HAMPTON COUNTY SCHOOL DISTRICT 2 CURRICULUM FRAMEWORKS. Science (9 th - 12 th Grades)

Transcription

1 Page 1 HAMPTON COUNTY SCHOOL DISTRICT 2 CURRICULUM FRAMEWORKS Science (9 th - 12 th Grades)

2 Page 2 HAMPTON COUNTY SCHOOL DISTRICT 2 CURRICULUM FRAMEWORKS

3 Page 3 TABLE OF CONTENTS ACKNOWLEDGEMENTS Board of Trustees Administrators Facilitators Teachers Administrative Support DISTRICT MISSION STATEMENT A MESSAGE FROM THE EXECUTIVE DIRECTOR FOR TEACHING, LEARNING, AND TECHNOLOGY RATIONALE INTRODUCTION DESCRIPTION OF DOCUMENTS PACING GUIDE OVERVIEW INSTRUCTIONAL FRAMEWORK CURRICULUM FRAMEWORKS Physical Science Course Description South Carolina Academic Standards (SCAS) Common Core State Standards (CCSS) Standards-in-Action Benchmark Schedule/Curriculum Map (Year-at-a-Glance) Foundation Document Biology Course Description South Carolina Academic Standards (SCAS) Common Core State Standards (CCSS) Standards-in-Action Benchmark Schedule/Curriculum Map (Year-at-a-Glance) Foundation Document

4 Page 4 Chemistry Course Description South Carolina Academic Standards (SCAS) Common Core State Standards (CCSS) Standards-in-Action Benchmark Schedule/Curriculum Map (Year-at-a-Glance) Foundation Document Physics Course Description South Carolina Academic Standards (SCAS) Common Core State Standards (CCSS) Standards-in-Action Benchmark Schedule /Curriculum Map(Year-at-a-Glance) Foundation Document APPENDICES District Testing Calendar Teaching and Learning Expectations Grading and Assessment Framework Promotion and Retention Rubric Non-Negotiables District Initiatives Common Core State Standards Overview Weekly Learning Templates Depth of Knowledge (DOK) Bloom s Taxonomy Power Word Definitions Bloom s Taxonomy Verbs Test-Taking Strategies Extended Response Scoring Rubric EOCEP Test Blueprint Biology Science Inquiry Standards (9-12) Science Vocabulary

5 Page 5 APPENDICES (contd.) Graphic Organizers State-Adopted Textbooks (HCSD2) MISCELLANEOUS Curriculum Frameworks Annual Update Form

6 Page 6 ACKNOWLEDGEMENTS Hampton County School District 2 wishes to express its gratitude to the following individuals for their contributions, encouragement, and support during the curriculum development process: BOARD OF TRUSTEES Mrs. Daisy Orr, Chairperson Mrs. Myrtle Sumter, Vice Chairperson Mrs. Elizabeth Haynes, Secretary Reverend Benjamin Burison, Jr. Mr. Lucius Moses ADMINISTRATORS Dr. Beverly J. Gurley, Superintendent Mr. Martin Wright, Executive Director for Teaching, Learning, and Technology Dr. Raedell Brown, Principal, Estill High School Mrs. Synetria Hawkins, Interim Principal, Estill Middle School Dr. Deborah Martin, Interim Principal, Estill Elementary School FACILITATORS Dr. Mildred M. Brown, Curriculum Consultant Mrs. Julia Lee, Coordinator of Testing/District Math Coach Dr. Raedell Brown, Principal, Estill High School Dr. Karen Grant, Interim Administrative Assistant/6-8 Curriculum Mrs. Marsha Robinson, Interim Administrative Assistant/K-5 Curriculum Mrs. Mamie Jenkins, K-5 Curriculum

7 Page 7 ACKNOWLEDGEMENTS (continued) TEACHERS ESTILL HIGH SCHOOL Science Department Mr. Steve Mulikan, Department Chair Mr. Isaac Choge Dr. Syed Sikkanther Administrative Support Mrs. Aquila Houston Office of Teaching, Learning, and Technology Mrs. Shenna Solomon Office of Human Resources

8 Page 8 District Mission Statement The mission of Hampton County School District 2 is to prepare students to be successful, healthy and responsible citizens by providing challenging educational experiences in a safe and positive environment.

9 Page 9 A Message from The Executive Director for Teaching, Learning, and Technology The Mission of Hampton County School District 2 is to prepare students to be successful, healthy and responsible citizens by providing challenging educational experiences in a safe and positive environment. One of the purposes of education is to provide children with the skills and knowledge needed to function capably as adults. With the world changing rapidly, the abilities acquired in schools today need to be reassessed, as do the ways in which students are expected to learn... And when the curriculum changes, ways in which the curriculum is delivered must change correspondingly. -- Toward the Year Saskatchewan Education, 1985, p.6. As we embrace 21 st century teaching and learning skills, it is important for teachers and parents to help students demonstrate the new Three R s: Rigor, Relevance and Relationships. When you take a deep look at the phrase challenging education experience from our mission statement, the word rigor is implied. But what is rigor really? Rigor involves helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging. While the new Three R s are not the only components of the 21 st century teaching and learning framework, it certainly marks the beginning of something new for Hampton County School District 2. To this end, HCSD 2 is determined to develop and sustain a culture that is built on a non-negotiable commitment of getting results based on 21 st century teaching and learning skills, high expectations for college and career readiness and preparing students to compete in any globalized economy. This new mindset has to permeate itself throughout our learning community. We were off and running when the question was posed, what do our students need to know and be able to do in Hampton 2? This question, as simple as it may be, was quite complex and required an answer that we could not all articulate. We stopped, thought and reflected on crafting our considerations that impacted student achievement. In developing our common language, we adopted that curriculum is a system for managing and facilitating student achievement and learning based upon consensus driven content and performance standards. So our journey begins, rooted and grounded in the question that laid the purpose for our work. It was there that the professional learning community of Hampton County School District 2 deposited a vast amount of time and energy ensuring that teaching and learning is maximized through a guaranteed and viable curriculum Through our work, we understand that it is at the curriculum level that we can ensure the following: Student learning takes top priority; The written curriculum is analyzed and correlated with state and district standards (Common Core State Standards (CCSS)); The written curriculum adequately addresses important 21st century skills (e.g., College and Career Readiness Skills and Mathematical Practice Skills from the CCSS); and The taught curriculum is analyzed and monitored to ensure that it correlates with the written curriculum.

10 Page 10 Opening Work Session Instruction is defined as teachers designing and implementing teaching learning tasks and activities to ensure that all students achieve proficiency relevant to the South Carolina Academic Standards and/or the Common Core State Standards. Never before has the connection between curriculum, instruction and assessment been so important as we prepare to implement the Common Core State Standards. Closing An instructional framework provides a common language developed from accepted best practices in classroom instruction that ensures a consistent approach to quality classroom instruction and assessment. The instructional framework allows teachers to sequence the lesson or their instruction in a logical and predictable manner referencing standards throughout. It also provides opportunities for: Students to learn by doing and engaging in performance tasks; Students to improve their levels of performance with practice, guidance, support, revision and feedback; Teachers to support individual and small groups of students learning through differentiation; and Teachers to review, share findings, answer the Essential Question and/or assess student learning. Our curriculum will be a living and working document that is updated annually to maintain its fidelity of implementation as we continue to enhance teaching and learning in Hampton County School District 2. With this in mind, I promise to be a STAR curriculum level leader that is committed to: Service: I will be passionately committed to serving our school system, school faculty, staff, parents, stakeholders and most importantly our students, and I will embrace the mission, vision and beliefs of Hampton County School District its exceptional leaders. Teamwork: I will cultivate distributive and shared leadership and a collaborative culture to mobilize the caring power of our learning community. Accountability: I will adhere to the highest standards of professional leadership and responsible stewardship of resources. Results: I will work tirelessly to obtain the highest level of student achievement, personal and organizational performance focused on getting results. Finally, I want to especially thank Dr. Mildred Brown, Curriculum Consultant, for her leadership and guidance in facilitating and structuring the development of our new curriculum framework. Yours in Service, Martin L. Wright, Ed.S.

11 Page 11 RATIONALE The development of a district-wide curriculum in core-tested subject areas must be a priority in the process of developing a standards-driven curriculum in all areas. A curriculum that is standards driven and paced for complete content coverage is the foundation that assures equal access to all tested standards in each applicable course. Without the focus of district-wide curricula in the core areas, efforts to improve will be hampered by hit-and-miss approaches and the selection of appropriate materials is, at best, a toss up. Additionally, mechanisms used to monitor implementation of the standards are virtually impossible to effectively manage without the necessary curriculum foundations in place. Finally, at the school level, teachers can only be held accountable for what can be monitored effectively. More specifically, a core curriculum is a must to facilitate improved student learning and to hold all stakeholders accountable.

12 Page 12 INTRODUCTION Hampton County School District 2 Curriculum Frameworks provide a research-based structure for teaching the South Carolina Academic Standards/Common Core Standards in English/Language Arts, Mathematics, Science, and Social Studies. Based on the premise that an effective instructional program is balanced, comprehensive, and evolving, this framework is designed to assist teachers and instructional leaders in improving student achievement through implementation of the South Carolina Academic Standards/Common Core Standards. The academic standards/common core standards indicate what students should know and be able to do at each grade level and in each subject area. Each framework contains a copy of the academic standards/common core standards, a course description, standards-in-action benchmark schedule /curriculum map (year-at-a-glance), and a foundation document. Included in the appendices are additional resources and documentaries that have proven to be essential for effective day-to-day instruction. It is hoped that these tools will aid teachers in planning instruction that will ultimately maximize student learning. Teachers are encouraged to accept this framework as a living document that will continue to be revised, edited, and updated as new standards are developed or as subject areas go through the cyclical review process.

13 Page 13 DESCRIPTION OF DOCUMENTS South Carolina Academic Standards (SCAS): A set of South Carolina crafted standards that define the knowledge and skills all students should know and be able to do. They are clear, complete, comprehensive and serve as the basis for objective and reliable statewide assessments. They provide the foundation for the development of curricula at the district level and are crafted for each subject at every grade level. Common Core State Standards (CCSS): A set of standards, adopted by the South Carolina State Board of Education in 2010, so that learning in South Carolina can be as uniform as learning across the country. These standards, currently crafted for English/Language Arts and Mathematics only, describe the knowledge and skills that students will need when they graduate from high school whether their choice of college or career. They, like the South Carolina Academic Standards, define the knowledge and skills students should have to succeed in high school, in addition to those needed to succeed in entry-level, credit-bearing, academic college courses, and in workforce training programs. Standards-in-Action Benchmark Schedule/Curriculum Map (Year-at-a-Glance): A schedule of planned assessments based on the standards taught and learned within each nine weeks or semester. Foundation Document: A compilation of academic standards, resources/materials, best practices, and assessments from which teachers can produce rigorous, standards-driven, highly motivating, productive lessons.

14 Page 14 PACING GUIDE OVERVIEW Unlike skills in other subject areas, the South Carolina Academic Standards/Common Core Standards cannot be isolated and checked off as completed. Instead, they are designed to be grouped in different ways and addressed multiple times throughout the year. Additionally, the standards cannot easily be assigned particular dates on a yearly calendar so that R1.1, for example, will be addressed on particular days and so on. Given the target standards for each benchmark, teachers have the liberty to choose appropriate resources and best practices through which to teach the standards. These choices give teachers flexibility with the number of days to spend on each standard.

