the information, interpret the data, describe changes in the

data, and summarize weather characteristics over a long period of time. (NE State

Standards addressed in this unit are: 1.1.3, 1.1.4, and 1.5.3)

Components:

K.1.1 Use tools to measure wind speed and direction, temperature, and precipitation

K.1.2 Describe the different forms of water in weather

K.1.3 Classify clouds according to type

K.1.4 Conduct experiment to determine which fabrics are suitable for wearing in

wet weather

K.1.5 Gather, graph, and analyze weather data

Measurement HAO – K.2: Student will make observations of selected objects and make measurement

predictions before using both standard and non standard units of measurement to

compare objects. They will identify which (standard or non standard) method of

measurement is most appropriate (NE State Standards addressed in this unit are:

1.1.3, 1.2.1, and 1.8.1)

Components: K.2.1 Compare two or more objects using direct comparisons of measurement (i.e.,

shorter, longer, taller, heavier, and lighter)

K.2.2 Use both standard units of measurement (i.e., inches and centimeters,) and

nonstandard units of measurement (i.e., string and paper clips)

K.2.3 Use appropriate measurement systems for different purposes

K.2.4 Students will “become” scientists for a day by using scientific tools and the

scientific method (NOTE: Need to clarify and determine how to measure this

component)

NOTE: NE Math Standard 1.3.2 - by the end of first grade, students will recognize tools of

measurement and their appropriate use, such as clocks, calendar, ruler, balance scale, and

thermometer.

1st Grade Units


Purpose: The purpose of science at first grade level is to continue students’ use of the five

senses to observe their environment. Students will use hands-on investigations to

expand their knowledge. They will be exposed to scientific language and begin to

develop a life-long interest in science.

Life Cycle of Butterflies HAO – 1.1: Students will document changes in the lifecycle of butterflies. They will compare

and contrast butterfly function and structures to their own.

(NE State Standards addressed in this unit are: 1.4.1 and 1.4.2)

Components: 1.1.1 Identify the caterpillar as one stage in the life cycle of a butterfly

1.1.2 Observe and record characteristics of a caterpillar

1.1.3 Identify parts of the caterpillar

1.1.4 Observe formation of the chrysalis

1.1.5 Observe the formation of the parts of a butterfly body

1.1.6 Observe and record characteristics of the butterfly

1.1.7 Compare butterfly structure and function to themselves

1.1.8 List characteristics of all insects

1.1.9 Apply knowledge of butterflies life cycle to other organisms

1.1.10 Summarize 4 stages of a butterfly’s life cycle

Solids and Liquids HAO – 1.2: Students will summarize what they have learned about the similarities and

differences between solids and liquids.

(NE State Standards addressed in this unit are: 1.1.1, 1.2.1, and 1.3.1)

Components: 1.2.1 Identify characteristics properties of solids

1.2.2 Sort solids on the basis of their observable properties

1.2.3 Identify characteristics properties of liquids

1.2.4 Compare the properties of two liquids

Resources (refer to Health for this unit)

HAO – 1.2: Students will develop an understanding of resources

Components: 1.3.1 Describe how reducing, reusing, and recycling help our environment

1.3.2 Develop an understanding that pollution is found in nature

1.3.3 Identify types of pollution

2nd Grade Units


Purpose: The purpose of science in the second grade is to increase the level of

scientific literacy. Students will utilize hands-on scientific experimentation tto

continue to expand their understanding of the world in which they live. They will

continue to develop their scientific vocabulary and increase their awareness and

understanding of the scientific method. Students will explore careers in science

and contributions made by a diverse population.

Energy Unit HAO – 2.1: Students will demonstrate how the different forms of energy (light, heat, and

sound) transfer. (NE State Standards addressed in this unit are: 5.1.2, 5.1.3,

5.1.4, 5.2.1, 5.3.1, 5.3.2, 5.3.3, 5.6.2, 5.6.3)

Components:

2.1.1 Explore how sound waves travel

2.1.2 Investigate the characteristics of pitch and amplitude

2.1.3 Design a musical instrument to demonstrate production of sound

2.1.4 Identify light sources

2.1.5 Demonstrate the use of simple equipment and tools such as prisms, magnifying

glass, flashlights, and mirrors to extend the senses

2.1.6 Identify properties of light as it travels through various objects

2.1.7 Identify heat sources

2.1.8 Demonstrate how heat transfers

2.1.9 Temperature is a measure of heat energy

2.1.10 Compare and contrast natural versus manmade sources of heat and light

Organisms

HAO – 2.2: Students summarize similarities and differences between different types of

organisms. (NE State Standards addressed in this unit are: 5.1.1, 5.1.3, 5.1.4,

5.2.1, 5.4.1, 5.4.2, and 5.4.3)

Components:

2.2.1 List similarities and differences between plants and animals

2.2.2 Compare and contrast types of seeds

2.2.3 Observe seed growth and summarize the life cycle of the plant

2.2.4 Build a model habitats to observe plant and animal interactions

2.2.5 Identify the needs of plants and animals in selected habitats

2.2.6 Compare and contrast animals within a selected habitat

2.2.7 Describe habitat changes over time

2.2.8 Relate animal and plant interactions to human interactions

Balancing & Weighing

HAO – 2.4: Students will use an equal arm balance to compare and weigh the contents of

sealed canisters and place them in serial order. (NE State Standards: 5.1.1, 5.1.2,

5.1.3, 5.2.1, 5.3.1, and 5.6.2)

Components:

2.4.1. Build beam balance that demonstrate the relationship between mass and location

of fulcrum, and length of arms of the beam

2.4.2. Build an equal arm balance and compare to beam balance

2.4.3. Compare mass of objects using an equal arm balance

2.4.4. Define weighing

2.4.5. Graph weights of objects

2.4.6. Describe the relationship between mass, weight, and volume

3rd Grade Units


Purpose: The purpose of science in the third grade is to achieve a broader level of scientific

literacy. Students will utilize hands-on scientific experimentation to continue and

extend their understanding of their world. Students will understand contributions

made by men and women in the area of science. Students will begin to develop

an understanding of the importance of conservation.

Plant Growth & Development HAO – 3.1: Students will use their records, notes, and graphs to explain the life cycle of plants

and factors that effect their growth and development. (NE State Standards 5.1.1,

5.1.2, 5.1.3, 5.2.1, 5.4.1, and 5.4.2)

Components: 3.1.0. Identify parts of a seed

3.1.1. Create and maintain graphical records of changes in plant height over time

3.1.2. Observe and record changes in plant structure over time

3.1.3. Diagram the anatomy of a flower

3.1.4. Cross pollinate flowers

3.1.5. Create model of Brassica plant & bee

Rocks & Minerals HAO – 3.2: Students will identify minerals by name according to their properties. They will

sort sample rocks into the three classes and report on the uses of rocks and

minerals. (NE State Standards addressed in this unit are: 5.1.2, 5.2.1, 5.3.1,

5.3.3, 5.5.1, 5.5.3, and 5.8.1)

Components:

3.2.1 Identify characteristics of rocks

3.2.2 Describe characteristics of the three rock classification

3.2.3 Explain relationship between rocks and minerals

3.2.4 List properties of minerals

3.2.5 Use properties to identify minerals

3.2.6 Research and report on the properties and uses of a rock or mineral

3.2.7 Conduct experiments to determine which materials are magnetic

3.2.8 Explain magnetic poles and how they attract or repel each other

3.2.9 Compare and contrast natural versus man-made materials

Solar System HAO – 3.3: Identify the parts of the solar system and benefits of space exploration. (NE State

Standards 5.1.1, 5.5.2, 5.8.1 (famous people))

Components: 3.2.1 State that the sun is the center of the universe

3.2.2 Identify the planets of the solar system

3.2.3 Compare/Contrast rotation and revolution

3.2.4 List other object found in space

3.2.5 Develop an understanding of how space exploration is relevant to our

everyday lives.

4th Grade Units


Purpose: The purpose of science at fourth grade is to continue to develop scientific literacy

and develop a lifelong interest in science. Students will experience the scientific

process through hands-on science instruction. Students will become more

proficient in using standard measurement tools. They will continue to explore

and consider career opportunities in science and the contributions made to society

by scientists.

Food Chemistry HAO – 4.1: Students will use the testing procedures to identify the nutrients found in a

selected food. They will compare their results to the information contained on the

nutritional facts label for the selected food. (NE State Standards addressed in this

unit are: 5.1.3, 5.2.1, 5.3.1, 5.3.3, 5.5.1, 5.6.1, and 5.6.2)

Components:

4.1.1 List nutrients found in food

4.1.2 Conduct iodine, glucose, protein, and fat tests on various foods

4.1.3 Research the nutritional value of starch, glucose, fats, and proteins

4.1.4 Analyze a nutrition fact label

Animal Studies HAO – 4.2: Students will research habitat, structures, and characteristics of a selected animal

and prepare a presentation for the class. (NE State Standards addressed in this

unit are: 5.1.1, 5.1.3, 5.2.1, 5.3.1, 5.4.1, 5.4.2, and 5.4.2)

Components:

4.2.1. Create a habitat for a dwarf African frog

4.2.2. Observe and document frog structure and behavior

4.2.3. Create a habitat for a fiddler crab

4.2.4. Observe and document crab body structure and behavior

4.2.5. Create a habitat for a millipede

4.2.6. Observe and document millipede body structure and behavior

4.2.7. Compare and contrast the habitats of the three classroom animals

4.2.8. Design, perform, and analyze a controlled test to examine how the frog, crab,

and millipede adapt to a change in one element of their habitat

4.2.9. Observed, record, and discuss the needs of humans

4.2.10. Compare and contrast the structures and behaviors of the three classroom

animals and humans

Motion & Design HAO - 4.3: Students will develop a technological design to solve a design challenge and

present their solutions. (NE State Standards addressed in this unit are: 5.1.1,

5.1.2, 5.1.3, 5.2.1, 5.3.2, and 5.6.1)

Components:

4.3.1. Build a vehicle to meet design requirements

4.3.2. Create a technical drawing of their vehicle

4.3.3. Explore the relationship between force and motion

4.3.4. Test the effect of load on the motion of an object

4.3.5. Modify vehicle design to account for energy sources, friction, and resistance.

4.3.6. Determine cost of vehicle and modify design to reduce cost

Floaters & Sinkers HAO - 4.4: Students will predict whether objects will sink or float in water and test their

predictions. (NE State Standards addressed in this unit are: 5.1.2, 5.1.3, 5.1.4,

5.2.1, and 5.3.1)

Components:

4.4.1. List and explain factors that affect buoyancy of an object

4.4.2. Measure the upward force on buoyant objects

4.4.3. Describe the relationship water displacement and volume of an object

4.4.4. Compare and contrast buoyant force exerted by fresh and salt water

4.4.5. Build a hydrometer

4.4.6. Use a spring scale to weigh objects

4.4.7. Compare the weight of water with weight of other materials

5th Grade Units


Purpose: The purpose of science at fifth grade is to continue to develop scientific literacy.

Students will experience the scientific process through hands-on science

instruction to promote a lifelong interest in science. Students will continue to

improve their proficiency with scientific tools and standard units of measure,

building a foundation for more in depth studies of science. They will continue to

explore and consider career opportunities in science and the contributions made to

society by scientists.