15 Page 15 CURRICULUM FRAMEWORK Physical Science

16 Page 16 Course Description PHYSICAL SCIENCE The academic standards for Physical Science establish the scientific inquiry skills and core content for all Physical Science classes in South Carolina schools. The course should provide students with a conceptual understanding of the world around them a basic knowledge of the physical universe that should serve as the foundation for other high school science courses. Teachers, schools, and districts should use these standards to make decisions concerning the structure and content for Physical Science classes that are taught in their schools. These decisions will involve choices regarding additional content, activities, and learning strategies and will depend on the particular objectives of the individual classes. All Physical Science classes must include inquiry-based instruction, allowing students to engage in problem solving, decision making, critical thinking, and applied learning. In other words, students should spend more of their class time choosing the right method to solve a problem and less time solving problems that merely call for repetitive procedures. Physical Science is a laboratory course (minimum of 30 percent hands-on investigation) that integrates principles of chemistry and physics. Physical science laboratories will need to be stocked with all of the materials and apparatuses necessary to complete investigations in both the chemistry and physics portions of the course. The standards in the physical science core area will be the basis for the development of the items on the state-required end-of-course examination for Physical Science. The skills and tools listed in the scientific inquiry sections will be assessed independently from the content knowledge in the respective grade or high school core area under which they are listed. Moreover, scientific inquiry standards and indicators will be assessed cumulatively. Therefore, as students progress through the grade levels, they are responsible for the scientific inquiry indicators including a knowledge of the use of tools in all their earlier grades. A table of the scientific inquiry standards and indicators for kindergarten through grade twelve is provided in the appendix section, which teachers are urged to print out and keep as a ready reference..

17 Page 17 INDICATOR PS-1 PS-1.1 PS-1.2 PS-1.3 PS-1.4 PS-1.5 PS-1.6 PS-1.7 PS-1.8 PS-1.9 PS-2 PS-2.1 PS-2.2 PS-2.3 PS-2.4 PS-2.5 PS-2.6 PS-2.7 PS-3 PS-3.1 PS-3.2 PS-3.3 PS-3.4 SOUTH CAROLINA ACADEMIC STANDARDS (SCAS) PHYSICAL SCIENCE STANDARD THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF HOW SCIENTIFIC INQUIRY AND TECHNOLOGICAL DESIGN, INCLUDING MATHEMATICAL ANALYSIS, CAN BE USED APPROPRIATELY TO POSE QUESTIONS, SEEK ANSWERS, AND DEVELOP SOLUTIONS. Generate hypotheses on the basis of credible, accurate, and relevant sources of scientific information. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and dimensional analysis), graphs, models, and/or technology. Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis. Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials). Compare the processes of scientific investigation and technological design. Use appropriate safety procedures when conducting investigations. THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE STRUCTURE AND PROPERTIES OF ATOMS Compare the subatomic particles (protons, neutrons, electrons) of an atom with regard to mass, location, and charge, and explain how these particles affect the properties of an atom (including identity, mass, volume, and reactivity). Illustrate the fact that the atoms of elements exist as stable or unstable isotopes. Explain the trends of the periodic table based on the elements valence electrons and atomic numbers. Use the atomic number and the mass number to calculate the number of protons, neutrons, and/or electrons for a given isotope of an element. Predict the charge that a representative element will acquire according to the arrangement of electrons in its outer energy level. Compare fission and fusion (including the basic processes and the fact that both fission and fusion convert a fraction of the mass of interacting particles into energy and release a great amount of energy). Explain the consequences that the use of nuclear applications (including medical technologies, nuclear power plants, and nuclear weapons) can have. The student will demonstrate an understanding of various properties and classifications of matter. Distinguish chemical properties of matter (including reactivity) from physical properties of matter (including boiling point, freezing/melting point, density [with density calculations], solubility, viscosity, and conductivity). Infer the practical applications of organic and inorganic substances on the basis of their chemical and physical properties. Illustrate the difference between a molecule and an atom. Classify matter as a pure substance (either an element or a compound) or as a mixture (either homogeneous or heterogeneous) on the basis of its structure and/or composition.

18 Page 18 INDICATOR PS-3.5 PS-3.6 PS-3.7 PS-3.8 PS-4 PS-4.1 PS-4.2 PS-4.3 PS-4.4 PS-4.5 PS-4.6 PS-4.7 PS-4.8 PS-4.9 PS-4.10 PS-4.11 PS-5 PS-5.1 PS-5.2 PS-5.3 PS-5.4 PS-5.5 PS-5.6 PS-5.7 PS-5.8 PS-5.9 PS-5.10 STANDARD Explain the effects of temperature, particle size, and agitation on the rate at which a solid dissolves in a liquid. Compare the properties of the four states of matter solid, liquid, gas, and plasma in terms of the arrangement and movement of particles. Explain the processes of phase change in terms of temperature, heat transfer, and particle arrangement. Classify various solutions as acids or bases according to their physical properties, chemical properties (including neutralization and reaction with metals), generalized formulas, and ph (using ph meters, ph paper, and litmus paper). THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF CHEMICAL REACTIONS AND THE CLASSIFICATIONS, STRUCTURES, AND PROPERTIES OF CHEMICAL COMPOUNDS. Explain the role of bonding in achieving chemical stability. Explain how the process of covalent bonding provides chemical stability through the sharing of electrons. Illustrate the fact that ions attract ions of opposite charge from all directions and form crystal lattices Classify compounds as crystalline (containing ionic bonds) or molecular (containing covalent bonds) based on whether their outer electrons are transferred or shared. Predict the ratio by which the representative elements combine to form binary ionic compounds, and represent that ratio in a chemical formula. Distinguish between chemical changes (including the formation of gas or reactivity with acids) and physical changes (including changes in size, shape, color, and/or phase). Summarize characteristics of balanced chemical equations (including conservation of mass and changes in energy in the form of heat that is, exothermic or endothermic reactions). Summarize evidence (including the evolution of gas; the formation of a precipitate; and/or changes in temperature, color, and/or odor) that a chemical reaction has occurred. Apply a procedure to balance equations for a simple synthesis or decomposition reaction. Recognize simple chemical equations (including single replacement and double replacement) as being balanced or not balanced. Explain the effects of temperature, concentration, surface area, and the presence of a catalyst on reaction rates. THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE NATURE OF FORCES AND MOTION. Explain the relationship among distance, time, direction, and the velocity of an object. Use the formula v = d/t to solve problems related to average speed or velocity. Explain how changes in velocity and time affect the acceleration of an object Use the formula a = (vf-vi)/t to determine the acceleration of an object. Explain how acceleration due to gravity affects the velocity of an object as it falls. Represent the linear motion of objects on distance-time graphs. Explain the motion of objects on the basis of Newton s three laws of motion: inertia; the relationship among force, mass, and acceleration; and action and reaction forces. Use the formula F = ma to solve problems related to force. Explain the relationship between mass and weight by using the formula FW = mag. Explain how the gravitational force between two objects is affected by the mass of each object and the distance between them.

19 Page 19 INDICATOR STANDARD PS-6 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE NATURE, CONSERVATION, AND TRANSFORMATION OF ENERGY. PS-6.1 Explain how the law of conservation of energy applies to the transformation of various forms of energy (including mechanical energy, electrical energy, chemical energy, light energy, sound energy, and thermal energy). PS-6.2 Explain the factors that determine potential and kinetic energy and the transformation of one to the other. PS-6.3 Explain work in terms of the relationship among the force applied to an object, the displacement of the object, and the energy transferred to the object. PS-6.4 Use the formula W = Fd to solve problems related to work done on an object. PS-6.5 Explain how objects can acquire a static electric charge through friction, induction, and conduction. PS-6.6 Explain the relationships among voltage, resistance, and current in Ohm s law. PS-6.7 Use the formula V = IR to solve problems related to electric circuits. PS-6.8 Represent an electric circuit by drawing a circuit diagram that includes the symbols for a resistor, switch, and voltage source. PS-6.9 Compare the functioning of simple series and parallel electrical circuits. PS-6.10 Compare alternating current (AC) and direct current (DC) in terms of the production of electricity and the direction of current flow. PS-6.11 Explain the relationship of magnetism to the movement of electric charges in electromagnets, simple motors, and generators. PS-7 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE NATURE AND PROPERTIES OF MECHANICAL AND ELECTROMAGNETIC WAVES. PS-7.1 Illustrate ways that the energy of waves is transferred by interaction with matter (including transverse and longitudinal/compressional waves). PS-7.2 Compare the nature and properties of transverse and longitudinal/compressional mechanical waves. PS-7.3 Summarize characteristics of waves (including displacement, frequency, period, amplitude, wavelength, and velocity as well as the relationships among these characteristics). PS-7.4 Use the formulas v = f and v = d/t to solve problems related to the velocity of waves. PS-7.5 Summarize the characteristics of the electromagnetic spectrum (including range of wavelengths, frequency, energy, and propagation without a medium). PS-7.6 Summarize reflection and interference of both sound and light waves and the refraction and diffraction of light waves. PS-7.7 Explain the Doppler effect conceptually in terms of the frequency of the waves and the pitch of the sound.

20 Page 20 INDICATOR RST RST RST RST RST RST RST RST RST RST RST RST RST RST RST RST RST RST COMMON CORE STATE STANDARDS (CCSS) PHYSICAL SCIENCE LITERACY (READING SCIENCE/TECHNOLOGY) Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Determine the central ideas or conclusions of a text; trace the text s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 10 texts and topics. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Assess the extent to which the reasoning and evidence in a text support the author s claim or a recommendation for solving a scientific or technical problem. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. By the end of grade 10, read and comprehend science/technical texts in the grades 9 10 text complexity band independently and proficiently. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

21 Page 21 INDICATOR RST RST LITERACY (READING SCIENCE/TECHNOLOGY) Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. By the end of grade 12, read and comprehend science/technical texts in the grades 11 CCR text complexity band independently and proficiently.

22 Page 22 Standards-in-Action Curriculum Map PHYSICAL SCIENCE 1 ST NINE WEEKS 2 ND NINE WEEKS 3 RD NINE WEEKS 4 TH NINE WEEKS PS-1.1 Generate hypotheses on the basis of credible, accurate, and relevant sources of scientific information. PS-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. PS-1.3Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. PS-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. PS-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and dimensional analysis), graphs, models, and/or technology. PS-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis. PS-1.7 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials). PS-1.8 Compare the processes of scientific investigation and technological design. PS-1.9 Use appropriate safety procedures when conducting investigations PS-2.1 Compare the subatomic particles PS-3.1 Distinguish chemical properties of matter (including reactivity) from physical properties of matter (including boiling point, freezing/melting point, density [with density calculations], solubility, viscosity, and conductivity). PS-3.2 Infer the practical applications of organic and inorganic substances on the basis of their chemical and physical properties. PS-3.3 Illustrate the difference between a molecule and an atom. PS-3.4 Classify matter as a pure substance (either an element or a compound) or as a mixture (either homogeneous or heterogeneous) on the basis of its structure and/or composition. PS-3.5 Explain the effects of temperature, particle size, and agitation on the rate at which a solid dissolves in a liquid. PS-3.6 Compare the properties of the four states of matter-solid, liquid, gas, and plasma-in terms of the arrangement and movement of particles. PS-3.7 Explain the processes of phase change in terms of temperature, heat transfer, and particle arrangement. PS-3.8 Classify various solutions as acids or bases according to their physical properties, chemical properties (including neutralization and reaction with metals), generalized formulas, and ph (using ph meters, ph paper, and litmus paper). PS-5.1 Explain the relationship among distance, time, direction, and the velocity of an object. PS-5.2 Use the formula v = d/t to solve problems related to average speed or velocity. PS-5.3 Explain how changes in velocity and time affect the acceleration of an object. PS-5.4 Use the formula a = (vf-vi)/t to determine the acceleration of an object. PS-5.5 Explain how acceleration due to gravity affects the velocity of an object as it falls. PS-5.6 Represent the linear motion of objects on distance-time graphs. PS-5.7 Explain the motion of objects on the basis of Newton's three laws of motion: inertia; the relationship among force, mass, and acceleration; and action and reaction forces. PS-5.8 Use the formula F = ma to solve problems related to force. PS-5.9 Explain the relationship between mass and weight by using the formula FW = mag. PS-5.10 Explain how the gravitational force between two objects is affected by the mass of each object and the distance between them. PS-6.1 Explain how the law of conservation of energy applies to the transformation of various forms of energy (including mechanical energy, electrical energy, chemical energy, light energy, sound energy, and thermal energy). PS-6.8 Represent an electric circuit by drawing a circuit diagram that includes the symbols for a resistor, switch, and voltage source. PS-6.9 Compare the functioning of simple series and parallel electrical circuits. PS-6.10 Compare alternating current (AC) and direct current (DC) in terms of the production of electricity and the direction of current flow. PS-6.11 Explain the relationship of magnetism to the movement of electric charges in electromagnets, simple motors, and generators. PS-7.1 Illustrate ways that the energy of waves is transferred by interaction with matter (including transverse and longitudinal/compressional waves). PS-7.2 Compare the nature and properties of transverse and longitudinal/compressional mechanical waves. PS-7.3 Summarize characteristics of waves (including displacement, frequency, period, amplitude, wavelength, and velocity as well as the relationships among these characteristics). PS-7.4 Use the formulas v = f and v = d/t to solve problems related to the velocity of waves. PS-7.5 Summarize the characteristics of the electromagnetic spectrum (including range of wavelengths, frequency, energy, and propagation without a medium). PS-7.6 Summarize reflection and interference of both sound and light waves and the refraction and diffraction of light waves.

23 Page 23 1 ST NINE WEEKS 2 ND NINE WEEKS 3 RD NINE WEEKS 4 TH NINE WEEKS (protons, neutrons, electrons) of an atom with regard to mass, location, and charge, and explain how these particles affect the properties of an atom (including identity, mass, volume, and reactivity). PS-2.2 Illustrate the fact that the atoms of elements exist as stable or unstable isotopes. PS-2.3 Explain the trends of the periodic table based on the elements' valence electrons and atomic numbers. PS-2.4 Use the atomic number and the mass number to calculate the number of protons, neutrons, and/or electrons for a given isotope of an element. PS-2.5 Predict the charge that a representative element will acquire according to the arrangement of electrons in its outer energy level. PS-2.6 Compare fission and fusion (including the basic processes and the fact that both fission and fusion convert a fraction of the mass of interacting particles into energy and release a great amount of energy). PS-2.7 Explain the consequences that the use of nuclear applications (including medical technologies, nuclear power plants, and nuclear weapons) can have. REVIEW PS-4.1 Explain the role of bonding in achieving chemical stability. PS-4.2 Explain how the process of covalent bonding provides chemical stability through the sharing of electrons. PS-4.3 Illustrate the fact that ions attract ions of opposite charge from all directions and form crystal lattices. PS-4.4 Classify compounds as crystalline (containing ionic bonds) or molecular (containing covalent bonds) based on whether their outer electrons are transferred or shared. PS-4.5 Predict the ratio by which the representative elements combine to form binary ionic compounds, and represent that ratio in a chemical formula. PS-4.6 Distinguish between chemical changes (including the formation of gas or reactivity with acids) and physical changes (including changes in size, shape, color, and/or phase). PS-4.7 Summarize characteristics of balanced chemical equations (including conservation of mass and changes in energy in the form of heat-that is, exothermic or endothermic reactions). PS-4.8 Summarize evidence (including the evolution of gas; the formation of a precipitate; and/or changes in temperature, color, and/or odor) that a chemical reaction has occurred. PS-4.9 Apply a procedure to balance equations for a simple synthesis or decomposition reaction. PS-4.10 Recognize simple chemical equations (including single replacement and double replacement) as being balanced or not balanced. PS-4.11 Explain the effects of temperature, concentration, surface area, and the presence PS-6.2 Explain the factors that determine potential and kinetic energy and the transformation of one to the other. PS-6.3 Explain work in terms of the relationship among the force applied to an object, the displacement of the object, and the energy transferred to the object. PS-6.4 Use the formula W = Fd to solve problems related to work done on an object. PS-6.5 Explain how objects can acquire a static electric charge through friction, induction, and conduction. PS-6.6 Explain the relationships among voltage, resistance, and current in Ohm's law. PS-6.7 Use the formula V = IR to solve problems related to electric circuits. REVIEW PS-7.7 Explain the Doppler effect conceptually in terms of the frequency of the waves and the pitch of the sound. REVIEW

24 Page 24 1 ST NINE WEEKS 2 ND NINE WEEKS 3 RD NINE WEEKS 4 TH NINE WEEKS of a catalyst on reaction rates. REVIEW

25 Page 25 FOUNDATION DOCUMENT Physical Science PS 1 PS 1.1 PS 1.2 PS 1.3 PS 1.4 PS 1.5 PS 1.6 PS 1.7 PS 1.8 PS 1.9 PS 2 PS-2.1 PS-2.2 SC Academic Standard/Common Core Standard Resources Best Practices Assessments The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions. Generate hypotheses on the basis of credible, accurate, and relevant sources of scientific information. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and dimensional analysis), graphs, models, and/or technology. Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis. Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials). Compare the processes of scientific investigation and technological design. Use appropriate safety procedures when conducting investigations. The student will demonstrate an understanding of the structure and properties of atoms. Compare the subatomic particles (protons, neutrons, electrons) of an atom with regard to mass, location, and charge, and explain how these particles affect the properties of an atom (including identity, mass, volume, and reactivity). Illustrate the fact that the atoms of elements exist as stable or unstable isotopes Textbook Smart Board / LCD Projector Powers point notes Handouts stand/lrnstd4.htm Textbook Smart Board / LCD Projector Powers point notes Handouts ms.htm /p784 Study Guides Grouping Review Game Question / Answer Power Point Worksheets Section Review Questions Chapter Review Questions Lab / Hands on activity Study Guides Grouping Review Game Question / Answer Power Point Worksheets Section Review Questions Chapter Review Questions Bell Ringer Section Review Questions Quizzes Chapter Tests Q&A Teacher Observation EOC Bell Ringer Section Review Questions Quizzes Chapter Tests Q&A Teacher Observation EOC

26 Page 26 SC Academic Standard/Common Core Standard Resources Best Practices Assessments PS-2.3 PS-2.4 PS-2.5 PS-2.6 PS-2.7 PS-3 PS-3.1 PS-3.2 PS-3.3 PS-3.4 PS-3.5 PS-3.6 PS-3.7 PS-3.8 Explain the trends of the periodic table based on the elements' valence electrons and atomic numbers. Use the atomic number and the mass number to calculate the number of protons, neutrons, and/or electrons for a given isotope of an element. Predict the charge that a representative element will acquire according to the arrangement of electrons in its outer energy level. Compare fission and fusion (including the basic processes and the fact that both fission and fusion convert a fraction of the mass of interacting particles into energy and release a great amount of energy). Explain the consequences that the use of nuclear applications (including medical technologies, nuclear power plants, and nuclear weapons) can have. The student will demonstrate an understanding of various properties and classifications of matter. Distinguish chemical properties of matter (including reactivity) from physical properties of matter (including boiling point, freezing/melting point, density [with density calculations], solubility, viscosity, and conductivity). Infer the practical applications of organic and inorganic substances on the basis of their chemical and physical properties. Illustrate the difference between a molecule and an atom. Classify matter as a pure substance (either an element or a compound) or as a mixture (either homogeneous or heterogeneous) on the basis of its structure and/or composition. Explain the effects of temperature, particle size, and agitation on the rate at which a solid dissolves in a liquid. Compare the properties of the four states of matter-solid, liquid, gas, and plasma-in terms of the arrangement and movement of particles. Explain the processes of phase change in terms of temperature, heat transfer, and particle arrangement. Classify various solutions as acids or bases according to their physical properties, chemical properties (including neutralization and reaction with metals), generalized formulas, and ph (using ph meters, ph paper, and litmus paper). Textbook Smart Board / LCD Projector Powers point notes Handouts Chem-Unit2 Chem-Unit2 X9zF8%3D&tabid=1812 Study Guides Grouping Review Game Question / Answer Power Point Worksheets Section Review Questions Chapter Review Questions Lab / Hands on activity Bell Ringer Section Review Questions Quizzes Chapter Tests Q&A Teacher Observation EOC

27 Page 27 PS-4 PS-4.1 PS-4.2 PS-4.3 PS-4.4 PS-4.5 PS-4.6 PS-4.7 PS-4.8 PS-4.9 SC Academic Standard/Common Core Standard Resources Best Practices Assessments PS-4.10 PS-4.11 PS-5 PS-5.1 PS-5.2 PS-5.3 The student will demonstrate an understanding of chemical reactions and the classifications, structures, and properties of chemical compounds. Explain the role of bonding in achieving chemical stability. Explain how the process of covalent bonding provides chemical stability through the sharing of electrons. Illustrate the fact that ions attract ions of opposite charge from all directions and form crystal lattices. Classify compounds as crystalline (containing ionic bonds) or molecular (containing covalent bonds) based on whether their outer electrons are transferred or shared. Predict the ratio by which the representative elements combine to form binary ionic compounds, and represent that ratio in a chemical formula. Distinguish between chemical changes (including the formation of gas or reactivity with acids) and physical changes (including changes in size, shape, color, and/or phase). Summarize characteristics of balanced chemical equations (including conservation of mass and changes in energy in the form of heat-that is, exothermic or endothermic reactions). Summarize evidence (including the evolution of gas; the formation of a precipitate; and/or changes in temperature, color, and/or odor) that a chemical reaction has occurred. Apply a procedure to balance equations for a simple synthesis or decomposition reaction. Recognize simple chemical equations (including single replacement and double replacement) as being balanced or not balanced. Explain the effects of temperature, concentration, surface area, and the presence of a catalyst on reaction rates. The student will demonstrate an understanding of the nature of forces and motion. Explain the relationship among distance, time, direction, and the velocity of an object. Use the formula v = d/t to solve problems related to average speed or velocity. Explain how changes in velocity and time affect the acceleration of an object. Textbook Smart Board / LCD Projector Powers point notes Handouts ohol gi?cid= olecules_compounds.htm Textbook Smart Board / LCD Projector Powers point notes Handouts _motion/facts.cfm Study Guides Grouping Review Game Question / Answer Power Point Worksheets Section Review Questions Chapter Review Questions Lab / Hands on activity Study Guides Grouping Review Game Question / Answer Power Point Worksheets Section Review Questions Chapter Review Questions Lab / Hands on activity Bell Ringer Section Review Questions Quizzes Chapter Tests Q&A Teacher Observation EOC Bell Ringer Section Review Questions Quizzes Chapter Tests Q&A Teacher Observation EOC