Land & Water HAO – 5.1: Students will design landscapes in their stream models, predict how runoff will

affect these landscapes, and use these predictions to select a safe home site. (NE

State Standards addressed in this unit are: 5.1.1, 5.1.2, 5.1.3, 5.2.1, 5.5.1, 5.6.1,

5.7.3, and 5.7.4)

Components: 5.1.1 Build model stream tables to demonstrate:

1. the water cycle

2. soil erosion

3. formation of streams

5.1.2 Analyze the properties of four soil components

5.1.3 Analyze the ability of a soil to hold water

5.1.4 Identify factors that affect how water erodes and deposits sediment

5.1.5 Identify the components of a stream

5.1.6 Model the formation of a larger stream that has multiple sources

5.1.7 Compare the effects of fast and slow-moving water

5.1.8 Describe how the shape of the land affects the direction and flow of water

5.1.9 Explain the effects of slope on stream formation

5.1.10 Design and construct dams in stream tables and test effects

5.1.11 Predict and model how plants affect water flow and erosion

Electric Circuits HAO – 5.2: Students will design plan for and complete the wiring of a model house. (NE

State Standards addressed in this unit are: 5.1.2, 5.2.1, 5.3.3, 5.6.1, and 5.6.2)

Components: 5.2.1 Create a complete circuit to light a bulb

5.2.2 Investigate conductors and insulators

5.2.3 Identify the direction of current flow using diodes.

5.2.4 Create a light bulb filament

5.2.5 Troubleshoot a circuit

5.2.6 Use circuit testers to investigate unknown circuits

5.2.7 Create a circuit diagram using electrical symbols

5.2.8 Build parallel and series circuits

5.2.9 Compare and contrast parallel and series circuits

5.2.10 Apply what they have learned to make a flashlight

Ecosystems HAO – 5.3: Students will study a specific example of a polluted ecosystem from different

perspectives and recommend solutions to reduce pollution. (NE State Standards

addressed in this unit are: 5.1.1, 5.1.2, 5.1.3, 5.2.1, 5.4.3, 5.7.2, and 5.7.3)

Components:

5.3.1 Observe and record observations of a terrarium

5.3.2 Observe and record observations of an aquarium

5.3.3 Add plants and animals to both ecosystems, observe and record interactions

5.3.4 Link both ecosystems, predict how one ecosystem will affect the other

5.3.5 Identify human affects on ecosystems

5.3.6 Define environmental tradeoff

5.3.7 Design and carry out controlled experiments to study the effects of pollution

Technology of Paper HAO – 5.4: Students design a plan and create a paper product. (NE State Standards addressed

in this unit are: 5.2.1, 5.6.1, and 5.6.2)

Components: 5.4.1 Compare and describe wet and dry samples of paper

5.4.2 Test paper samples for tear resistance, smoothness, opacity, and water and ink

absorbency

5.4.3 Recycle one type of paper

5.4.4 Test the properties of the recycled paper

5.4.5 Explain the relationship between fiber type and properties of recycled paper

5.4.6 Design and conduct controlled experiment to demonstrate the effect of

additives on recycled paper

6th Grade Units


Purpose: The sixth grade science curriculum is designed to allow students to explore

several fields of study and demonstrate not only how those fields are

interconnected, but help the student to identify the importance of each area of

study to their everyday lives. In keeping with middle level philosophy and

research based practices, students will be provided a variety of hands-on activities

as well as activities that reinforce the scientific method, good research and study

practices, and provide differentiated strategies to allow for all learning styles and

abilities to find success. Critical to the learning process is the mastery and use

of scientific

Microworlds HAO - 6.1: Students will develop a lab notebook of observations and drawings of various

organisms viewed with a microscope. (NE State Standards addressed in this unit:

Components:

6.1.1 Use hand lens to make and record observations

6.1.2 Describe properties of lenses

6.1.3 Use lenses to make and record observations

6.1.4 Identify and describe the function of the parts of the microscope

6.1.5 Use microscope to make and record observations

6.1.6 Determine field of view of the microscope

6.1.7 Prepare slides to view under the microscope

6.1.8 Use appropriate slide techniques, focusing, and light adjustments

6.1.9 Observe and draw various organisms as viewed with a microscope

Earth in Space HAO - 6.5: Create a scale model of the solar system that also explains the influence of

gravitational force. Compare and contrast characteristics of all planets in the solar

system to demonstrate how Earth uniquely supports life. (NE State Standards

addressed in this unit are: 8.5.3, 8.1.1, 8.1.2, 8.1.3, 8.6.2, 8.7.4, 8.8.1, and 8.8.3)

Components:

6.5.1 Determine scale and accurately map the parts of our solar system

6.5.2 Investigate and describe the relationships and forces existent between the

earth, moon, and sun

6.5.3 List characteristics of each planet within Earth’s solar system

6.5.4 Relate the motion of objects in the solar system to the concepts of day, year,

eclipses, and phases of the moon

6.5.5 Explain influence of gravity on objects in the solar system

6.5.6 Describe the sun as a major source of energy that influences the atmosphere

and the earth’s surface

6.5.7 Investigate and describe the effect of the tilt of the earth’s axis on seasons

6.5.8 Research and debate the benefits of space travel

Electrical Energy & Circuit Design HAO – 6.6: Students will diagram the production and transfer of electricity to include method

of generation, transfer, and how used. Students will then compute the cost (both

monetary and environmental) of electricity for selected situations. (NE State

Standards addressed in this unit are: 8.1.2, 8.3.3, and 8.7.5)

Components:

6.6.1 Explain how materials can become electrically charged

6.6.2 Demonstrate series and parallel circuits

6.6.3 Investigate and describe characteristics of electric current and its movement

6.6.4 Explain the relationship between current and magnetism

6.6.5 Identify methods of producing and transferring electricity

6.6.6 Investigate pros and cons of electricity production methods

6.6.7 Identify and explain electricity usage and costs in your life

6.6.8 Convert mechanical energy to electrical energy

7th Grade Units


Purpose: The seventh grade science curriculum is designed to allow students to explore








of scientific vocabulary.

Organisms from Macro to Micro HAO – 7.1: Students will conduct microscopic observations and record their observations

through the use of technical drawings. They will identify specific characteristics

of living things.that (NE State Standards addressed in this unit are: 8.1.1, 8.4.1,

8.4.2, 8.4.3, 8.4.4, 8.4.5, 8.7.2, 8.8.1, 8.8.2, and 8.8.3)

Components: 7.1.1 Describe and name organisms

7.1.2 Create technical drawings of selected organisms

7.1.3 Construct, maintain, and observe a pond habitat

7.1.4 Prepare dry mount slides for observation

7.1.5 Create a growing system for plants

7.1.6 Monitor and maintain plant growth

7.1.7 Record germination and development of selected plants

7.1.8 Observe and record the life cycle of selected organisms

7.1.9 Compare and contrast plant and animal cells

HAO – 7.2: Students will analyze and interpret data on selected organisms. They will

demonstrate their understanding of cell division and the reproductive processes.

Students will also design and conduct an inquiry. (NE Standards addressed in this

standard are: 8.1.1, 8.4.1, 8.4.2, 8.4.3, 8.4.4, 8.4.5, 8.7.2, 8.8.1, 8.8.2, and 8.8.3)

Components: 7.2.1 Simulate interphase, mitosis, and cytokinesis

7.2.2 Illustrate the stages of mitosis

7.2.3 Dissect a flower

7.2.4 Pollinate selected plants

7.2.5 Observe and investigate leaf structure and transpiration

7.2.6 Observe and create technical drawings of selected organisms

7.2.7 Determine the average increase of selected organisms in a habitat

HAO – 7.3: Students will create both a written and graphical dichotomous key for selected

organisms. (NE Standards addressed in this standard are: 8.1.1, 8.4.1, 8.4.2, 8.4.3,

8.4.4, 8.4.5, 8.7.2, 8.8.1, 8.8.2, and 8.8.3)

Components: 7.3.1 Compare mold formation in different environments

7.3.2 Examine yeast cell activity

7.3.3 Observe and record hydra in various stages

7.3.4 Harvest seeds

7.3.5 Review and discuss classification and characteristics of selected organisms

studied throughout unit

Properties of Matter HAO – 7.4: Students will demonstrate their understanding of properties of matter by designing

and implementing an inquiry to identify a given substance. They will also

analyze and interpret data. (NE Standards addressed in this standard are: 8.1.2,

8.1.3, 8.2.1, and 8.3.1)

Components: 7.4.1 Measure mass and volume

7.4.2 Discuss mass and weight

7.4.3 Compare density of objects

7.4.4 Determine density of objects

7.4.5 Find the density of air

7.4.6 Evaluate the relationship between density and temperature

7.4.7 Explore the relationship of heat to changes in state

HAO – 7.5: Students will design and conduct an inquiry to evaluate the components of a

mixture. They will illustrate their knowledge of physical properties through

observation and description of components of a mixture. Students will interpret

and analyze data. (NE Standards addressed in this standard are: 8.1.2, 8.1.3,

8.2.1, and 8.3.1)

7.5.1 Evaluate a substance to determine if it is a pure substance or a mixture

7.5.2 Saturate a solution

7.5.3 Determine solubility of a substance

7.5.4 Explore the concept of conservation of mass

7.5.5 Filter a solution

7.5.6 Compare, analyze, and identify inks

7.5.7 Investigate solid solutions

HAO – 7.6: Students will conduct an investigation involving a chemical reaction to

demonstrate conservation of mass. They will analyze and interpret data. (NE

Standards addressed in this standard are: 8.1.2, 8.1.3, 8.2.1, and 8.3.1)

7.6.1 Break down a compound

7.6.2 Examine and classify elements

7.6.3 Combine elements to create an chemical reaction

7.6.4 Compare reactions of selected elements

7.6.5 Explore corrosion

7.6.6 Measure the mass of reactants and products

Light HAO – 7.7: Students will explain selected components related to the nature of light (i.e. how

light travels, types of light, color) (NE State Standards addressed in this unit are:

8.1.2, 8.1.3, 8.2.1, and 8.3.3)

Components:

7.7.1 Identify sources of light and explore how light is produced

7.7.2 Investigate how light travesl

7.7.3 Evaluate light brightness as related to area illuminated and distance traveled

7.7.4 Classify objects according to their ability to reflect or transmit light

7.7.5 Investigate shadow relationship to light

7.7.6 Explain how an image is produced by a pinhole camera

7.7.7 Demonstrate the ability to model various light concepts

7.7.8 Explore the relationship of color, light, and the electromagnetic spectrum

HAO – 7.8: Students also calculate focal points and demonstrate their understanding of light

and image creation by illustrating how light from the film in a move theater

projector can be viewed by a person in the audience. (NE State Standards

addressed in this unit are: 8.1.2, 8.1.3, 8.2.1, and 8.3.3)

7.8.1 Predict and recognize mirror images

7.8.2 Construct a device to see over objects

7.8.3 Investigate convex and concave mirrors

7.8.4 Explore refraction using a transparent block

7.8.5 Focus objects using convex and concave lenses

7.8.6 Model refraction

HAO – 7.9: Students will research an optical device to determine its function, construction,

and history. (NE State Standards addressed in this unit are: 8.1.2, 8.1.3, 8.2.1,

8.3.3, 8.6.1, 8.8.1, and 8.8.4)

7.9.1 Design and construct a simple telescope

7.9.2 Discuss the role of the components of a telescope

7.9.3 Dissect a camera and explain the relationship between the parts and focus,

exposure, and aperture.

7.9.4 Compare and contrast the human eye with the camera

8th

Grade Units


Purpose : The eighth grade science curriculum is designed to allow students to explore








of scientific vocabulary.