28 Page 28 SC Academic Standard/Common Core Standard Resources Best Practices Assessments PS-5.4 PS-5.5 PS-5.6 PS-5.7 PS-5.8 PS-5.9 PS-5.10 PS-6 PS-6.1 PS-6.2 PS-6.3 PS-6.4 PS-6.5 PS-6.6 PS-6.7 PS-6.8 PS-6.9 PS-6.10 PS-6.11 Use the formula a = (vf-vi)/t to determine the acceleration of an object. Explain how acceleration due to gravity affects the velocity of an object as it falls. Represent the linear motion of objects on distance-time graphs. Explain the motion of objects on the basis of Newton's three laws of motion: inertia; the relationship among force, mass, and acceleration; and action and reaction forces. Use the formula F = ma to solve problems related to force. Explain the relationship between mass and weight by using the formula FW = mag. Explain how the gravitational force between two objects is affected by the mass of each object and the distance between them. The student will demonstrate an understanding of the nature, conservation, and transformation of energy. Explain how the law of conservation of energy applies to the transformation of various forms of energy (including mechanical energy, electrical energy, chemical energy, light energy, sound energy, and thermal energy). Explain the factors that determine potential and kinetic energy and the transformation of one to the other. Explain work in terms of the relationship among the force applied to an object, the displacement of the object, and the energy transferred to the object. Use the formula W = Fd to solve problems related to work done on an object. Explain how objects can acquire a static electric charge through friction, induction, and conduction. Explain the relationships among voltage, resistance, and current in Ohm's law. Use the formula V = IR to solve problems related to electric circuits. Represent an electric circuit by drawing a circuit diagram that includes the symbols for a resistor, switch, and voltage source. Compare the functioning of simple series and parallel electrical circuits. Compare alternating current (AC) and direct current (DC) in terms of the production of electricity and the direction of current flow. Explain the relationship of magnetism to the movement of electric Textbook Smart Board / LCD Projector Powers point notes Handouts nergy-conversion#toc = Study Guides Grouping Review Game Question / Answer Power Point Worksheets Section Review Questions Chapter Review Questions Lab / Hands on activity Bell Ringer Section Review Questions Quizzes Chapter Tests Q&A Teacher Observation EOC

29 Page 29 SC Academic Standard/Common Core Standard Resources Best Practices Assessments PS-7 PS-7.1 PS-7.2 PS-7.3 PS-7.4 PS-7.5 PS-7.6 PS-7.7 charges in electromagnets, simple motors, and generators. The student will demonstrate an understanding of the nature and properties of mechanical and electromagnetic waves. Illustrate ways that the energy of waves is transferred by interaction with matter (including transverse and longitudinal/compressional waves). Compare the nature and properties of transverse and longitudinal/compressional mechanical waves. Summarize characteristics of waves (including displacement, frequency, period, amplitude, wavelength, and velocity as well as the relationships among these characteristics). Use the formulas v = f and v = d/t to solve problems related to the velocity of waves. Summarize the characteristics of the electromagnetic spectrum (including range of wavelengths, frequency, energy, and propagation without a medium). Summarize reflection and interference of both sound and light waves and the refraction and diffraction of light waves. Explain the Doppler effect conceptually in terms of the frequency of the waves and the pitch of the sound. Textbook Smart Board / LCD Projector Powers point notes Handouts cfm cfm Study Guides Grouping Review Game Question / Answer Power Point Worksheets Section Review Questions Chapter Review Questions Lab / Hands on activity Bell Ringer Section Review Questions Quizzes Chapter Tests Q&A Teacher Observation EOC

30 Page 30 CURRICULUM FRAMEWORK Biology

31 Page 31 Course Description BIOLOGY The biology standards provide students with a basic knowledge of living organisms and the interaction of these organisms with the natural world. The standards establish the scientific inquiry skills and core content for all biology courses in South Carolina schools. Biology courses should serve as the foundation for higher-level science courses and should give students the science skills necessary for life science related technical careers. Teachers, schools, and districts should use these standards to make decisions concerning the structure and content of Biology 1 and Applied Biology 1 and 2. Educators must also determine how all biology courses in their schools, as well as individual classes, may go beyond the standards. These decisions will involve choices regarding additional content, activities, and learning strategies and will depend on the objectives of the particular courses. All biology courses must include inquiry-based instruction, allowing students to engage in problem solving, decision making, critical thinking, and applied learning. All biology courses are laboratory courses (minimum of 30 percent hands-on investigation). Biology laboratories will need to be stocked with all of the materials and apparatuses necessary to complete investigations. The standards in the biology core area will be the basis for the development of the items on the state-required end-of-course examination for Biology 1 and Applied Biology 2. The skills and tools listed in the scientific inquiry sections will be assessed independently from the content knowledge in the respective grade or high school core area under which they are listed. Moreover, scientific inquiry standards and indicators will be assessed cumulatively. Therefore, as students progress through the grade levels, they are responsible for the scientific inquiry indicators including a knowledge of the use of tools in all their earlier grades. A table of the scientific inquiry standards and indicators for kindergarten through grade twelve is provided in the appendix section, which teachers are urged to print out and keep as a ready reference.

32 Page 32 SOUTH CAROLINA ACADEMIC STANDARDS (SCAS) BIOLOGY INDICATOR STANDARD B-1 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF HOW SCIENTIFIC INQUIRY AND TECHNOLOGICAL DESIGN, INCLUDING MATHEMATICAL ANALYSIS, CAN BE USED APPROPRIATELY TO POSE QUESTIONS, SEEK ANSWERS, AND DEVELOP SOLUTIONS. B-1.1 Generate hypotheses based on credible, accurate, and relevant sources of scientific information. B-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. B-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. B-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models, and/or technology. B-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis. B-1.7 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials). B-1.8 Compare the processes of scientific investigation and technological design. B-1.9 Use appropriate safety procedures when conducting investigations. B-2 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE STRUCTURE AND FUNCTION OF CELLS AND THEIR ORGANELLES. B-2.1 Recall the three major tenets of cell theory (all living things are composed of one or more cells; cells are the basic units of structure and function in living things; and all presently existing cells arose from previously existing cells). B-2.2 Summarize the structures and functions of organelles found in a eukaryotic cell (including the nucleus, mitochondria, chloroplasts, lysosomes, vacuoles, ribosomes, endoplasmic reticulum [ER], Golgi apparatus, cilia, flagella, cell membrane, nuclear membrane, cell wall, and cytoplasm). B-2.3 Compare the structures and organelles of prokaryotic and eukaryotic cells. B-2.4 Explain the process of cell differentiation as the basis for the hierarchical organization of organisms (including cells, tissues, organs, and organ systems). B-2.5 Explain how active, passive, and facilitated transport serve to maintain the homeostasis of the cell. B-2.6 Summarize the characteristics of the cell cycle: interphase (called G1, S, G2); the phases of mitosis (called prophase, metaphase, anaphase, and telophase); and plant and animal cytokinesis. B-2.7 Summarize how cell regulation controls and coordinates cell growth and division and allows cells to respond to the environment, and recognize the consequences of uncontrolled cell division. B-2.8 Explain the factors that affect the rates of biochemical reaction (including ph, temperature, and the role of enzymes as catalysts). B-3 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE FLOW OF ENERGY WITHIN AND BETWEEN LIVING SYSTEMS. B-3.1 Summarize the overall process by which photosynthesis converts solar energy into chemical energy and interpret the chemical equation for the process. B-3.2 Summarize the basic aerobic and anaerobic processes of cellular respiration and interpret the chemical equation for cellular respiration. B-3.3 Recognize the overall structure of adenosine triphosphate (ATP) namely, adenine, the sugar ribose, and three phosphate groups and summarize its function (including the ATP-ADP [adenosine diphosphate] cycle). B-3.4 Summarize how the structures of organic molecules (including proteins, carbohydrates, and fats) are related to their relative caloric values. B-3.5 Summarize the functions of proteins, carbohydrates, and fats in the human body.

33 Page 33 INDICATOR STANDARD B-3.6 Illustrate the flow of energy through ecosystems (including food chains, food webs, energy pyramids, number pyramids, and biomass pyramids). B-4 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE MOLECULAR BASIS OF HEREDITY. B-4.1 Compare DNA and RNA in terms of structure, nucleotides, and base pairs. B-4.2 Summarize the relationship among DNA, genes, and chromosomes. B-4.3 Explain how DNA functions as the code of life and the blueprint for proteins. B-4.4 Summarize the basic processes involved in protein synthesis (including transcription and translation). B-4.5 Summarize the characteristics of the phases of meiosis I and II. B-4.6 Predict inherited traits by using the principles of Mendelian genetics (including segregation, independent assortment, and dominance). B-4.7 Summarize the chromosome theory of inheritance and relate that theory to Gregor Mendel s principles of genetics. B-4.8 Compare the consequences of mutations in body cells with those in gametes. B-4.9 Exemplify ways that introduce new genetic characteristics into an organism or a population by applying the principles of modern genetics. B-5 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF BIOLOGICAL EVOLUTION AND THE DIVERSITY OF LIFE. B-5.1 Summarize the process of natural selection. B-5.2 Explain how genetic processes result in the continuity of life-forms over time. B-5.3 Explain how diversity within a species increases the chances of its survival. B-5.4 Explain how genetic variability and environmental factors lead to biological evolution. B-5.5 Exemplify scientific evidence in the fields of anatomy, embryology, biochemistry, and paleontology that underlies the theory of biological evolution. B-5.6 Summarize ways that scientists use data from a variety of sources to investigate and critically analyze aspects of evolutionary theory. B-5.7 Use a phylogenetic tree to identify the evolutionary relationships among different groups of organisms. B-6 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE INTERRELATIONSHIPS AMONG ORGANISMS AND THE BIOTIC AND ABIOTIC COMPONENTS OF THEIR ENVIRONMENTS. B-6.1 Explain how the interrelationships among organisms (including predation, competition, parasitism, mutualism, and commensalism) generate stability within ecosystems. B-6.2 Explain how populations are affected by limiting factors (including density-dependent, density-independent, abiotic, and biotic factors). B-6.3 Illustrate the processes of succession in ecosystems. B-6.4 Exemplify the role of organisms in the geochemical cycles (including the cycles of carbon, nitrogen, and water). B-6.5 Explain how ecosystems maintain themselves through naturally occurring processes (including maintaining the quality of the atmosphere, generating soils, controlling the hydrologic cycle, disposing of wastes, and recycling nutrients). B-6.6 Explain how human activities (including population growth, technology, and consumption of resources) affect the physical and chemical cycles and processes of Earth.

34 Page 34 COMMON CORE STATE STANDARDS (CCSS) BIOLOGY INDICATOR RST RST RST RST RST RST RST RST RST RST RST RST RST RST RST RST RST LITERACY (READING SCIENCE/TECHNOLOGY) Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Determine the central ideas or conclusions of a text; trace the text s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 10 texts and topics. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Assess the extent to which the reasoning and evidence in a text support the author s claim or a recommendation for solving a scientific or technical problem. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. By the end of grade 10, read and comprehend science/technical texts in the grades 9 10 text complexity band independently and proficiently. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

35 Page 35 INDICATOR RST RST RST LITERACY (READING SCIENCE/TECHNOLOGY) Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. By the end of grade 12, read and comprehend science/technical texts in the grades 11 CCR text complexity band independently and proficiently.

36 Page 36 Standards-in-Action Curriculum Map BIOLOGY 1 ST NINE WEEKS 2 ND NINE WEEKS 3 RD NINE WEEKS 4 TH NINE WEEKS B-1.1 Generate hypotheses on the basis of credible, accurate, and relevant sources of scientific information. B-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. B-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models, and/or technology. B-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis. B-5.1 Summarize the process of natural selection. B-5.3 Explain how diversity within a species increases the chances of its survival. B-1.9 Use appropriate safety procedures when conducting investigations. B-2.8 Explain the factors that affect the rates of biochemical reactions (including ph, temperature, and the role of enzymes as catalysts). B-3.5 Summarize the functions of proteins, carbohydrates, and fats in the human body B-2.1 Recall the three major tenets of cell theory (all living things are composed of one B-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. B-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models, and/or technology. B-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis. B-1.9 Use appropriate safety procedures when conducting investigations. B-2.8 Explain the factors that affect the rates of biochemical reactions (including ph, temperature, and the role of enzymes as catalysts). B-3.1 Summarize the overall process by which photosynthesis converts solar energy into chemical energy and interpret the chemical equation for the process. B-3.2 Summarize the basic aerobic and anaerobic processes of cellular respiration and interpret the chemical equation for cellular respiration. B-3.3 Recognize the overall structure of adenosine triphosphate (ATP) namely, B-5.1 Summarize the process of natural selection. B-5.3 Explain how diversity within a species increases the chances of its survival. B-5.5 Exemplify scientific evidence in the fields of anatomy, embryology, biochemistry, and paleontology that underlies the theory of biological evolution. B-5.6 Summarize ways that scientists use data from a variety of sources to investigate and critically analyze aspects of evolutionary theory. B-5.2 Explain how genetic processes result in the continuity of life-forms over time. B-6.2 Explain how populations are affected by limiting factors (including densitydependent, density-independent, abiotic, and biotic factors). REVIEW B-3.6 Illustrate the flow of energy through ecosystems (including food chains, food webs, energy pyramids, number pyramids, and biomass pyramids). B-6.1 Explain how the interrelationships among organisms (including predation, competition, parasitism, mutualism, and commensalism) generate stability within ecosystems. B-6.4 Exemplify the role of organisms in the geochemical cycles (including the cycles of carbon, nitrogen, and water). B-6.5 Explain how ecosystems maintain themselves through naturally occurring processes (including maintaining the quality of the atmosphere, generating soils, controlling the hydrologic cycle, disposing of wastes, and recycling nutrients). B-6.2 Explain how populations are affected by limiting factors (including density-dependent, density-independent, abiotic, and biotic factors). B-6.3 Illustrate the processes of succession in ecosystems. B-6.6 Explain how human activities (including population growth, technology, and consumption of resources) affect the physical and chemical cycles and processes of Earth. B-5.7 Use a phylogenetic tree to identify the evolutionary relationships among different groups of organisms. REVIEW

37 Page 37 1 ST NINE WEEKS 2 ND NINE WEEKS 3 RD NINE WEEKS 4 TH NINE WEEKS or more cells; cells are the basic units of structure and function in living things; and all presently existing cells arose from previously existing cells). B-2.2 Summarize the structures and functions of organelles found in a eukaryotic cell (including the nucleus, mitochondria, chloroplasts, lysosomes, vacuoles, ribosomes, endoplasmic reticulum [ER], Golgi apparatus, cilia, flagell, cell membrane, nuclear membrane, cell wall, and cytoplasm) B-2.5 Explain how active, passive, and facilitated transport serve to maintain the homeostasis of the cell. REVIEW adenine, the sugar ribose, and three phosphate groups and summarize its function (including the ATP-ADP [adenosine diphosphate] cycle). B-3.4 Summarize how the structures of organic molecules (including proteins, carbohydrates, and fats) are related to their relative caloric values. B-2.4 Explain the process of cell differentiation as the basis for the hierarchical organization of organisms (including cells, tissues, organs, and organ systems). B-2.6 Summarize the characteristics of the cell cycle: interphase (called G1, S, G2); the phases of mitosis (called prophase, metaphase, anaphase, and telophase); and plant and animal cytokinesis. B-2.7 Summarize how cell regulation controls and coordinates cell growth and division and allows cells to respond to the environment, and recognize the consequences of uncontrolled cell division. B-4.5 Summarize the characteristics of the phases of meiosis I and II. B-4.6 Predict inherited traits by using the principles of Mendelian genetics (including segregation, independent assortment, and dominance). B-4.7 Summarize the chromosome theory of inheritance and relate that theory to Gregor Mendel s principles of genetics. B-5.4 Explain how genetic variability and environmental factors lead to biological evolution. B-5.4 Explain how genetic variability and environmental factors lead to biological evolution.

38 Page 38 1 ST NINE WEEKS 2 ND NINE WEEKS 3 RD NINE WEEKS 4 TH NINE WEEKS B-4.1 Compare DNA and RNA in terms of structure, nucleotides, and base pairs. B-4.3 Explain how DNA functions as the code of life and the blueprint for proteins. B-4.4 Summarize the basic processes involved in protein synthesis (including transcription and translation). B-4.8 Compare the consequences of mutations in body cells with those in gametes. B-4.9 Exemplify ways that introduce new genetic characteristics into an organism or a population by applying the principles of modern genetics. REVIEW

39 Page 39 B 1 B-1.1 B 1.2 B 1.3 B1.4 B 1.5 B 1.6 B 1.8 B 2 B 2.1 B 2.2 B 2.3 B 2.4 B 2.5 B 2.6 FOUNDATION DOCUMENT Biology 1 SC Academic Standard/Common Core Standard Resources Best Practices Assessments The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions. Generate hypotheses on the basis of credible, accurate, and relevant sources of scientific information. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models, and/or technology. Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis. Compare the processes of scientific investigation and technological design. Use appropriate safety procedures when conducting investigations. The student will demonstrate an understanding of the structure and function of cells and their organelles. Recall the three major tenets of cell theory (all living things are composed of one or more cells; cells are the basic units of structure and function in living things; and all presently existing cells arose from previously existing cells). Summarize the structures and functions of organelles found in a eukaryotic cell (including the nucleus, mitochondria, chloroplasts, lysosomes, vacuoles, ribosomes, endoplasmic reticulum [ER], Golgi apparatus, cilia, flagella, cell membrane, nuclear membrane, cell wall, and cytoplasm). Compare the structures and organelles of prokaryotic and eukaryotic cells. Explain the process of cell differentiation as the basis for the hierarchical organization of organisms (including cells, tissues, organs, and organ systems). Explain how active, passive, and facilitated transport serve to maintain the homeostasis of the cell. Summarize the characteristics of the cell cycle: interphase (called G1, S, G2); the phases of Textbook Smart Board / LCD Projector Powers point notes Handouts USA Test Prep / EOC review Textbook Smart Board / LCD Projector Powers point notes Handouts USA Test Prep / EOC review Study Guides Grouping Review Game Question / Answer Power Point Worksheets Section Review Questions Chapter Review Questions Lab / Hands on activity Study Guides Grouping Review Game Question / Answer Power Point Worksheets Section Review Questions Chapter Review Questions Cell Project Bell Ringer Section Review Questions Quizzes Chapter Tests Q&A Teacher Observation EOC Bell Ringer Section Review Questions Quizzes Chapter Tests Q&A Teacher Observation EOC

40 Page 40 B 2.7 B 3 B 3.1 B 3.2 B 3.3 B 4 B 4.1 B 4.2 B 4.3 B 4.4 B 4.5 B 4.6 B 4.8 B 5 B 5.1 B 5.2 B 5.3 B 5.4 B 5.5 B 6 B 6.1 B 6.2 B 6.3 B 6.4 SC Academic Standard/Common Core Standard Resources Best Practices Assessments mitosis (called prophase, metaphase, anaphase, and telophase); and plant and animal cytokinesis. Summarize how cell regulation controls and coordinates cell growth and division and allows cells to respond to the environment, and recognize the consequences of uncontrolled cell division. The student will demonstrate an understanding of the flow of energy within and between living systems. Summarize the overall process by which photosynthesis converts solar energy into chemical energy and interpret the cemical equation for the process. Summarize the basic aerobic and anaerobic processes of cellular respiration and interpret the chemical equation for cellular respiration. Recognize the overall structure of adenosine triphosphate (ATP) namely, adenine, the sugar ribose, and three phosphate groups and summarize its function (including the ATP-ADP [adenosine diphosphate] cycle). The student will demonstrate an understanding of the molecular basis of heredity. Compare DNA and RNA in terms of structure, nucleotides, and base pairs. Summarize the relationship among DNA, genes, and chromosomes. Explain how DNA functions as the code of life and the blueprint for proteins. Summarize the basic processes involved in protein synthesis (including transcription and translation). Summarize the characteristics of the phases of meiosis I and II. Predict inherited traits by using the principles of Mendelian genetics (including segregation, independent assortment, and dominance). Compare the consequences of mutations in body cells with those in gametes. The student will demonstrate an understanding of biological evolution and the diversity of life. Summarize the process of natural selection. Explain how genetic processes result in the continuity of life-forms over time. Explain how diversity within a species increases the chances of its survival. Explain how genetic variability and environmental factors lead to biological evolution. Exemplify scientific evidence in the fields of anatomy, embryology, biochemistry, and paleontology that underlies the theory of biological evolution. The student will demonstrate an understanding of the interrelationships among organisms and the biotic and abiotic components of their environments. Explain how the interrelationships among organisms (including predation, competition, parasitism, mutualism, and commensalism) generate stability within ecosystems. Explain how populations are affected by limiting factors (including density-dependent, densityindependent, abiotic, and biotic factors). Illustrate the processes of succession in ecosystems. Exemplify the role of organisms in the geochemical cycles (including the cycles of carbon, Textbook Smart Board / LCD Projector Powers point notes Handouts USA Test Prep / EOC review Textbook Smart Board / LCD Projector Powers point notes Handouts USA Test Prep / EOC review Textbook Smart Board / LCD Projector Powers point notes Handouts Textbook Smart Board / LCD Projector Powers point notes Handouts USA Test Prep / EOC review Study Guides Grouping Review Game Question / Answer Power Point Worksheets Section Review Questions Chapter Review Questions Study Guides Grouping Review Game Question / Answer Power Point Worksheets Section Review Questions Chapter Review Questions RNA / DNA project Study Guides Grouping Review Game Question / Answer Power Point Worksheets Section Review Questions Chapter Review Questions Study Guides Grouping Review Game Question / Answer Power Point Worksheets Section Review Questions Chapter Review Questions Bell Ringer Section Review Questions Quizzes Chapter Tests Q&A Teacher Observation EOC Bell Ringer Section Review Questions Quizzes Chapter Tests Q&A Teacher Observation EOC Bell Ringer Section Review Questions Quizzes Chapter Tests Q&A Teacher Observation EOC Bell Ringer Section Review Questions Quizzes Chapter Tests Q&A Teacher Observation EOC

41 Page 41 SC Academic Standard/Common Core Standard Resources Best Practices Assessments B 6.5 B 6.6 B 3.6 nitrogen, and water). Explain how ecosystems maintain themselves through naturally occurring processes (including maintaining the quality of the atmosphere, generating soils, controlling the hydrologic cycle, disposing of wastes, and recycling nutrients). Explain how human activities (including population growth, technology, and consumption of resources) affect the physical and chemical cycles and processes of Earth. Illustrate the flow of energy through ecosystems (including food chains, food webs, energy pyramids, number pyramids, and biomass pyramids).

42 Page 42 CURRICULUM FRAMEWORK Chemistry

43 Page 43 Course Description CHEMISTRY The standards for chemistry establish scientific inquiry skills and core content for all chemistry courses in South Carolina schools. In chemistry, students acquire a fundamental knowledge of the substances in our world their composition, properties, and interactions that should not only serve them as a foundation for the more advanced science courses in secondary and postsecondary education but should also provide them with the science skills that are necessary in chemistry-oriented technical careers. In order for students to achieve these goals, chemistry courses must include inquiry-based instruction, allowing students to engage in problem solving, decision making, critical thinking, and applied learning. Teachers, schools, and districts should therefore use these standards to make decisions concerning the structure and content of all their courses in chemistry and to make choices regarding additional content, activities, and learning strategies that will be determined by the objectives of the particular courses. All chemistry courses are laboratory courses (minimum of 30 percent hands-on investigation). Chemistry laboratories will need to be stocked with all of the materials and apparatuses necessary to complete investigations. The skills and tools listed in the scientific inquiry sections have been assessed on statewide tests independently from the content knowledge in the respective grade or high school core area under which they are listed. Moreover, scientific inquiry standards and indicators have been assessed cumulatively. Therefore, as students progress through this course, they are expected to know the content of the scientific inquiry indicators including the use of tools from all their previous grades and science courses. A table of the scientific inquiry standards and indicators for kindergarten through grade twelve is provided in the appendix section, which teachers are urged to print out and keep as a ready reference.