Catastrophic Events HAO – 8.1: Students will research and report on a specific catastrophic event that has

occurred some time during history. Their research will include type of event,

where and when the event occurred, causes, characteristics, maps, relationship to

similar events, impact, and a risk analysis relating to future such events. (NE State

Standards addressed in this HAO are: 8.5.1, 8.5.2, 8.7.3, and 8.7.4.)

Components:

8.1.1 Define and discuss the risk as it relates to catastrophic events

8.1.2 Research statistics and determine probability for a specific catastrophic event

8.1.3 Identify and explain ways to mitigate the impact of certain catastrophic events

HAO – 8.2: Students will design and conduct an experiment to determine the relationship of

salinity to density of water. They will also analyze and interpret data on selected

factors that determine weather and climate. (NE State Standards addressed in this

HAO are: 8.1.1, 8.1.2, 8.2.1, 8.3.3, 8.5.1, and 8.7.3)

Components:

8.2.1 Define catastrophic event and provide examples

8.2.2 Compare & Contrast tornados and hurricanes

8.2.3 Model methods of heat transfer (conduction, convection, & radiation)

8.2.4 Investigate the heating and cooling of soil & water

8.2.5 Collect and graph data

8.2.6 Analyze and interpret data

8.2.7 Investigate the relationship between heat, water, air, and land

8.2.8 Define latent heat

8.2.9 Explain the movement of air masses

8.2.10 Conduct scientific inquiry

8.2.11 Investigate the relationship between temperature, pressure, and cloud

formation

8.2.12 Track a hurricane

8.2.13 Explain the relationship of ocean currents to global climate

8.2.14 Map ocean currents

HAO – 8.3: Students will design and conduct an experiment to investigate the effect of loose

soil versus packed soil on the way model buildings respond to shaking. They will

analyze and interpret earth quake data. Students will illustrate and understanding

of the Earth’s structure and forces. (NE State Standards addressed in this unit are:

8.1.1, 8.1.2, 8.1.3, 8.2.1, 8.5.1, 8.5.2, 8.7.3, and 8.7.4.)

Components: 8.3.1. Define earthquake and identify technology that is used in the study of

earthquakes

8.3.2. Investigate and explain seismic waves and their impact on buildings

8.3.3. Record and analyze seismic waves

8.3.4. Use seismic data to locate the epicenter of an earthquake

8.3.5. Plot earthquake data and determine patterns

8.3.6. Explain the relationship of seismic wave data to the study of earth’s interior

8.3.7. Explain the relationship of plate movement to earth’s landforms

8.3.8. Use models to demonstrate forces and plate movement

8.3.9. Demonstrate and explain the Theory of Plate Tectonics as it relates to

convection currents

HAO – 8.4: Students will design and conduct an experiment to investigate the effect of ash

fall on the temperature of the earth’s surface. Students will identify igneous rocks

as well as interpret and analyze data. They will identify locations of catastrophic

events and explain why these events occur where they do. (NE State Standards

addressed in this unit are: 8.1.1, 8.1.2, 8.1.3, 8.2.1, 8.5.1, 8.5.2, 8.7.3, and 8.7.4.)

8.4.1. Analyze the causes and effects of volcanic eruptions

8.4.2. Classify the effects of volcanic eruptions as either destructive or constructive

8.4.3. Illustrate how volcanoes change the landscape

8.4.4. Investigate viscosity and its relationship to volcano type

8.4.5. Sort and classify igneous rock according to its properties

8.4.6. Explain the relationship of igneous rock properties to the method of formation

8.4.7. Analyze ash and explore the effects of ash on people, property, and the

environment

8.4.8. Gather and analyze ash fall data

8.4.9. Explore the effect of ash fall on climate

8.4.10. Identify destructive and constructive effects of ash fall

Human Body

HAO - 8.5: Students will investigate the digestive system organs and how they work to keep

the human body functioning properly. (NE State Standards that are addressed in

this unit are: 8.1.1, 8.1.2, 8.2.1, 8.4.1, and 8.7.1)

Components:

8.5.1. Map and explain the movement of food through the digestive tract.

8.5.2. Investigate and explain digestion in the mouth.

8.5.3. Investigate and explain digestion in the stomach.

8.5.4. Investigate and explain digestion in the small intestine.

HAO - 8.6: Students will research and report on a disease or health care career of their choice.

(NE state standards that are addressed in this unit are: 8.1.1, 8.2.1, and 8.4.1)

Components:

8.6.1. Conduct library research

8.6.2. Write for information

8.6.3. Present findings

HAO – 8.7: Students will identify organs of the respiratory and circulatory systems and

explain their functions. (NE state standards that are addressed in this unit are:

8.1.1, 8.1.2, 8.2.1, and 8.4.1)

Components: 8.7.1. Explore mechanisms of breathing and gas exchange as well as the capacity of the

lungs to hold large quantities of air.

8.7.2. Explore what happens to oxygen and other digested nutrients when they reach

the body cells.

8.7.3. Explore the nature of calories.

8.7.4. Explore the double-pump heart action, heart rate and the factors that affect it and

blood pressure.

HAO - 8.8: Students will explore the musculoskeletal system to understand how the body

uses the energy released by cellular respiration. They will identify key

components of the musculoskeletal system. (NE state standards that are

addressed in this unit are: 8.1.1, 8.2.1, 8.4.1 and 8.4.3)

Components:

8.8.1. Investigate how muscles and joints work together to create movement.

8.8.2. Investigate opposing muscles and muscle fatigue.

8.8.3. Investigate homeostasis, and the autonomic nervous system.

Energy, Machines, & Motion HAO – 8.9: Students will be able to define energy, explain how it is stored, and demonstrate

an understanding between the relationships of energy, work, and force.

(NE state standards that are addressed in this unit are: 8.2.1, 8.3.2, 8.3.3)

Components:

8.9.1. Students will learn the mechanics of energy storage by making, recharging,

storing, and using energy in a battery.

8.9.2. Students will define the term force, and measure elastic and gravitational forces.

8.9.3. Students will demonstrate and measure the force of friction, and relate force to

surface area.

8.9.4. Students will demonstrate and measure force exerted by a motor.

8.9.5. Students will be able to relate work and a motor by measuring work done across

a surface and measuring the work to lift a load.

8.9.6. Students will be able to measure power.

HAO – 8.10: Students will be able to define what a simple machine is. Students will also be

able to compose a list of different types of simple machines, understand how they

work, and demonstrate how they are used in everyday situations. (NE state

standards that are addressed in this unit are: 8.2.1, 8.3.2, 8.3.3, 8.5.3)

Components:

8.10.1. Students will recognize an inclined plane, and will be able to measure forces and

work on a cart on an inclined plane.

8.10.2. Students will recognize a pulley and will demonstrate how pulleys do work.

8.10.3. Students will recognize, balance, and demonstrate how a lever works.

8.10.4. Students will be able to explain, demonstrate, and calculate the mechanical

advantage and efficiency of machines.

8.10.5. Students will be able to match a machine to the job that it would function best in.

HAO – 8.11: Students will be able to understand the concept of motion. Students will define,

demonstrate, calculate, and show how motion applies to us in everyday situations.

(NE state standards that are addressed in this unit are:8.2.1, 8.3.2, 8.3.3)

Components:

8.11.1. Students will be able to investigate the motion of different objects, and calculate

their speed.

8.11.2. Students will apply knowledge and understanding of motion by building a

structure that has motion, and observe and measure the motion that it creates.

9th

Grade Physical Science Units


Purpose: Physical Science is a survey course where students will explore chemistry,

physical and earth science. Specific concept areas to be developed will be atomic

structure, structure and properties of matter, chemical reactions, motion, forces

and energy changes. The relationship of these topics to the planet earth will also

be covered. As content areas are presented, emphasis will be given to developing

process skills such as: organizing information, thinking critically, actively

practicing scientific skills in a laboratory setting and representing and applying

data for analysis. Critical to the learning process is student understanding

and use of physical science vocabulary.

Atomic Structure HAO – 9.1: The student will use the periodic table to determine atomic structure and to

predict chemical properties of elements. They will relate the periodic nature of the

table of elements to atomic structure.12.1.2, 12.1.3, 12.1.4, 12.2.1, 12.3.1, 12.3.2,

and 12.3.6)

Components:

9.1.1 Trace the historical development of the current electron cloud model of

atomic structure

9.1.2 Explain why some atoms gain or lose electrons to form ions

9.1.3 Identify how isotopes effects an element’s average atomic mass

9.1.4 Use the periodic table to identify an element by name, symbol, atomic

number, atomic mass, and physical state

9.1.5 Given the atomic number and atomic mass determine the structure of an atom

9.1.6 Relate the organization of the periodic table to the arrangement of electrons

within an atom

9.1.7 Use spectral analysis to identify atoms

9.1.8 Categorize the elements of the periodic table in terms of repeating patterns of

chemical and physical properties, (i.e. Groups, periods)

Structure and Properties of Matter HAO – 9.2: Students will predict and describe how the chemical structure (electron

arrangement) of compounds determines their properties. They will use

physical/chemical properties of substance to identify and/or separate substances.

(NE State Standards addressed in this unit are: 12.1.2, 12.1.4, 12.3.1, 12.3.2,

12.3.3, 12.3.6, and 12.5.2)

Components:

9.2.1 Distinguish between elements, solutions, compounds and mixtures

9.2.2 Explain how and why a chemical bond is formed

9.2.3 Differentiate between covalent and ionic bonds

9.2.4 Relate the chemical formula of a compound to the relative number of atoms or

ions present in the compound

9.2.5 Compare and contrast physical and chemical properties of matter

9.2.6 Compare and contrast physical and chemical changes of matter

9.2.7 Give examples of chemical and physical changes that help shape the earth’s

surface

9.2.8 Use models to visualize a compound’s chemical structure. (ball and stick,

space filling)

9.2.9 Compare the properties of different substances with their different bond types

9.2.10 Investigate the Kinetic Theory of matter

9.2.11 Assess how the composition and temperature of a material effect electron flow

Chemical Reactions HAO – 9.3: Students will use the law of conservation of mass to predict the products of

various chemical reactions. Student will also analyze mass and energy changes in

these chemical reactions. They will identify changes in matter as either chemical

or physical. (NE State Standards addressed in this unit are: 12.1.2, 12.1.3, 12.3.1,

12.3.2, 12.3.3, 12.3.5, 12.3.6, and 12.5.2)

Components:

9.3.1 Define chemical reaction, products, reactants, law of conservation of mass

9.3.2 Balance chemical equations

9.3.3 Compare and contrast types of chemical reactions. (synthesis, decomposition,

single displacement, double displacement)

9.3.4 Determine energy changes as a result of chemical reactions. (endothermic,

exothermic)

9.3.5 Diagram how electrons are involved in bond formations during chemical

reactions

9.3.6 Name simple ionic and covalent compounds

9.3.7 Write chemical formulas for simple ionic and covalent compounds

9.3.8 Predict the charge of a transition metal cation in an ionic compound

9.3.9 Define anion and cation.

9.3.10 Justify geochemical cycles (C2 and N2 cycles) as examples of the law of

conservation of mass

Motion and Forces HAO – 9.4: Students will apply Newton’s Laws of motion in various circumstances to

analyze the effect of forces on the motion of an object. They will be able to

predict how changes in forces within a system will affect the objects in that

system. (NE State Standards addressed in this unit are: 12.1.3, 12.2.1, 12.3.4,

12.3.5, 12.5.1, 12.6.1, and 12.8.3)

Components:

9.4.1 Explain the relationship between motion and a frame of reference

9.4.2 Identify and describe common forces action on objects. (gravitational,

electrical, frictional, etc.)

9.4.3 Relate speed to distance and time

9.4.4 Compare and contrast speed, velocity and acceleration

9.4.5 Calculate the effect of changes to an object’s speed, velocity, acceleration,

force and momentum

9.4.6 Interpret a distance/time graph

9.4.7 Describe inertia and how it is related to Newton’s first law

9.4.8 Explain the effect, both qualitatively and quantitatively, of unbalanced forces

on the motion of objects

9.4.9 Compare and contrast different types of friction

9.4.10 Discuss how friction can be helpful or harmful

9.4.11 Distinguish between mass and weight

9.4.12 Identify gravity as an attractive force that each mass exerts on any other mass

and the factors that influence a change in gravity

9.4.13 Evaluate the concept that free-fall acceleration near Earth is independent of

the mass of the object

9.4.14 Recognize that all moving objects have momentum

9.4.15 Identify the forces and motion present during a car crash

9.4.16 Relate Newton’s laws of motion to the movement of the Earth’s crust

9.4.17 Describe the force that cause the planets to stay in orbit around the sun

Energy HAO – 9.5: Students will create a model that demonstrates energy change and conservation

within a system. Students will analyze these energy changes using a variety of

methods. (NE State Standards addressed in this unit are: 12.1.1, 12.1.3, 12.2.1,

12.3.5, 12.3.6, 12.5.1, and 12.6.1)

Components:

9.5.1 Identify transformations and types of energy

9.5.2 Distinguish between kinetic and potential energy

9.5.3 Explain the relationship between energy and work

9.5.4 Calculate kinetic energy and gravitational potential energy

9.5.5 Recognize that energy is conserved when changing from one form to another

9.5.6 Analyze where energy goes when it seems to disappear

9.5.7 Investigate and measure the kinetic and potential energy of a system

9.5.8 Give examples of how systems tend to become more disorderly over time

(entropy)

9.5.9 Describe heat transfer in terms of conduction, convection and radiation

9.5.10 Recognize that the amount of energy in the universe (any system) is constant

9.5.11 Apply the theory of conservation of energy to the Earth’s energy system

9.5.12 Explain major geologic events, such as earthquakes, volcanic eruptions,

tsunamis in terms of energy transfer

9.5.13 Compare and contrast different types of waves (wave energy)

9.5.14 Identify that all wave types posses and transfer energy

9.5.15 Predict how wavelength and frequency of electromagnetic and mechanical

waves are inversely related

9.5.16 Demonstrate that wave energy can be changed into other forms of energy just

as other forms can be changed into wave energy

9.5.17 Distinguish between mechanical and electromagnetic waves

9.5.18 Compare and contrast the different types of electromagnetic radiation

Origin of Universe HAO – 9.6: Students will compare and contrast various theories on the origins of the

universe. Student discussion will include major features of each theory as well as

evidences for the continuing evolution of the universe. (NE State Standards

addressed in this unit are: 12.1.1, 12.1.2, 12.1.5, 12.3.5, 12.5.4, 12.6.2, and

12.8.1)

Components:

9.6.1 Define the concept universe

9.6.2 Describe the significance of red shift and blue shift

9.6.3 Compare and contrast the major features of theories of the origin of the

universe

9.6.4 Evaluate the evidence that supports the theory of an ongoing expansion of the

universe

Grade 10 Biology Units


Purpose: Biology is the study of the diversity of life and the interrelations among

organisms. Students will explore common biological processes as they apply to

the study of cells, genetics, microorganisms, plants, animal ecology, and human

biology. Students will experience varied learning activities including labs,

inquiry activities and classroom discussion. Critical to the learning process is

student understanding and use of biology vocabulary.

Biochemistry HAO – B.1: The student will use appropriate aspects of the scientific method to evaluate

biological processes. Specifically, they will predict the effects of manipulating

environmental factors on the rate of photosynthesis and then experimentally

determine the effects. (NE State Standards addressed in this unit are: 12.1.2,

12.1.3, 12.2.1, and 12.8.3)

Components:

B.1.1 Describe various aspects of the scientific method

B.1.2 Illustrate other methods / procedures used in the field of science

B.1.3 Identify and design a controlled experiment

B.1.4 Distinguish between dependent and independent variables

HAO – B.2: The student will compare and contrast the primary groups of organic molecules

common in most living things. (NE State Standards addressed in this unit are:

12.1.3, 12.3.1, and 12.3.2)

Components:

B.2.1 Distinguish between carbohydrates, proteins, lipids, and nucleic acids

B.2.2 List characteristics of enzymes

B.2.3 Interpret a graph of a chemical reaction with and without an enzyme present

HAO – B.3: The student will distinguish between photosynthesis, cellular respiration, and

fermentation. Students will trace the flow of energy in a living system. (NE State

Standards addressed in this unit are: 12.4.1, 12.4.4, 12.4.5, and 12.5.1)

Components: B.3.1 Compare and contrast the light and dark reactions of photosynthesis

B.3.2 Compare and contrast aerobic and anaerobic respiration types

B.3.3 Explain the importance of ATP to living things

B.3.4 Identify compounds necessary for photosynthesis and respiration

B.3.5 Identify the products of photosynthesis and respiration

B.3.6 Discuss the sun as the ultimate source of energy for living systems here on

Earth

B.3.7 Explain how energy is converted to usable forms for living organisms

B.3.8 Design an energy flow model of photosynthesis and respiration

B.3.9 Explain the importance and conservation of heat to living systems

Cell Biology HAO – B.4: The student will demonstrate the relationship between form / function of the parts

of a typical cell. They will compare and contrast the processes of mitosis and

meiosis. Students will compare and contrast the structure and function of the

mitochondrion and the chloroplast. (NE State Standards addressed in this unit

are: 12.1.1, 12.1.2, 12.1.4, 12.1.5, 12.4.1. 12.4.2, 12.4.5, 12.8.1, and 12.8.3)

Components:

B.4.1 Label the major cell structures of a typical eukaryotic and prokaryotic cell

B.4.2 Associate the cell structures with their function

B.4.3 Distinguish between plant and animal cells

B.4.4 Discuss the process of mitosis and meiosis

B.4.5 Relate the process of mitosis to the cells in which it occurs

B.4.6 Relate the process of meiosis to the cells in which it occurs

B.4.7 Explain various membrane transport processes

B.4.8 Identify what limits cell size

B.4.9 Explain the concept of dynamic equilibruim

DNA / Heredity HAO – B.5: The student will explain the structure as it relates to the functions of the DNA

molecule. The student will also relate DNA form and function to cell anatomy.

The student will be able to predict the likelihood of inheritance of particular traits.

(NE State Standards addressed in this unit are: 12.1.2, 12.1.4, 12.1.5, 12.2.1,

12.4.2, 12.4.3, 12.7.1, 12.7.5, 12.8.1, 12.8.2, and 12.8.3)

Components: B.5.1 Compare Mendel’s Laws of Genetics to Sutton’s Chromosome Theory

B.5.2 Describe the structure of the DNA molecule

B.5.3 Illustrate DNA supercoiling in chromosome structure

B.5.4 Relate DNA’s importance to gene expression and heredity

B.5.5 Demonstrate how the structure of DNA lends itself to the processes of

replication, transcription, and translation

B.5.6 Illustrate DNA replication

B.5.7 Transcribe a section of the DNA molecule into mRNA

B.5.8 Translate mRNA into an amino acid sequence using a codon chart

B.5.9 Compare and contrast the types of mutations

B.5.10 Perform a simple genetic cross using a punnett square

B.5.11 Interpret the results in terms of genotypic and phenotypic ratios

B.5.12 Explain how sex chromosomes influence inheritance

Evolution HAO – B.6: The student will compare and contrast the various theories of the origin of life and

the evidence that supports these theories. They will assess the evolutionary

significance of changes in the skeletal structure of horses over time. (NE State

Standards addressed in this unit are: 12.1.2, 12.1.5, 12.4.2, 12.4.3, 12.4.4, 12.4.6,

12.5.3, 12.7.2, and 12.8.2)

Components:

B.6.1 Compare and contrast the various theories on the origin of life on earth

B.6.2 Identify and explain the various patterns of evolution

B.6.3 Summarize the theory of natural selection and explain how it is an important

agent of evolution

B.6.4 Define evolution

B.6.5 Explain the concept of natural selection and give at least one example

B.6.6 Explain speciation as it pertains to geographic isolation

B.6.7 Evaluate various evidences as either supportive or detracting from the notion

of change over time (evolution). (e.g. Homologous organs, vestigial organs,

extinction, adaptation)

B.6.8 Demonstrate how fossils are used to indicate progression in geologic time

Ecology HAO – B.7: Keeping in mind the theories of the conservation of matter and energy the student

will develop a model to account for and trace the flow of energy through an

ecosystem. The model will also demonstrate the movement and conservation of

biogeochemicals. (NE State Standards addressed in this unit are: 12.1.1, 12.1.5,

12.4.4, 12.4.5, 12.5.1, 12.5.2, 12.7.2, and 12.7.5)

Components: B.7.1 Differentiate between biotic and abiotic factors

B.7.2 Label different trophic levels in food chains and webs

B.7.3 Differentiate between producers, consumers and decomposers

B.7.4 Create a model of an energy pyramid

B.7.5 Create a model of a biogeochemical cycle

B.7.6 Investigate how changes in one part of an ecosystem impact the rest of the

system

B.7.7 Explain a population, community and an ecosystem

B.7.8 Illustrate an example of succession

B.7.9 Define a niche

B.7.10 Identify and explain various symbiotic relationships

B.7.11 Compare and contrast the atmosphere of early earth with current atmosphere

B.7.12 Explain the green house effect

B.7.13 Discuss the importance of the ozone layer to living organisms

B.7.14 Identify ways that the student can personally protect and conserve the

environment and earth’s resources

Microbiology HAO – B.8: The student will compare and contrast various microbial agents of infection based

on microbial function, cell structure, associated diseases, as well as disease

prevention process. In particular each student will generate research on a

particular microbial disease. (NE State Standards addressed in this unit are:

12.1.3, 12.1.4, 12.1.5, 12.4.1, 12.7.1, 12.7.5, and 12.8.3)

Components:

B.8.1 Label the structures of a virus, bacterial cell, and common protozoa

B.8.2 Compare and contrast the lytic cycle with the lysogenic cycle

B.8.3 Explain how retroviruses function

B.8.4 Classify bacteria based on their shape, nutritional type and respiration type

B.8.5 Review factors that affect bacterial growth

B.8.6 Collect and incubate bacteria

B.8.7 Classify protozoa based on locomotion

B.8.8 List some diseases caused by virus, bacteria, and protozoa

B.8.9 Describe proper aseptic procedure

B.8.10 Identify the three lines of defense that the body has against microbes

B.8.11 Research a disease caused by a microbe

Plants HAO - B.9: The student will compare nonvascular and vascular plants based on their

adaptations to terrestrial environments. Comparisons will include, variations in

life cycles, environmental limitations, reproductive structures, plant tissues, plant

organs, and seed/spore dispersal. (NE State Standards addressed in this unit are:

12.1.4, 12.4.1, 12.4.3, and 12.4.6)

Components: B.9.1 Diagram the life cycles of mosses and ferns

B.9.2 Contrast the adaptations of vascular and nonvascular plants

B.9.3 Compare and contrast gymnosperms with angiosperms

B.9.4 Demonstrate the ability to make and use a dichotomous key

B.9.5 Compare the structure of roots, stems, and leaves of monocots and dicots

B.9.6 Explain the variety of mechanisms of plant pollination

B.9.7 Describe mechanism for seed dispersal

B.9.8 Discuss the factors that affect seed germination and growth

B.9.9 Describe how plants respond to light, gravity, and day length (tropisms)

Animal Diversity - Sponges to Human HAO – B.10: The student will match organisms to the kingdom and phylum to which they

belong. Students will create a critter adapted to a particular environment.