44 Page 44 SOUTH CAROLINA ACADEMIC STANDARDS (SCAS) CHEMISTRY INDICATOR STANDARD C-1 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF HOW SCIENTIFIC INQUIRY AND TECHNOLOGICAL DESIGN, INCLUDING MATHEMATICAL ANALYSIS, CAN BE USED APPROPRIATELY TO POSE QUESTIONS, SEEK ANSWERS, AND DEVELOP SOLUTIONS. C-1.1 Apply established rules for significant digits, both in reading a scientific instrument and in calculating a derived quantity from measurement. C-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. C-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. C-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. C-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas, scientific notation, and dimensional analysis), graphs, models, and/or technology. C-1.6 Evaluate the results of a scientific investigation in terms of whether they verify or refute the hypothesis and what the possible sources of error are. C-1.7 Evaluate a technological design or product on the basis of designated criteria. C-1.8 Use appropriate safety procedures when conducting experiment. C-2 STUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF ATOMIC STRUCTURE AND NUCLEAR PROCESSES. C-2.1 Illustrate electron configurations by using orbital notation for representative elements. C-2.2 Summarize atomic properties (including electron configuration, ionization energy, electron affinity, atomic size, and ionic size). C-2.3 Summarize the periodic table s property trends (including electron configuration, ionization energy, electron affinity, atomic size, ionic size, and reactivity). C-2.4 Compare the nuclear reactions of fission and fusion to chemical reactions (including the parts of the atom involved and the relative amounts of energy released). C-2.5 Compare alpha, beta, and gamma radiation in terms of mass, charge, penetrating power, and the release of these particles from the nucleus. C-2.6 Explain the concept of half-life, its use in determining the age of materials, and its significance to nuclear waste disposal. C-3 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE STRUCTURES AND CLASSIFICATIONS OF CHEMICAL COMPOUNDS. C-3.1 Predict the type of bonding (ionic or covalent) and the shape of simple compounds by using Lewis dot structures and oxidation numbers. C-3.2 Interpret the names and formulas for ionic and covalent compounds. C-3.3 Explain how the types of intermolecular forces present in a compound affect the physical properties of compounds (including polarity and molecular shape). C-3.4 Explain the unique bonding characteristics of carbon that have resulted in the formation of a large variety of organic structures. C-3.5 Illustrate the structural formulas and names of simple hydrocarbons (including alkanes and their isomers and benzene rings). C-4 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE TYPES, THE CAUSES, AND THE EFFECTS OF CHEMICAL REACTIONS. C-4.1 Analyze and balance equations for simple synthesis, decomposition, single replacement, double replacement, and combustion reactions. C-4.2 Predict the products of acid-base neutralization and combustion reactions. (No Neutralization) C-4.3 Analyze the energy changes (endothermic or exothermic) associated with chemical reactions.

45 Page 45 INDICATOR STANDARD C-4.4 Apply the concept of moles to determine the number of particles of a substance in a chemical reaction, the percent composition of a representative compound, the mass proportions, and the mole-mass relationships. C-4.5 Predict the percent yield, the mass of excess, and the limiting reagent in chemical reactions. C-4.6 Explain the role of activation energy and the effects of temperature, particle size, stirring, concentration, and catalysts in reaction rates. C-5 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE STRUCTURE AND BEHAVIOR OF THE DIFFERENT PHASES OF MATTER. C-5.1 Explain the effects of the intermolecular forces on the different phases of matter. C-5.2 Explain the behaviors of gas; the relationship among pressure, volume, and temperature; and the significance of the Kelvin (absolute temperature) scale, using the kinetic-molecular theory as a model. C-5.3 Apply the gas laws to problems concerning changes in pressure, volume, or temperature (including Charles s law, Boyle s law, and the combined gas law). C-5.4 Illustrate and interpret heating and cooling curves (including how boiling and melting points can be identified and how boiling points vary with changes in pressure). C-6 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE NATURE AND PROPERTIES OF VARIOUS TYPES OF CHEMICAL SOLUTIONS. C-6.1 Summarize the process by which solutes dissolve in solvents, the dynamic equilibrium that occurs in saturated solutions, and the effects of varying pressure and temperature on solubility. C-6.2 Compare solubility of various substances in different solvents (including polar and nonpolar solvents and organic and inorganic substances). C-6.3 Illustrate the colligative properties of solutions (including freezing point depression and boiling point elevation and their practical uses). C-6.4 Carry out calculations to find the concentration of solutions in terms of molarity and percent weight (mass). C-6.5 Summarize the properties of salts, acids, and bases. C-6.6 Distinguish between strong and weak common acids and bases. C-6.7 Represent common acids and bases by their names and formulas.

46 Page 46 INDICATOR RST RST RST RST RST RST RST RST RST RST RST RST RST RST RST RST RST RST COMMON CORE STATE STANDARDS (CCSS) CHEMISTRY LITERACY (READING SCIENCE/TECHNOLOGY) Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Determine the central ideas or conclusions of a text; trace the text s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 10 texts and topics. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Assess the extent to which the reasoning and evidence in a text support the author s claim or a recommendation for solving a scientific or technical problem. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. By the end of grade 10, read and comprehend science/technical texts in the grades 9 10 text complexity band independently and proficiently. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

47 Page 47 INDICATOR RST RST LITERACY (READING SCIENCE/TECHNOLOGY) Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. By the end of grade 12, read and comprehend science/technical texts in the grades 11 CCR text complexity band independently and proficiently.

48 Page 48 Standards-in-Action Curriculum Map CHEMISTRY 1 ST NINE WEEKS 2 ND NINE WEEKS 3 RD NINE WEEKS 4 TH NINE WEEKS C-1.1 Apply established rules for significant digits, both in reading a scientific instrument and in calculating a derived quantity from measurement. C-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. C-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. C-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. C-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and dimensional analysis), graphs, models, and/or technology. C-1.6 Evaluate the results of a scientific investigation in terms of whether they verify or refute the hypothesis and what the possible sources of error are. C-1.7 Evaluate a technological design or product on the basis of designated criteria. PS-1.8 Compare the processes of scientific investigation and technological design. C-2.1 Illustrate electron configurations by using orbital notation for representative elements. C-3.1 Predict the type of bonding (ionic or covalent) and the shape of simple compounds by using Lewis dot structures and oxidation numbers. C-3.2 Interpret the names and formulas for ionic and covalent compounds. C-3.3 Explain how the types of intermolecular forces present in a compound affect the physical properties of compounds (including polarity and molecular shape). C-3.4 Explain the unique bonding characteristics of carbon that have resulted in formation of a large variety of organic structures. C-3.5 Illustrate the structural formulas and names of simple hydrocarbons (including alkanes and their isomers and benzene rings). C-3.10 Classify organic reactions as addition, elimination, or condensation. C-3.6 Identify the basic structure of common polymers (including proteins, nucleic acids, plastics, and starches). C-3.7 Classify organic compounds in terms of their functional group. C-3.8 Explain the effect of electronegativity and ionization energy on the type of bonding a molecule. C-3.9 Classify polymerization reactions as addition or condensation. C-4.1 Analyze and balance equations for simple synthesis, decomposition, single C-5.1 Explain the effects of the intermolecular forces on the different phases of matter. C-5.2 Explain the behaviors of gas; the relationship among pressure, volume, and temperature; and the significance of the Kelvin (absolute temperature) scale, using the kinetic-molecular theory as a model. C-5.3 Apply the gas laws to problems concerning changes in pressure, volume, or temperature (including Charles s law, Boyle s law, and the combined gas law). C-5.4 Illustrate and interpret heating and cooling curves (including how boiling and melting points can be identified and how boiling points vary with changes in pressure). C-5.5 Analyze the energy changes involved in calorimetry by using the law of conservation of energy as it applies to temperature, heat, and phase changes (including the use of the formulas q = mcδt [temperature change] and q = mlv and q = mlf [phase change] to solve calorimetry problems). C-5.6 Use density to determine the mass, volume, or number of particles of a gas in a chemical reaction. C-5.7 Apply the ideal gas law (pv = nrt) to solve problems. C-5.8 Analyze a product for purity by following the appropriate assay procedures. C-5.9 Analyze a chemical process to account for the weight of all reagents and solvents by following the appropriate material balance procedures. C-6.1 Summarize the process by which solutes dissolve in solvents, the dynamic equilibrium that occurs in saturated solutions, and the effects of varying pressure and temperature on solubility. C-6.2 Compare solubility of various substances in different solvents (including polar and nonpolar solvents and organic and inorganic substances). C-6.3 Illustrate the colligative properties of solutions (including freezing point depression and boiling point elevation and their practical uses). C-6.4 Carry out calculations to find the concentration of solutions in terms of molarity and percent weight (mass). C-6.5 Summarize the properties of salts, acids, and bases. C-6.6 Distinguish between strong and weak common acids and bases. C-6.7 Represent common acids and bases by their names and formulas. C-6.8 Use the hydronium or hydroxide ion concentration to determine the ph and poh of aqueous solutions. C-6.9 Explain how the use of a titration can determine the concentration of acid and base solutions C-6.10 Interpret solubility curves to determine saturation at different temperatures. C-6.11 Use a variety of procedures for separating mixtures (including

49 Page 49 1 ST NINE WEEKS 2 ND NINE WEEKS 3 RD NINE WEEKS 4 TH NINE WEEKS REVIEW C-2.2 Summarize atomic properties (including electron configuration, ionization energy, electron affinity, atomic size, and ionic size). C-2.3 Summarize the periodic table s property trends (including electron configuration, ionization energy, electron affinity, atomic size, ionic size, and reactivity). C-2.4 Compare the nuclear reactions of fission and fusion to chemical reactions (including the parts of the atom involved and the relative amounts of energy released). C-2.5Compare alpha, beta, and gamma radiation in terms of mass, charge, penetrating power, and the release of these particles from the nucleus. C-2.6 Explain the concept of half-life, its use in determining the age of materials, and its significance to nuclear waste disposal. REVIEW replacement, double replacement, and combustion reactions C-4.2 Predict the products of acid-base neutralization and combustion reactions. C-4.3 Analyze the energy changes (endothermic or exothermic) associated with chemical reactions. C-4.4 Apply the concept of moles to determine the number of particles of a substance in a chemical reaction, the percent composition of a representative compound, the mass proportions, and the mole-mass relationships. C-4.5 Predict the percent yield, the mass of excess, and the limiting reagent in chemical reactions. C-4.6 Explain the role of activation energy and the effects of temperature, particle size, stirring, concentration, and catalysts in reaction rates. C-4.7 Summarize the oxidation and reduction processes (including oxidizing and reducing agents). C-4.8 Illustrate the uses of electrochemistry (including electrolytic cells, voltaic cells, and the production of metals from ore by electrolysis). C-4.9 Summarize the concept of chemical equilibrium and Le Châtelier s principle. C-4.10 Explain the role of collision frequency, the energy of collisions, and the orientation of molecules in reaction rates. REVIEW distillation, crystallization filtration, paper chromatography, and centrifuge). C-6.12 Use solubility rules to write net ionic equations for precipitation reactions in aqueous solution. C-6.13 Use the calculated molality of a solution to calculate the freezing point depression and the boiling point elevation of a solution. C-6.14 Represent neutralization reactions and reactions between common acids and metals by using chemical equations. C-6.15 Analyze the composition of a chemical sample by using gas chromatography REVIEW