Students will justify their critters particular structural, functional, behavioral,

nutritional, and reproductive adaptations. Predict the environment in which

unfamiliar animals might suitably live, given a set of selected adaptations.

(NE State Standards addressed in this unit are: 12.1.4, 12.1.5, 12.4.1, and

12.4.3)

Components:

B.10.1 Describe the types of evidence used by taxonomists

B.10.2 Identify several types of homologies and give examples

B.10.3 Describe the distinguishing characteristics of the 5 kingdoms

B.10.4 List 5 characteristics of each phylum

B.10.5 List examples of organisms common to a phylum

B.10.6 Evaluate how special systems particular to a phylum adapt organisms for an

environment

HAO – B.11: The student will compare and contrast these functions in human body systems

and animal systems: nutrition and digestion, environmental awareness and

response to stimuli, maintaining homeostasis, internal transport, coordination

and movement, and reproduction. (NE State Standards addressed in this unit

are:

12.1.4, 12.1.5, 12.4.1, and 12.4.3)

Components:

B.11.1 Compare animal systems to human systems

B.11.2 Label diagrams for each system

B.11.3 Discuss the function of major body organs

B.11.4 Evaluate the effects of various disorders of human systems

Grades 11-12 Earth Science Units


Purpose: Earth Science is the study of our planet and the forces that affect it. Students will

investigate internal and external forces that continually shape the ever changing

face of the earth. They will analyze the impact of both natural and human

interactions upon the earth. Critical to the learning process is the mastery and

use of earth science vocabulary.

Introduction to Earth Science

HAO- E.1: The student will discuss the importance of the Earth sciences to society.

Components:

E.1.1 Define Earth Science

E.1.2 Identify and briefly describe the four main branches of Earth Science

Models of the Earth

HAO – E.2: Students will be able to use common maps to find their location, and identify

characteristics of Earth’s surface.

Components:

E.2.1 Distinguish between latitude and longitude

E.2.2 Use keys and legends to describe characteristics of a landform shown on a

map

E.2.3 Create a topographic map

E.2.4 Use a global positioning system to follow a course on the North Platte High

School Campus

Resources and Energy HAO – E.3: Students will distinguish between conservation and the preservation of natural

resources. They will identify one source of renewable energy and defend its use.

Components: E.3.1 Identify uses of mineral resources

E.3.2 Summarize ways humans obtain mineral resources and discuss the

environmental impact of these methods

E.3.3 Explain fossil fuels as a nonrenewable resource

E.3.4 Discuss the environmental impact of the use of fossil fuels

E.3.5 Identify three natural resources that they use and explain how they may

conserve or preserve that resource

E.3.6 Explain advantages and disadvantages of renewable energy sources

Plate Tectonics HAO – E.4: Students will explain how continental drift, earthquakes, and volcanoes occur as a

product of plate tectonics and the resulting constructive and destructive forces that

continue to shape the Earth’s surface.

Components:

E.4.1 Analyze evidence to support the theory of plate tectonics

E.4.2 Describe how the forces of plate tectonics cause the crust to deform and

mountains to form

E.4.3 Explain the elastic rebound theory

E.4.4 Compare surface and body earthquake waves

E.4.5 Describe conditions under which magma can form

E.4.6 Use volcano and earthquake history to support the theory of plate tectonics

E.4.7 Recommend safety strategies that should be used for those living in regions

where there are earthquake and volcanic risk

Weathering, Erosion, and Soil HAO – E.5: The student will describe how agents of weathering and erosion work in

combination to alter features of the surface.

Components: E.5.1 Identify three agents of mechanical and chemical weathering

E.5.2 Explain the relationships between mechanical and chemical weathering

E.5.3 Describe factors that affect the rate of weathering

E.5.4 Explain the components of soil and factors that affect the formation

E.5.5 Explain how weathering and erosion have caused the formation of two

landforms in Lincoln County, Nebraska

Water HAO – E.6: The student will assess the sustainability of the Ogallala Aquifer given current

water use practices. They will complete an environmental impact study to

evaluate flood control practices

Components: E.6.1 Define water budget

E.6.2 Explain the importance of the water cycle to our water supply

E.6.3 Use a “T” chart to compare the characteristics of a youthful and mature river

E.6.4 Describe three management practices used to control flooding

E.6.5 Research advantages and disadvantages of flood control practices

E.6.6 Label a diagram of a groundwater system using appropriate terminology

E.6.7 Identify factors that impact the groundwater system

E.6.8 Describe how water gets into the Ogallala Aquifer

E.6.9 Compare water use practices to water availability in the Ogallala Aquifer

Weather HAO – E.7: The student will identify the atmospheric conditions that cause weather. They will

relate atmospheric motion to solar radiation.

Components:

E.7.1 Explain the physical process by which water enters the atmosphere and then

returns to the Earth’s surface.

E.7.2 Describe the relationship between solar energy and atmospheric water.

E.7.3 Identify factors that affect a regions climate and predict their impact.

E.7.4 Provide evidence of the causes of climatic changes.

E.7.5 Describe two general characteristics of each type of air mass.

E.7.6 List three characteristics of the passage of a weather front.

E.7.7 Examine a weather map and describe three atmospheric conditions in three

distinct meteorological locations.

E.7.8 Recommend safety strategies that should be used by those living in regions

that may experience severe weather.

Grades 11 –12 Chemistry Units


Purpose: Chemistry 1-2 is an introductory college preparatory course covering essential

concepts in the science of chemistry. Key components will include atomic

structure, properties of matter, chemical compounds, chemical reactions, the

mole, and stoichiometry. There will be activities and laboratory experiences

designed to reinforce these concepts. Critical to the learning process is the

mastery and use of chemistry vocabulary.

Matter and Change HAO – C.1: The student will classify matter and relate properties of matter to atomic structure,

in particular electron arrangement. The student will use the periodic table to

predict properties of elements.

Components:

C.1.1 Define chemistry

C.1.2 Distinguish among elements, compounds, solutions, and heterogeneous

mixtures

C.1.3 Classify matter according to its composition into the above categories

C.1.4 Distinguish observed properties or changes as being chemical or physical

C.1.5 Use the known physical properties of a variety of substances to effectively

separate a mixture

C.1.6 Use the mathematical formula relating density of a material to its mass and

volume

C.1.7 Demonstrate the ability to correctly determine the density of a solid or liquid

material

C.1.8 Catagorize the elements of the periodic table in terms of repeating patterns of

chemical and physical properties

C.1.9 Relate the organization of the periodic table to the arrangement of electrons

within an atom.

C.1.10 Use the periodic table to identify an element by name, symbol, atomic

number, atomic mass, and physical state

C.1.11 Identify how isotopes affect an elements average atomic mass

Atomic Structure and Chemical Bonding HAO – C.2: The student will develop a model of an atom that may be used to demonstrate

atomic structure as related to chemical bonding. The student will explain the

organization of the periodic table as it is related to atomic structure.

Components:

C.2.1 Describe the relationship between the speed, frequency, and wavelength of

electromagnetic radiation

C.2.2 Describe the features of the Bohr model of the atom as it relates to line spectra

of elements and electron energy

C.2.3 Use electron configurations to draw models of atoms

C.2.4 Use the periodic table to describe the number of energy levels, as well as the

number of valence electrons of an atom of particular element

C.2.5 Recognize that elements can combine chemically to form compound that have

distinctly different properties than the elements from which they formed

C.2.6 State the octet rule and discuss it’s importance in explaining why some

elements are chemically reactive and others are not

C.2.7 Explain how ionic and covalent bonds are formed

C.2.8 Given two atoms that have formed a chemical bond, determine if the chemical

bond is ionic, covalent, or polar covalent

C.2.9 Explain metallic bonding and describe the why metals are conductors

Writing Formulas and Naming Compounds HAO – C.3: Students will be able to name compounds from their chemical formulas and write

formulas from the names of compounds. The information contained in a chemical

formula will be used to determine formula mass, percentage composition,

empirical formula and molecular formula.

Components:

C.3.1 Interpret chemical formulas to determine the number of atoms or ions of each

element in a compound

C.3.2 Use oxidations numbers to name binary compounds

C.3.3 Use the rules for assigning oxidation numbers

C.3.4 Using the periodic table, table of oxidation numbers, and rules for assigning

oxidation numbers; students will be able to assign oxidation numbers for the

elements in a compound

C.3.5 Use oxidation numbers and appropriate names to write formulas for

compounds.

C.3.6 Calculate the molar mass of a compound

C.3.7 Determine the percentage composition of each element in a particular

compound

C.3.8 Use percentage or mass composition data to determine the chemical formula

for a compound

Writing and Balancing Equations HAO – C.4: Students will be able to write balanced chemical equations using the information

contained in word equations.

Components: C.4.1 Identify those substances in a chemical change that would be the reactants and

those that would be the products

C.4.2 Classify reactions as either synthesis, decompostion, single or double

displacement, and combustion

C.4.3 Explain the conservation of electrons in redox equations

C.4.4 Balance redox equations by using the half-reaction method

C.4.5 Write balanced chemical reactions for chemical reactions observed in the

laboratory

The Mole and Stoichiometry HAO – C.5: Students will be able to solve problems concerning the mass relationships of

elements in compounds and mass/volume relationships between reactants and

products in chemical reactions.

Components:

C.5.1 Define stoichemistry

C.5.2 State the meaning and value of the SI unit, the mole

C.5.3 Use a table of atomic masses to determine molar masses of given elements or

compounds

C.5.4 Write mole ratios relating two substances in chemical reactions

C.5.5 Calculate the mass/volume of a reactant or mass/volume of a product in a

chemical reaction

Gas Laws HAO – C.6: Students will demonstrate the relationships between moles, pressure, temperature

and volume of gases.

Components:

C.6.1 State Avogadro’s law and explain its significance

C.6.2 Define standard molar volume of a gas and use it to calculate gas masses and

volumes

C.6.3 Use the ideal gas law to calculate pressure, volume, temperature, and amount

of gas (moles) when the other three quantities are known

PHYSICS - GRADES 11-12

HIGH ACHIEVEMENT OUTCOMES

Purpose: Physics is an introductory laboratory course covering essential concepts in

physics. The student will use Newton’s Laws to describe and predict motion of

objects. Critical to the learning process is the mastery and use of physics

vocabulary.

Motion HAO- PS.1: The student will calculate and apply the component concepts of speed, velocity,

and acceleration in vertical and horizontal dimensions.

Components: PS.1.1 Describe motion in terms of displacement, time, and velocity

PS.1.2 Calculate the displacement of an object traveling at a known velocity for a

specific time interval

PS.1.3 Construct and interpret graphs of position versus time

PS.1.4 Describe motion in terms of changing velocity

PS.1.5 Compare graphical representations of accelerated and non accelerated motions

PS.1.6 Apply kinematic equations to calculate distance, time, or velocity under

conditions of constant acceleration

PS.1.7 Relate the motion of a freely falling body to motion with constant acceleration

PS.1.8 Calculate displacement, velocity, and time at various points in the motion of a

freely falling object

PS.1.9 Compare the motion of different objects in free fall

Vectors and Projectile Motion HAO – PS.2: The student will add and resolve vectors to analyze velocity, force, and projectile

motion.