50 Page 50 FOUNDATION DOCUMENT Chemistry SC Academic Standard/Common Core Standard Resources Best Practices Assessments C 1 C 1.1 C-1.2 C-1.3 C-1.4 C-1.5 C-1.6 C-1.7 C-1.8 C 2 C 2.1 C 2.2 C 2.3 The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions. Apply established rules for significant digits, both in reading a scientific instrument and in calculating a derived quantity from measurement. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas, scientific notation, and dimensional analysis), graphs, models, and/or technology. Evaluate the results of a scientific investigation in terms of whether they verify or refute the hypothesis and what the possible sources of error are. Evaluate a technological design or product on the basis of designated criteria. Use appropriate safety procedures when conducting investigations. Students will demonstrate an understanding of atomic structure and nuclear processes. Illustrate electron configurations by using orbital notation for representative elements Summarize atomic properties (including electron configuration ionization energy, electron affinity, atomic size, and ionic size). Summarize the periodic table s property trends (including electron 1. Guided Reading and Study workbook-chapter 1 2. Standardized Test preparation workbook 3. Small scale chemistry laboratory manual /5.pdf Guided Reading and Study workbook-chapter 1 Standardized Test preparation workbook Small scale chemistry laboratory manual Class activity 2. Quick lab-bubbles 3. Researching collaborative science projects 4. Teacher Demo-Fit an ice cube in a soda Bottle. Class activity-substances Separating mixtures researching collaborative science projects Teacher Demo- 1. Chapter assessment pp Computer test bank chapter 1 3. Interactive text with chemasap chapter 1 4. Standardized Test chapter 1, p.37 Chapter assessment pp Computer test bank chapter 2 Interactive text with chemasap chapter 2 Standardized Test

51 Page 51 SC Academic Standard/Common Core Standard Resources Best Practices Assessments C 2.4 C-2.5 C-2.6 C-2.7 C-2.8 C-2.9 C-3 C-3.1 C-3.2 C-3.3 C-3.4 C-3.5 C-3.6 C-3.7 C 3.8 Configuration, ionization energy, electron affinity, atomic size, ionic size, and reactivity). Compare the nuclear reactions of fission and fusion to chemical reactions (including the parts of the atom involved and the relative amounts of energy released). Compare alpha, beta, and gamma radiation in terms of mass, charge, Penetrating power, and the release of these particles from the nucleus. Explain the concept of half-life, its use in determining the age of materials, and its significance to nuclear waste disposal. Apply the predictable rate of nuclear decay (half-life) to determine the age of materials. Analyze a decay series chart to determine the products of successive nuclear reactions and write nuclear equations for disintegration of specified nuclides Use the equation E = mc 2 to determine the amount of energy released during nuclear reactions. The student will demonstrate an understanding of the structures and classifications of chemical compounds. Predict the type of bonding (ionic or covalent) and the shape of simple Compounds by using Lewis dot structures and oxidation numbers. Interpret the names and formulas for ionic and covalent compounds. Explain how the types of intermolecular forces present in a compound affect the physical properties of compounds (including polarity and molecular shape). Explain the unique bonding characteristics of carbon that have resulted in formation of a large variety of organic structures. Illustrate the structural formulas and names of simple hydrocarbons (including alkanes and their isomers and benzene rings). Identify the basic structure of common polymers (including proteins, nucleic acids, plastics, and starches). (additional content/depth) Classify organic compounds in terms of their functional group. (additional content/depth) Explain the effect of electronegativity and ionization energy on the type of bonding a molecule. (additional content/depth) Guided Reading and Study workbook-chapter 7, 8, & 9 Standardized Test preparation workbook 4/chemical-compound/79409/Classification-ofcompounds Small scale chemistry laboratory manual. Decomposing of sugar, metallic Breakfast Class activity-solutions containing ions, analysis of anions and cations Teacher Demo-Metals vs Ionic compounds, Form and structure of crystals, valence electrons & making an alloy. Lab practical-crystal structures, names and formulas of ionic compounds, types of ionic compounds. chapter 2, p.61 Chapter assessment pp , and Computer test bank chapter 7, 8 & 9 Interactive text with chem. ASAP chapters 7, 8 & 9 Standardized Test chapter 7, p.210, 247 and 284.

52 Page 52 SC Academic Standard/Common Core Standard Resources Best Practices Assessments C 3.9 Classify polymerization reactions as addition or condensation (additional content/depth) Classify organic reactions as addition, elimination, or condensation. C-4 C 4.1 C 4.2 C 4.3 C 4.4 C-4.5 C 4.6 C 4.7 C 4.8 C 4.9 C 4.10 C-5 C 5.1 C 5.2 C 5.4 (additional content/depth) The student will demonstrate an understanding of the types, the causes, and the effects of chemical reactions. Analyze and balance equations for simple synthesis, decomposition, single replacement, double replacement, and combustion reactions Predict the products of acid-base neutralization and combustion reactions. Analyze the energy changes (endothermic or exothermic) associated with chemical reactions. Apply the concept of moles to determine the number of particles of a substance in a chemical reaction, the percent composition of a representative compound, the mass proportions, and the mole-mass relationships. Predict the percent yield, the mass of excess, and the limiting reagent in chemical reactions. Explain the role of activation energy and the effects of temperature, particle size, stirring, concentration, and catalysts in reaction rates. Summarize the oxidation and reduction processes (including oxidizing and reducing agents). Illustrate the uses of electrochemistry (including electrolytic cells, voltaic cells, and the production of metals from ore by electrolysis). (additional content/depth) Summarize the concept of chemical equilibrium and Le Châtelier s principle. (additional content/depth) Explain the role of collision frequency, the energy of collisions, and the orientation of molecules in reaction rates. (additional content/depth) The student will demonstrate an understanding of the structure and behavior of the different phases of matter. Explain the effects of the intermolecular forces on the different phases of matter. Explain the behaviors of gas; the relationship among pressure, volume, and temperature; and the significance of the Kelvin (absolute temperature) scale, using the kinetic-molecular theory as a model. Apply the gas laws to problems concerning changes in pressure, Guided Reading and Study workbook-chapter 7, 8, & 9 Standardized Test preparation workbook Small scale chemistry laboratory manual. Guided Reading and Study workbook-chapter 13 & 14 Standardized Test preparation workbook p8c.pdf Small scale chemistry laboratory manual. Class activity- Teacher Demo- an example of chemical change, balancing chemical equations Small scale chemistry manual-balancing chemical equations Laboratory practicals- 11-2,11-3, 11-4, 11-5, 11.1, lab Class activity-water vs. alcohol, observing gas pressure Teacher Demo- vapor pressure, crystalline solid model Manual-sublimation Chapter assessment pp computer test bank chapter 11 Interactive text with chemasap chapters 11 Standardized Test chapter 11, p.351 Standardized Test preparation work book- Topic 3 Chapter assessment pp & computer test bank chapter 13 & 14 Interactive text with chemasap chapters 13 & 14 Chapter 13, p.411

53 Page 53 SC Academic Standard/Common Core Standard Resources Best Practices Assessments C 5.5 C 5.6 C 5.7 C 5.8 C 5.9 C 6 C 6.1 C 6.2 C 6.3 C 6.4 C 6.5 C 6.6 C 6.7 C 6.8 C 6.9 C 6.10 volume, or temperature (including Charles s law, Boyle s law, and the combined gas law). Illustrate and interpret heating and cooling curves (including how boiling and melting points can be identified and how boiling points vary with changes in pressure). Analyze the energy changes involved in calorimetry by using the law of conservation of energy as it applies to temperature, heat, and phase changes (including the use of the formulas q = mcδt [temperature change] and q = mlv and q = mlf [phase change] to solve calorimetry problems). (additional content/depth) Use density to determine the mass, volume, or number of particles of a gas in a chemical reaction. Apply the ideal gas law (pv = nrt) to solve problems. Analyze a product for purity by following the appropriate assay procedures. Analyze a chemical process to account for the weight of all reagents and solvents by following the appropriate material balance procedures. The student will demonstrate an understanding of the nature and properties of various types of chemical solutions. Summarize the process by which solutes dissolve in solvents, the dynamic equilibrium that occurs in saturated solutions, and the effects of varying pressure and temperature on solubility. Compare solubility of various substances in different solvents (including polar and nonpolar solvents and organic and inorganic substances). Illustrate the colligative properties of solutions (including freezing point depression and boiling point elevation and their practical uses). Carry out calculations to find the concentration of solutions in terms of molarity and percent weight (mass). Summarize the properties of salts, acids, and bases. Distinguish between strong and weak common acids and bases. Represent common acids and bases by their names and formulas Use the hydronium or hydroxide ion concentration to determine the ph and poh of aqueous solutions. Explain how the use of a titration can determine the concentration of acid and base solutions Interpret solubility curves to determine saturation at different Guided Reading and Study workbook-chapter 16 & 19 Standardized Test preparation workbook Small scale chemistry laboratory manual. Laboratory practicals- 13-1, Absorbing of water by paper towels. Class activity-salt and the freezing of point of water p 475,Freezing point Depressions, p.489 Teacher Demo- serial dilutions Small scale chemistry manual-sublimation Laboratory practicallab 26,30, 16-1,3319-2,19-3,,40,44,45,32 & 33 VCL-labs 25, 26, 29, & 27. chapter 14 pp.443 Standardized Test preparation work book- Topic 4 Chapter assessment pp , computer test bank chapter 16& 19 Interactive text with chemasap chapters 16 & 19 Standardized Test chapter 16, p.503 & chapter 19 pp. 629 Standardized Test preparation work book- Topic 6 & 8

54 Page 54 SC Academic Standard/Common Core Standard Resources Best Practices Assessments C 6.11 C 6.12 C 6.13 C 6.14 C 6.15 temperatures. Use a variety of procedures for separating mixtures (including distillation, crystallization filtration, paper chromatography, and centrifuge). Use solubility rules to write net ionic equations for precipitation reactions in aqueous solution. Use the calculated molality of a solution to calculate the freezing point depression and the boiling point elevation of a solution. Represent neutralization reactions and reactions between common acids and metals by using chemical equations. Analyze the composition of a chemical sample by using gas chromatography.

55 Page 55 CURRICULUM FRAMEWORK Physics

56 Page 56 Course Description PHYSICS The standards for physics establish the scientific inquiry skills and core content for all physics courses in South Carolina schools. In these courses, students acquire a fundamental knowledge of motion, matter, and energy that should not only serve them as the foundation for their study of science in institutions of higher education but should also provide them with the science skills that are necessary in physics-oriented technical careers. A total of seven high school core area standards for physics must be taught: the required standards for physics are standards 1 through 5; any two of standards 6 through 10 are required in addition. The decision about which two of standards 6 through 10 to address in any particular physics course should be based on the objectives for that course. In order for students to achieve these goals, physics courses must include inquiry-based instruction, allowing students to engage in problem solving, decision making, critical thinking, and applied learning. Teachers, schools, and districts should therefore use these standards to make decisions concerning the structure and content of all their courses in physics and to make choices regarding additional content, activities, and learning strategies that will be determined by the objectives of the particular courses. All physics courses are laboratory courses (minimum of 30 percent hands-on investigation). Physics laboratories will need to be stocked with all of the materials and apparatuses necessary to complete investigations. The skills and tools listed in the scientific inquiry sections have been assessed on statewide tests independently from the content knowledge in the respective grade or high school core area under which they are listed. Moreover, scientific inquiry standards and indicators have been assessed cumulatively. Therefore, as students progress through this course, they are expected to know the content of the scientific inquiry indicators including the use of tools from all their previous grades and science courses. A table of the scientific inquiry standards and indicators for kindergarten through grade twelve is provided in the appendix section, which teachers are urged to print out and keep as a ready reference.