Components:

PS.2.1. Distinguish between a scalar and a vector

PS.2.2. Add and subtract vectors using the graphical method

PS.2.3. Multiply and divide vectors by scalars

PS.2.4. Identify appropriate coordinate systems for solving problems with vectors

PS.2.5. Apply the Pythagorean theorem and tangent function to calculate the

magnitude and direction of a resultant vector

PS.2.6. Resolve vectors into components using the sine and cosine functions

PS.2.7. Add vectors that are not perpendicular

PS.2.8. Recognize examples of projectile motion

PS.2.9. Describe the path of a projectile as a parabola

PS.2.10. Resolve vectors into their components and apply the kinematic equations to

solve problems involving projectile motion

PS.2.11. Describe situations in terms of frame of reference

PS.2.12. Solve problems involving relative velocity

Newton’s Laws HAO – PS.3: The student will predict the change in motion of an object due to external forces.

The student will calculate and analyze contact forces, interaction forces, mass

and acceleration.

Components:

PS.3.1 Explain how force affects the motion of an object

PS.3.2 Distinguish between contact forces and field forces

PS.3.3 Interpret and construct free-body diagrams

PS.3.4 Explain the relationship between the motion of an object and the net external

force acting on it

PS.3.5 Determine the net external force on an object

PS.3.6 Calculate the force required to bring an object into equilibrium

PS.3.7 Describe the acceleration of an object in terms of its mass and the net external

force acting on it

PS.3.8 Predict the direction and magnitude of the acceleration caused by a known net

external force

PS.3.9 Identify action-reaction pairs

PS.3.10 Explain why action-reaction pairs do not result in equilibrium

PS.3.11 Explain the difference between mass and weight

PS.3.12 Find the direction and magnitude of the normal force

PS.3.13 Describe air resistance as a form of friction

PS.3.14 Use coefficients of friction to calculate frictional force

Energy HAO – PS.4: The student will apply the conservation of energy in order to calculate work,

power, kinetic energy, and potential energy.

Components:

PS.4.1 Recognize the difference between scientific and ordinary definitions of work

PS.4.2 Define work, relating it to force and displacement

PS.4.3 Identify where work is being performed in a variety of situations

PS.4.4 Calculate the net work done when many forces are applied to an object

PS.4.5 Identify several forms of energy

PS.4.6 Calculate kinetic energy for an object

PS.4.7 Apply the work-kinetic energy theorem to solve problems

PS.4.8 Distinguish between kinetic and potential energy

PS.4.9 Classify different types of potential energy

PS.4.10 Calculate the potential energy associated with an object’s position

PS.4.11 Identify situations in which conservation of mechanical energy is valid

PS.4.12 Recognize the forms that conserved energy can take

PS.4.13 Solve problems using conservation of mechanical energy

PS.4.14 Relate the concepts of energy, time, and power

PS.4.15 Calculate power in two different ways

PS.4.16 Explain the effect of machines on work and power

Momentum HAO – PS.5: The student will apply the Conservation of Momentum (energy) to solve for

momentum, impulse, and collision problems in one or two dimensions.

Components:

PS.5.1 Compare the momentum of different moving objects

PS.5.2 Compare the momentum of the same object moving with different velocities

PS.5.3 Identify examples of change in the momentum of an object

PS.5.4 Describe changes in momentum in terms of force and time

PS.5.5 Describe the interaction between two objects in terms of the change in

momentum of each object

PS.5.6 Compare the total momentum of two objects before and after they interact.

PS.5.7 State the law of conservation of momentum

PS.5.8 Predict the final velocities of objects after collisions, given the initial

velocities

PS.5.9 Identify different types of collisions

PS.5.10 Determine how much kinetic energy is lost in perfectly inelastic collisions.

PS.5.11 Compare conservation of momentum and conservation of kinetic energy in

perfectly inelastic and elastic collisions

PS.5.12 Find the final velocity of an object in perfectly inelastic and elastic collisions

Circular Motion HAO – PS.6: The student will calculate velocity, acceleration, and force involved in circular

motion. The student will apply the concept of rotation inertia and equilibrium to

solve torque, angular momentum and simple machine exercises.

Components: PS.6.1 Calculate angular displacement using the arc length and the distance from the

axis of rotation

PS.6.2 Calculate angular speed or angular acceleration

PS.6.3 Solve problems using the kinematic equations for rotational motion

PS.6.4 Find the tangential speed of a point on a rigid rotating object using the angular

speed and the radius

PS.6.5 Solve problems involving tangential acceleration

PS.6.6 Solve problems involving centripetal acceleration

PS.6.7 Calculate the force that maintains circular motion

PS.6.8 Distinguish between torque and force

PS.6.9 Calculate the magnitude of a torque on an object

PS.6.10 Identify the lever arm associated with a torque on an object

PS.6.11 Identify the center of mass of an object

PS.6.12 Define the second condition of equilibrium

PS.6.13 Solve problems involving the first and second conditions of equilibrium

PS.6.14 Describe Newton’s second law for rotation

PS.6.15 Calculate the angular momentum for various rotating objects

PS.6.16 Identify the six types of simple machines

PS.6.17 Explain how the operation of a simple machine alters the applied force and the

distance moved

PS.6.18 Calculate the mechanical advantage of a simple machine

PS.6.19 Calculate the efficiency of a simple machine

Sound and Waves HAO – PS.7: The student will calculate period, frequency, and spring force by applying the

principles of simple harmonic motion. The student will interpret and analyze

transverse waves, longitudinal waves, resonance and wave interference to solve

problems involving Doppler effect, harmonics and beats.

Components: PS.7.1 Explain how force, velocity, and acceleration change as an object vibrates

with simple harmonic motion

PS.7.2 Calculate the spring force using Hooke’s law

PS.7.3 Recognize the relationship between period and frequency

PS.7.4 Calculate the period and frequency of an object vibrating with simple

harmonic motion

PS.7.5 Interpret waveforms of transverse and longitudinal waves

PS.7.6 Apply the relationship among wave speed, frequency, and wavelength to solve

problems

PS.7.7 Relate energy and amplitude

PS.7.8 Differentiate between constructive and destructive interference

PS.7.9 Predict whether specific traveling waves will produce a standing wave

PS.7.10 Identify nodes and antinodes of a standing wave

PS.7.11 Explain how sound waves are produced

PS.7.12 Relate frequency to pitch

PS.7.13 Compare the speed of sound in various media

PS.7.14 Recognize the Doppler effect, and determine the direction of a frequency

shift when there is relative motion between a source and an observer.

PS.7.15 Explain why resonance occurs

PS.7.16 Calculate the harmonics of a vibrating string and of open and closed pipes

PS.7.17 Relate the frequency difference between two waves to the number of beats

heard per second

Light HAO – PS.8: The student will calculate wavelengths of electromagnetic radiation, focal lengths

of mirrors and lens, Snell’s law and interference fringes by applying the concepts

of reflection, refraction, polarization, interference, diffraction and coherence.

Components:

PS.8.1 Calculate the frequency or wavelength of electromagnetic radiation.

PS.8.2 Apply the law of reflection for flat mirrors

PS.8.3 Describe the nature of images formed by flat mirrors

PS.8.4 Calculate distances and focal lengths using the mirror equation for concave

and convex spherical mirrors

PS.8.5 Draw ray diagrams to find the image distance and magnification for concave

and convex spherical mirrors

PS.8.6 Distinguish between real and virtual images

PS.8.7 Recognize how additive colors affect the color of light

PS.8.8 Recognize how pigments affect the color of reflected light

PS.8.9 Recognize situations in which refraction will occur

PS.8.10 Identify which direction light will bend when it passes from one medium to

another

PS.8.11 Solve problems using Snell’s law

PS.8.12 Use ray diagrams to find the position of an image produced by a converging

or diverging lens, and identify the image as real or virtual

PS.8.13 Solve problems using the thin-lens equation

PS.8.14 Predict whether light will be refracted or undergo total internal reflection

PS.8.15 Describe how light waves interfere with each other to produce bright and dark

fringes

PS.8.16 Predict the location of interference fringes using the equation for double-slit

interference

PS.8.17 Describe how light waves diffract around obstacles and produce bright and

dark fringes

PS.8.18 Calculate the positions of fringes for a diffraction grating

PS.8.19 Describe the properties of laser light

NOTE: The following Units are optional

Static Electricity HAO – PS.9: The student will calculate electric force, electric field strength, and capacitance

using Coulomb’s Law, Lenz’s Law and Faraday’s Law to analyze electricity.

Components:

PS.9.1 Differentiate between conductors and insulators

PS.9.2 Distinguish between charging by contact and charging by polarization

PS.9.3 Calculate electric force using Coulomb’s law

PS.9.4 Calculate electric field strength

PS.9.5 Draw and interpret electric field lines

PS.9.6 Define electrical potential energy

PS.9.7 Compute the electrical potential energy for various charge distributions

PS.9.8 Distinguish between electrical potential energy, electric potential, and

potential difference

PS.9.9 Compute the electric potential for various charge distributions

PS.9.10 Relate capacitance to the storage of electrical potential energy in the form of

separated charges

PS.9.11 Calculate the capacitance of various devices

PS.9.12 Calculate the energy stored in a capacitor

Current Electricity HAO – PS.10: The student will calculate electric potential difference, resistance, and

electrical currents using Coulomb’s Law, Lenz’s Law and Faraday’s Law to

analyze electricity.

Components:

PS.10.1 Describe the basic properties of electric current

PS.10.2 Solve problems relating current, charge, and time

PS.10.3 Differentiate between direct current and alternating current

PS.10.4 Calculate resistance, current, and potential difference using the definition of

resistance

PS.10.5 Know what factors affect resistance

PS.10.6 Describe what is unique about superconductors

PS.10.7 Calculate electric power

PS.10.8 Calculate the cost of running electrical appliances

PS.10.9 Interpret and construct circuit diagrams

PS.10.10 Identify circuits as open or close

PS.10.11 Deduce the potential difference across the circuit load, given the potential

difference across the battery’s terminals

PS.10.12 Calculate the equivalent resistance for a circuit of resistors in series, and find

the current in and potential difference across each resistor in the circuit

PS.10.13 Calculate the equivalent resistance for a circuit of resistors in parallel, and

find the current in and potential difference across each resistor in the circuit

PS.10.14 Calculate the equivalent resistance for a complex circuit involving both series

and parallel portions

Magnetism HAO – PS.11: The student will calculate magnetic force, and field strength using Lenz’s Law

and Faraday’s Law to analyze magnetism.

Components:

PS.11.1 For given situations, predict whether magnets will repel or attract each other

PS.11.2 Describe the magnetic field around a permanent magnet

PS.11.3 Describe the magnetic field produced by the current in a straight conductor

and in a solenoid

PS.11.4 Given the force on a charge in a magnetic field, determine the strength of the

magnetic field

PS.11.5 Use the right-hand rule to find the direction of the force on a charge moving

through a magnetic field

PS.11.6 Apply Lenz’s law to determine the direction of an induced current

PS.11.7 Calculate the induced em and current using Faraday’s law of induction

PS.11.8 Calculate the maximum em for an electric generator

PS.11.9 Calculate the rms. current and potential difference for ac circuits

PS.11.10 Describe how an electric motor relates to an electric generator

PS.11.11 Calculate the potential difference form step-up or step-down transformer

PS.11.12 Describe how self-inductance occurs in an electric circuit

Honors Biology


Purpose: Biology is the study of the diversity of life and the interrelations among

organisms. Students will explore common biological processes as they apply to

the study of cells, genetics, microorganisms, plants, animal ecology, and human

biology. Students will experience varied learning activities including labs,

inquiry activities and classroom discussion. Critical to the learning process is

student understanding and use of biology vocabulary.

Science as Inquiry HAO – HB.1: The student will use appropriate aspects of the scientific method to evaluate

biological processes. Specifically, they will identify a biological problem (either

assigned by the instructor or of their own choosing) and design, conduct, and

evaluate the results of an experiment. (NE State Standards addressed in this unit

are: 12.1.2, 12.1.3, 12.2.1, and 12.8.3)

Components: HB.1.1 Describe various aspects of the scientific method

HB.1.2 Illustrate other methods / procedures used in the field of science

HB.1.3 Identify and design a controlled experiment

HB.1.4 Distinguish between dependent and independent variables

Biochemistry HAO – HB.2: The student will compare and contrast the primary groups of organic molecules

common in most living things. (NE State Standards addressed in this unit are:

12.1.3, 12.3.1, and 12.3.2)

Components: HB.2.1 Distinguish between carbohydrates, proteins, lipids, and nucleic acids

HB.2.2 List characteristics of enzymes

HB.2.3 Demonstrate the effect of enzymes in a chemical reaction

HB.2.4 Interpret a graph of a chemical reaction with and without an enzyme present

HB.2.5 Discuss the effects of “poisons” on the action of enzymes

HB.2.6 Compare the molecular structures of the body’s chemicals to those of

commonly used drugs (i.e. cocaine, serotonin)

HAO – HB.3: The student will distinguish between photosynthesis, cellular respiration, and

fermentation. Students will trace the flow of energy in a living system. (NE State

Standards addressed in this unit are: 12.4.1, 12.4.4, 12.4.5, and 12.5.1)

Components:

HB.3.1 Compare and contrast the light and dark reactions of photosynthesis

HB.3.2 Compare and contrast aerobic and anaerobic respiration types

HB.3.3 Compare and contrast initial and final chemicals in Krebs and Calvin cycles

HB.3.4 Explain the significance of the electron transport chain

HB.3.5 Explain the importance of ATP to living things

HB.3.6 Identify compounds necessary for photosynthesis and respiration

HB.3.7 Identify the products of photosynthesis and respiration

HB.3.8 Discuss the sun as the ultimate source of energy for living systems here on

Earth

HB.3.9 Explain how energy is converted to usable forms for living organisms

HB.3.10 Design an energy flow model of photosynthesis and respiration

HB.3.11 Explain the importance and conservation of heat to living systems

Cell Biology HAO – HB.4: The student will demonstrate the relationship between form / function of the

parts of a typical cell. Compare and contrast the processes of mitosis and meiosis.

Students will compare and contrast the structure and function of the

mitochondrion and the chloroplast. (NE State Standards addressed in this unit

are: 12.1.1, 12.1.2, 12.1.4, 12.1.5, 12.4.1. 12.4.2, 12.4.5, 12.8.1, and 12.8.3)

Components: HB.4.1 Compare and contrast the major cell structures of a typical eukaryotic and

prokaryotic cell

HB.4.2 Associate the cell structures with their function

HB.4.3 Correlate functions of various cell organelles (e.g. Nucleus-ribosomes-

mitochondria)

HB.4.4 Distinguish between plant and animal cells

HB.4.5 Discuss the process of mitosis and meiosis

HB.4.6 Relate the process of mitosis to the cells in which it occurs

HB.4.7 Relate the process of meiosis to the cells in which it occurs

HB.4.8 Explain various membrane transport processes

HB.4.9 Discuss the significance of protein markers, receptors, and channels of the cell

membrane

HB.4.10 Identify what limits cell size

HB.4.11 Explain the concept of dynamic equilibrium

DNA / Heredity HAO – B.5: The student will explain the structure as it relates to the functions of the DNA

molecule. The student will also relate DNA form and function to cell anatomy.

The student will use DNA fingerprinting in a forensic simulation. The student

will be able to predict the likelihood inheritance of particular traits. (NE State


12.7.1, 12.7.5, 12.8.1, 12.8.2, and 12.8.3)

Components:

HB.5.1 Compare Mendel’s Laws of Genetics to Sutton’s Chromosome Theory

HB.5.2 Describe the structure of the DNA molecule

HB.5.3 Illustrate DNA supercoiling in chromosome structure

HB.5.4 Relate DNA’s importance to gene expression and heredity

HB.5.5 Demonstrate how the structure of DNA lends itself to the processes of

replication, transcription, and translation

HB.5.6 Illustrate DNA replication

HB.5.7 Transcribe a section of the DNA molecule into mRNA

HB.5.8 Translate mRNA into an amino acid sequence using a codon chart

HB.5.9 Compare and contrast the types of mutations

HB.5.10 Use a punnett square to determine the results of monohybrid and dihybrid

crosses

HB.5.11 Interpret the results in terms of genotypic and phenotypic ratios

HB.5.12 Discuss variations to inheritance patterns. (e.g. Multiple alleles, codominance,

incomplete dominance

HB.5.13 Explain how sex chromosomes influence inheritance

HB.5.14 Explore how genetic shifts occur in a population

Evolution HAO – HB.6: The student will compare and contrast the various theories of the origin of life and

the evidence that supports these theories. They will assess the evolutionary

significance of changes in the skeletal structure of horses over time. (NE State


12.5.3, 12.7.2, and 12.8.2)

Components: HB.6.1 Compare / contrast the various theories on the origin of life on earth

HB.6.2 Identify and explain the various patterns of evolution

HB.6.3 Summarize the theory of natural selection and explain how it is an important

agent of evolution.

HB.6.4 Define evolution, creationism, and catastrophism

HB.6.5 Explain the concept of natural selection and give at least one example

HB.6.6 Interpret graphic representations of various theories of evolution

HB.6.7 Explain speciation as it pertains to geographic isolation

HB.6.8 Evaluate various evidences as either supportive or detracting from the notion

of change over time (evolution). (i.e. Homologous organs, vestigial organs,

extinction, adaptation)

HB.6.9 Demonstrate how fossils are used to indicate progression in geologic time

HB.6.10 Recognize mutations as one source of genetic change

Ecology

HAO – HB.7: Keeping in mind the theories of the conservation of matter and energy the student

will develop a model to account for and trace the flow of energy through an

ecosystem. The model will also demonstrate the movement and conservation of

biogeochemicals. Given an ecological dilemma, the student will identify possible

solutions and subsequent ramifications on the environment and society. (NE

State Standards addressed in this unit are: 12.1.1, 12.1.5, 12.4.4, 12.4.5, 12.5.1,

12.5.2, 12.7.2, and 12.7.5)

Components: HB.7.1 Differentiate between biotic and abiotic factors

HB.7.2 Label different trophic levels in food chains and webs

HB.7.3 Differentiate between producers, consumers and decomposers

HB.7.4 Create a model of an energy pyramid

HB.7.5 Create a model of a biogeochemical cycle

HB.7.6 Investigate how changes in one part of an ecosystem impact the rest of the

system

HB.7.7 Explain a population, community and an ecosystem

HB.7.8 Illustrate an example of succession

HB.7.9 Define a niche

HB.7.10 Identify and explain various symbiotic relationships

HB.7.11 Compare and contrast the atmosphere of early earth with current atmosphere

HB.7.12 Explain the green house effect

HB.7.13 Discuss the importance of the ozone layer to living organisms

HB.7.14 Identify ways that the student can personally protect and conserve the

environment and earth’s resources

HAO – HB.8: The student will compare and contrast various microbial agents of infection based

on microbial function, cell structure, associated diseases, as well as disease

prevention process. In particular each student will generate research on a

particular cancer. (NE State Standards addressed in this unit are: 12.1.3,

12.1.4, 12.1.5, 12.4.1, 12.7.1, 12.7.5, and 12.8.3)

Components: HB.8.1 Label the structures of a virus, bacterial cell, and common protozoa

HB.8.2 Compare and contrast the lytic cycle with the lysogenic cycle

HB.8.3 Explain how retroviruses function

HB.8.4 Develop a model for the recombinant DNA process

HB.8.5 Classify bacteria based on their shape, nutritional type and respiration type

HB.8.6 Review factors that affect bacterial growth

HB.8.7 Collect and incubate bacteria

HB.8.8 Classify protozoa based on locomotion

HB.8.9 List some diseases caused by virus, bacteria, and protozoa

HB.8.10 Describe proper aseptic procedure

HB.8.11 Perform a gram stain using proper sterile techniques

HB.8.12 Explore the process of genetic transformation

HB.8.13 Identify the three lines of defense that the body has against microbes

HB.8.14 Select and research a particular form of cancer

Plants HAO - HB.9: The student will compare nonvascular and vascular plants based on their

adaptations to terrestrial environments. Comparisons will include, variations in

life cycles, environmental limitations, reproductive structures, plant tissues, plant

organs, and seed/spore dispersal. (NE State Standards addressed in this unit are:

12.1.4, 12.4.1, 12.4.3, and 12.4.6)

Components:

HB.9.1 Diagram the life cycles of mosses and ferns

HB.9.2 Contrast the adaptations of vascular and nonvascular plants

HB.9.3 Compare and contrast gymnosperms with angiosperms

HB.9.4 Evaluate evidence that plants evolve from green algae

HB.9.5 Demonstrate the ability to make and use a dichotomous key

HB.9.6 Compare the structure of roots, stems, and leaves of monocots and dicots

HB.9.7 Explain the variety of mechanisms of plant pollination

HB.9.8 Describe mechanism for seed dispersal

HB.9.9 Discuss the factors that affect seed germination and growth

HB.9.10 Describe how plants respond to light, gravity, and day length (tropisms)

Animal Diversity - Sponges to Human HAO – HB.10: The student will match organisms to the kingdom and phylum to which they

belong. Students will build a phylogenic tree based on structural development

of organisms. Predict the environment in which unfamiliar animals might

suitably live, given a set of selected adaptations. (NE State Standards

addressed in this unit are: 12.1.4, 12.1.5, 12.4.1, and 12.4.3)

Components:

HB.10.1 Describe the types of evidence used by taxonomists

HB.10.2 Identify several types of homologies and give examples

HB.10.3 Describe the distinguishing characteristics of the 5 kingdoms

HB.10.4 List 5 characteristics of each phylum

HB.10.5 List examples of organisms common to a phylum

HB.10.6 Evaluate how special systems particular to a phylum adapt organisms for an

environment.

HAO – HB.11: The student will compare and contrast these functions in human body systems

and animal systems: nutrition and digestion, environmental awareness and

response to stimuli, maintaining homeostasis, internal transport, coordination

and movement, and reproduction. (NE State Standards addressed in this unit

are: 12.1.4, 12.1.5, 12.4.1, and 12.4.3)

Components:

HB.11.1 Compare animal systems to human systems

HB.11.2 Label diagrams for each system

HB.11.3 Discuss the function of major body organs

HB.11.4 Evaluate the effects of various disorders of human systems

Grades 11-12 Field Biology Units

High Achievement Outcomes & Components

Purpose: Field Biology is the study of environmental science, particularly as it relates to

Nebraska. Field trips will be taken with extensive in-lab follow-ups. Various areas

of biology and career opportunities pertaining to the environmental studies will be

included.

Requirements: Biology

Insects of Nebraska HAO - FB.1: Students will make an insect collection and use taxonomic keys to aid in the

identification of the specimens they collect to the family level. Twelve insects

will be site identified according to the order level.

Components:

FB.1.1 List several characteristics of an adult insect

FB.1.2 Site identify 12 selected insects to the order level

FB.1.3 Use known taxonomic keys to identify collected specimens to the family level

FB.1.4 Discuss several methods of insect collection

FB.1.5 Demonstrate knowledge of how a proper collection should be displayed and

organized

FB.1.6 List several key differences that exist between some common insect orders

Plants of Nebraska HAO – FB.2: Student will research some of the main plant families of the immediate area and

use their knowledge of plant characteristics to identify and survey a plot using

known sampling techniques. Students will analyze collected data to formulate

conclusions as to the condition of the vegetation in the sampled plot.

Components:

FB.2.1 Distinguish between different venation types

FB.2.2 Distinguish between different leaf arrangement types

FB.2.3 Distinguish between different margin types

FB.2.4 Enter data into given formulas and calculate density, relative density, frequency,

relative frequency, dominance, relative dominance, and importance value

FB.2.5 Distinguish between the quadrat and the points methods of vegetation analysis

FB.2.6 Determine the range condition of a given plot of land

FB.2.7 Define succession and give at least one example of it in NE vegetation

FB.2.8 Define plant productivity and tell how it is determined

FB.2.9 List the major vegetation types of NE and tell several of the main species found in

each

Limnology HAO – FB.3: Students will use a variety of sampling and testing methods to analyze biotic

and abiotic components of fresh water ecosystems.

Components: FB.3.1 List the various properties of water and relate these to the biotic component

FB.3.2 Identify major groups of protozoa, algae, phytoplankton, and zooplankton

collected from Lake Maloney and the Platte rivers.

FB.3.3 Measure, using standardized lab techniques, oxygen content, temperature, pH,

nitrate content, phosphate content, water hardness, etc. of water samples taken

at various depths and at various locations from both lentic and lotic habitats.

FB.3.4 Sample and identify some common aquatic macroinvertebrates

FB.3.5 List the different zones found in an aquatic ecosystem and know key

environmental characteristics of each.

Soils HAO – FB.4: Students will test soil samples for a variety of chemicals, discuss soil

conservation, and identify living things found in and around the soil.

Components: FB.4.1 Name the parts of a soil profile and locate each when asked

FB.4.2 List several different ways that soils are formed

FB.4.3 List several ways that soil samples can be taken

FB.4.4 Explain how soil is lost by erosion and how this loss can be lessened

FB.4.5 List the major soil types of the world and give some characteristics of each

FB.4.6 Name some common soil invertebrates and list their function to a soil.

FB.4.7 Perform a simple test on a soil sample and publish the results.

Ornithology HAO – FB.5: Students will site identify bird species and list the general characteristics of birds

to include characteristic anatomy, flight, breeding strategies.

Components: FB.5.1 Identify 30 of Nebraska birds by sight

FB.5.2 Distinguish between the general groups of birds

FB.5.3 Draw and label a typical feather

FB.5.4 List the general characteristics of birds

FB.5.5 List the steps of the annual cycle of a bird

FB.5.6 Name and describe the different breeding strategies used by birds and give an

example of each

FB.5.7 Define “true flight”

Ecology HAO – FB.6: The student will draw upon several concepts from previous units to perform

problem solving activities in the realm of ecology.

Components:

FB.6.1 Construct a food web and label the trophic levels

FB.6.2 Describe the concept of succession and give an example

FB.6.3 List the biomes of North America and give characteristics of each

FB.6.4 Describe several different types of pollution and be able to determine some

probable options that may be taken to rectify the polluted situation.

FB.6.5 Design a information commercial to influence others to recycle

FB.6.6 Construct food and energy pyramids for an ecosystem

FB.6.7 Label the parts of the water, carbon, nitrogen, and phosphorus cycles

Grades 11-12 Physiology Units


Purpose: Physiology is the study of the human body and its functions. This course is

designed for college-bound students who are interested in pursuing a career in

health-related or medical fields. Lab work is an integral part of the course. Fetal

pigs will be dissected along with other organs. Several common themes exist in

each of the units that are taught in physiology. These themes are (1)

Form/Structure (2) Function (3) Disease and (4) Prevention. Units will address

each of these themes, however student demonstration of mastery will vary based

on the activities. Critical to the learning process is the mastery and use of

physiological vocabulary.

Requirements: Biology

Basic Concepts HAO – PY.1: The student will discuss the relationship between physiology and previous life

science course work. The student will identify the main gross anatomical

features of the human body.

Components: PY.1.1 Define physiology and explain its relationship to other branches of biology

PY.1.2 Explore the historical developments and the individual contributions to the

current science of physiology

PY.1.3 Define basic terms of physiology, 3 planes of reference, and 6 levels of

organization

PY.1.4 Identify the main function of each of the systems of the body

PY.1.5 Label the 6 main cavities of the body and be able to list organs found in each

PY.1.6 Explain the concept of homeostasis and how it is the cornerstone of

physiology

Histology HAO – PY.2: The student will identify key biochemistry concepts from previous life science

course work and relate to cell function.

Components: PY.2.1 Recall the structure of the atom and different types of chemical bonds

PY.2.2 Recall the pH scale and be able to list several compounds in the body that are

acidic and basic

PY.2.3 Compare and contrast the main types of organic compounds in the body

PY.2.4 Review and draw a typical animal cell, label the parts and make a table of the

structures and their function

PY.2.5 Illustrate the difference between synthesis and decomposition reactions and

give several examples of each

PY.2.6 Compare and contrast the main transport mechanisms of the cell membrane

HAO – PY.3: Compare and contrast the four main tissue types, investigate several tissues

within each, and describe the function of each.

Components:

PY.3.1 Site recognize 5 tissue types through a microscope

PY.3.2 State the function/s for each tissue type

PY.3.3 Provide examples of where tissues are found in the human body

Skeletal System HAO – PY.4: The student will identify and relate the macro and micro form/function of the

skeletal system. Identify diseases that affect the skeletal system, and

investigate possible prevention mechanisms.

Components:

List the 5 functions of the skeleton

PY.4.1 Label prepared diagrams of the anatomy of bone

PY.4.2 Label prepared diagrams of the axial skeleton

PY.4.3 Label prepared diagrams of the appendicular skeleton

PY.4.4 Use the model skeleton to name 40 bones of the body

Muscular System

HAO – PY.5: The student will identify and relate the macro and micro form/function of the

muscular system. Identify diseases that affect the muscular system, and

investigate possible prevention mechanisms. Students will analyze

kinesiological data.

Components:

PY.5.1 Label a diagram of a myofibril

PY.5.2 Explain how muscles contract

PY.5.3 Compare and contrast the two types of muscle contraction

PY.5.4 Site identify the three classes of muscle cells under the microscope

PY.5.5 Site identify 20 major superficial skeletal muscles from a diagram

PY.5.6 Complete several kinesiological analyses

Nervous System HAO – PY.6: The student will identify and relate the macro and micro form/function of the

nervous system, including specialized sensory organs unique to this system.

Identify diseases that affect the nervous system, and investigate possible

prevention mechanisms.

Components:

PY.6.1 Define the 3 different divisions of the nervous system

PY.6.2 Label a diagram of a typical motor neuron

PY.6.3 Explain how neurons transmit impulses

PY.6.4 Label the parts of the central nervous system

PY.6.5 Explain the function of neurotransmitters in the nervous system

PY.6.6 Demonstrate the tests for various reflexes

PY.6.7 Explain how a reflex is produced

PY.6.8 Explain the significance of reflexes to the maintenance of homeostasis

PY.6.9 List the 3 different types of pain and know what general areas if the body

show symptoms of pain

PY.6.10 Explain the function of pain to the body

PY.6.11 Label prepared diagrams of the special sensory organs (skin, nose, tongue,

eye, and ear

PY.6.12 Explain the functions of the different structures that make up the special sense

organs

PY.6.13 Explain cause and effect of different disorders of the sense organs on the body

Endocrine System HAO – PY.7: The student will identify glands of the endocrine system and their hormones.

They will describe the effects of hypersecretion and hyposecretion of

homeostasis.

Components:

PY.7.1 Label a diagram locating the major glands of the endocrine system

PY.7.2 Diagnose an endocrine disorder given the symptoms

PY.7.3 Describe how negative feedback is used to control the proper level of

hormones in the body

PY.7.4 Match a hormone with the gland that produces it

PY.7.5 Match a hormone with its function

Circulatory System HAO – PY.8: The student will identify the anatomy and physiology of the circulatory system.

Identify diseases that affect the circulatory system, in particular the heart, and


Components:

PY.8.1 List the main components of blood and give the function of each

PY.8.2 Explain the functions of blood and its importance to the maintenance of

homeostasis

PY.8.3 Label a diagram of the heart

PY.8.4 Diagram the blood flow through the heart

PY.8.5 Explain a triple bypass

PY.8.6 Define several disorders of the cardiovascular system

PY.8.7 Diagnose several disorders and treat them using the CVS computer simulation

Respiratory System HAO – PY.9: The student will identify and relate the macro and micro form/function of the

respiratory system. Identify diseases that affect the respiratory system, and


Components:

PY.9.1 Label a diagram of the human respiratory system

PY.9.2 Differentiate between inspiration and expiration

PY.9.3 Explain how pressure differences allow us to breathe

PY.9.4 Explain how pressure differences allow us to exchange gases between the

blood and tissues

PY.9.5 List factors that affect breathing

PY.9.6 Diagnose several disorders of the respiratory system

Digestive System HAO – PY.10: The student will identify and relate the structure and function of the digestive

system. Identify diseases that affect the digestive system, and investigate

possible prevention mechanisms. Discuss nutrition and its impact on the

human body.

Components:

PY.10.1 Associate vitamins with the food they can be found in and also the effects of

these vitamins on the body

PY.10.2 List the effects of hyper and hypo intake of these vitamins

PY.10.3 Label a diagram of the digestive system

PY.10.4 Diagnose several gastrointestinal disorders

PY.10.5 Calculate their individual BMR (basal metabolic rate)

Excretory System HAO – PY.11: The organs of excretion will be explored along with their relationship to the

circulatory system and the respiratory system. The composition of urine will

be related to the level of health and/or disease.

Components:

PY.11.1 Label an anatomical diagram of the main organs of the urinary system

PY.11.2 Label an anatomical diagram of the main structures found in the nephron

PY.11.3 Compare and contrast filtration and reabsorption

PY.11.4 Test a sample of urine using the ChemStix 9 strip

Reproductive System HAO – PY.12: The student will identify the form and function of the male and female

reproductive systems. They will describe the effects of hormones in directing

the function of the reproductive system. The student will also trace the

development of the offspring as well as possible complications of pregnancy.

Components:

PY.12.1 Label anatomical drawings of the male and female reproductive systems

PY.12.2 Sequence events leading from sex cell formation to birth

PY.12.3 List some prenatal tests that can be done to detect possible genetic disorders

Research Project HAO – PY.13: The students will choose an area of study within the realm of physiology that

they are interested in. This may be a profession, a disorder/disease, or a

particular organ of the body, etc. They will research and present a multimedia

slideshow of their research project.

Components:

PY.13.1 Choose a topic that is of interest to him / her (Topic must be chosen by a date

assigned by the instructor.)

PY.13.2 Research the selected topic for several weeks on his / her own time outside of

class

PY.13.3 Type the text of the project and submit a paper for evaluation.

PY.13.4 Use the multimedia program to put the slideshow together

PY.13.5 Present the completed project to the class

PY.13.6 Evaluate other students projects based on a set criteria devised by the students

themselves.

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