57 Page 57 INDICATOR SOUTH CAROLINA ACADEMIC STANDARDS (SCAS) PHYSICS STANDARD P-1 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF HOW SCIENTIFIC INQUIRY AND TECHNOLOGICAL DESIGN, INCLUDING MATHEMATICAL ANALYSIS, CAN BE USED APPROPRIATELY TO POSE QUESTIONS, SEEK ANSWERS, AND DEVELOP SOLUTIONS. P-1.1 Apply established rules for significant digits, both in reading scientific instruments and in calculating derived quantities from measurement. P-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. P-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. P-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. P-1.5 Organize and interpret the data from a controlled scientific investigation by using (including calculations in scientific notation, formulas, and dimensional analysis), graphs, tables, models, diagrams, and/or technology. P-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis. P-1.7 Evaluate conclusions based on qualitative and quantitative data (including the impact of parallax, instrument malfunction, or human error) on experimental results. P-1.8 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials). P-1.9 Communicate and defend a scientific argument or conclusion. P-1.10 Use appropriate safety procedures when conducting investigations. P-2 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE PRINCIPLES OF FORCE AND MOTION AND RELATIONSHIPS BETWEEN THEM. P-2.1 Represent vector quantities (including displacement, velocity, acceleration, and force) and use vector addition. P-2.2 Apply formulas for velocity or speed and acceleration to one and two-dimensional problems. P-2.3 Interpret the velocity or speed and acceleration of one and two-dimensional motion on distance-time, velocity-time or speed-time, and acceleration-time graphs. P-2.4 Interpret the resulting motion of objects by applying Newton s three laws of motion: inertia; the relationship among net force, mass, and acceleration (using F = ma); and action and reaction forces. P-2.5 Explain the factors that influence the dynamics of falling objects and projectiles. P-2.6 Apply formulas for velocity and acceleration to solve problems related to projectile motion. P-2.7 Use a free-body diagram to determine the net force and component forces acting upon an object. P-2.8 Distinguish between static and kinetic friction and the factors that affect the motion of objects. P-2.9 Explain how torque is affected by the magnitude, direction, and point of application of force. P-2.10 Explain the relationships among speed, velocity, acceleration, and force in rotational systems. P-3 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE CONSERVATION, TRANSFER, AND TRANSFORMATION OF MECHANICAL ENERGY.

58 Page 58 INDICATOR STANDARD P-3.1 Apply energy formulas to determine potential and kinetic energy and explain the transformation from one to the other. P-3.2 Apply the law of conservation of energy to the transfer of mechanical energy through work. P-3.3 Explain, both conceptually and quantitatively, how energy can transfer from one system to another (including work, power, and efficiency). P-3.4 Explain, both conceptually and quantitatively, the factors that influence periodic motion. P-3.5 Explain the factors involved in producing a change in momentum (including impulse and the law of conservation of momentum in both linear and rotary systems). P-3.6 Compare elastic and inelastic collisions in terms of conservation laws. P-4 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE PROPERTIES OF ELECTRICITY AND MAGNETISM AND THE RELATIONSHIPS BETWEEN THEM. P-4.1 Recognize the characteristics of static charge and explain how a static charge is generated. P-4.2 Use diagrams to illustrate an electric field (including point charges and electric field lines). P-4.3 Summarize current, potential difference, and resistance in terms of electrons. P-4.4 Compare how current, voltage, and resistance are measured in a series and in a parallel electric circuit and identify the appropriate units of measurement. P-4.5 Analyze the relationships among voltage, resistance, and current in a complex circuit by using Ohm s law to calculate voltage, resistance, and current at each resistor, any branch, and the overall circuit. P-4.6 Differentiate between alternating current (AC) and direct current (DC) in electrical circuits. P-4.7 Carry out calculations for electric power and electric energy for circuits. P-4.8 Summarize the function of electrical safety components (including fuses, surge protectors, and breakers). P-4.9 Explain the effects of magnetic forces on the production of electrical currents and on current carrying wires and moving charges. P-4.10 Distinguish between the function of motors and generators on the basis of the use of electricity and magnetism by each. P-4.11 Predict the cost of operating an electrical device by determining the amount of electrical power and electrical energy in the circuit. P-5 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE PROPERTIES AND BEHAVIORS OF MECHANICAL AND ELECTROMAGNETIC WAVES. P-5.1 Analyze the relationships among the properties of waves (including energy, frequency, amplitude, wavelength, period, phase, and speed). P-5.2 Compare the properties of electromagnetic and mechanical waves. P-5.3 Analyze wave behaviors (including reflection, refraction, diffraction, and constructive and destructive interference). P-5.4 Distinguish the different properties of waves across the range of the electromagnetic spectrum. P-5.5 Illustrate the interaction of light waves with optical lenses and mirrors by using Snell s law and ray diagrams. P-5.6 Summarize the operation of lasers and compare them to incandescent light. P-6 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE PROPERTIES AND BEHAVIORS OF SOUND. P-6.1 Summarize the production of sound and its speed and transmission through various media. P-6.2 Explain how frequency and intensity affect the parts of the sonic spectrum. P-6.3 Explain pitch, loudness, and tonal quality in terms of wave characteristics that determine what is heard. P-6.4 Compare intensity and loudness. P-6.5 Apply formulas to determine the relative intensity of sound.

59 Page 59 INDICATOR STANDARD P-6.6 Apply formulas in order to solve for resonant wavelengths in problems involving open and closed tubes. P-6.7 Explain the relationship among frequency, fundamental tones, and harmonics in producing music. P-6.7 Explain how musical instruments produce resonance and standing waves. P-6.9 Explain how the variables of length, width, tension, and density affect the resonant frequency, harmonics, and pitch of a vibrating string. P-7 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE PROPERTIES AND BEHAVIORS OF LIGHT AND OPTICS. P-7.1 Explain the particulate nature of light as evidenced in the photoelectric effect. P-7.2 Use the inverse square law to determine the change in intensity of light with distance. P-7.3 Illustrate the polarization of light. P-7.4 Summarize the operation of fiber optics in terms of total internal reflection. P-7.5 Summarize image formation in microscopes and telescopes (including reflecting and refracting). P-7.6 Summarize the production of continuous, emission, or absorption spectra. P-7.7 Compare color by transmission to color by reflection. P-7.8 Compare color mixing in pigments to color mixing in light. P-7.9 Illustrate the diffraction and interference of light. P-7.10 Identify the parts of the eye and explain their function in image formation. P-8 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF NUCLEAR PHYSICS AND MODERN PHYSICS. P-8.1 Compare the strong and weak nuclear forces in terms of their roles in radioactivity. P-8.2 Compare the nuclear binding energy to the energy released during a nuclear reaction, given the atomic masses of the constituent particles. P-8.3 Predict the resulting isotope of a given alpha, beta, or gamma emission. P-8.4 Apply appropriate procedures to balance nuclear equations (including fusion, fission, alpha decay, beta decay, and electron capture). P-8.5 Interpret a representative nuclear decay series. P-8.6 Explain the relationship between mass and energy that is represented in the equation E = mc2 according to Einstein s special theory of relativity. P-8.7 Compare the value of time, length, and momentum in the reference frame of an object moving at relativistic velocity to those values measured in the reference frame of an observer by applying Einstein s special theory of relativity. P-9 The student will demonstrate an understanding of the principles of fluid mechanics. P-9.1 Predict the behavior of fluids (including changing forces) in pneumatic and hydraulic systems. P-9.2 Apply appropriate procedures to solve problems involving pressure, force, volume, and area. P-9.3 Explain the factors that affect buoyancy. P-9.4 Explain how the rate of flow of a fluid is affected by the size of the pipe, friction, and the viscosity of the fluid. P-9.5 Explain how depth and fluid density affect pressure. P-9.6 Apply fluid formulas to solve problems involving work and power. P-9.7 Exemplify the relationship between velocity and pressure by using Bernoulli s principle. P-10 THE STUDENT WILL DEMONSTRATE AN UNDERSTANDING OF THE PRINCIPLES OF THERMODYNAMICS. P-10.1 Summarize the first and second laws of thermodynamics.

60 Page 60 INDICATOR P-10.2 P-10.3 P-10.4 P-10.5 P-10.6 P-10.7 P-10.8 STANDARD Explain the relationship among internal energy, heat, and work. Exemplify the concept of entropy. Explain thermal expansion in solids, liquids, and gases in terms of kinetic theory and the unique behavior of water. Differentiate heat and temperature in terms of molecular motion. Summarize the concepts involved in phase change. Apply the concepts of heat capacity, specific heat, and heat exchange to solve calorimetry problems. Summarize the functioning of heat transfer mechanisms (including engines and refrigeration systems).

61 Page 61 INDICATOR RST RST RST RST RST RST RST RST RST RST RST RST RST RST RST RST RST RST COMMON CORE STATE STANDARDS (CCSS) PHYSICS LITERACY (READING SCIENCE/TECHNOLOGY) Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Determine the central ideas or conclusions of a text; trace the text s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 10 texts and topics. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Assess the extent to which the reasoning and evidence in a text support the author s claim or a recommendation for solving a scientific or technical problem. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. By the end of grade 10, read and comprehend science/technical texts in the grades 9 10 text complexity band independently and proficiently. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

62 Page 62 INDICATOR RST RST LITERACY (READING SCIENCE/TECHNOLOGY) Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. By the end of grade 12, read and comprehend science/technical texts in the grades 11 CCR text complexity band independently and proficiently.

63 Page 63 Standards-in-Action Curriculum Map PHYSICS 1 ST NINE WEEKS 2 ND NINE WEEKS 3 RD NINE WEEKS 4 TH NINE WEEKS P-1.1 Apply established rules for significant digits, both in reading scientific instruments and in calculating derived quantities from measurement. P-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. P-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. P-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. P-1.5 Organize and interpret the data from a controlled scientific investigation by using (including calculations in scientific notation, formulas, and dimensional analysis), graphs, tables, models, diagrams, and/or technology. P-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis. P-1.7 Evaluate conclusions based on qualitative and quantitative data (including the impact of parallax, instrument malfunction, or human error) on experimental results. P-1.8 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials). P-3.1 Apply energy formulas to determine potential and kinetic energy and explain the transformation from one to the other. P-3.2 Apply the law of conservation of energy to the transfer of mechanical energy through work. P-3.3 Explain, both conceptually and quantitatively, how energy can transfer from one system to another (including work, power, and efficiency). P-3.4 Explain, both conceptually and quantitatively, the factors that influence periodic motion. PS-3.5 Explain the effects of temperature, particle size, and agitation on the rate at which a solid dissolves in a liquid. P-3.5 Explain the factors involved in producing a change in momentum (including impulse and the law of conservation of momentum in both linear and rotary systems). P-3.6 Compare elastic and inelastic collisions in terms of conservation laws P-4.1 Recognize the characteristics of static charge and explain how a static charge is generated. P-4.2 Use diagrams to illustrate an electric field (including point charges and electric field lines). P-4.3 Summarize current, potential difference, and resistance in terms of electrons. P-4.4 Compare how current, voltage, and resistance are measured in a series and in a parallel electric circuit and identify the P-5.1 Analyze the relationships among the properties of waves (including energy, frequency, amplitude, wavelength, period, phase, and speed). P-5.2 Compare the properties of electromagnetic and mechanical waves. P-5.3 Analyze wave behaviors (including reflection, refraction, diffraction, and constructive and destructive interference). P-5.4 Distinguish the different properties of waves across the range of the electromagnetic spectrum. P-5.5 Illustrate the interaction of light waves with optical lenses and mirrors by using Snell s law and ray diagrams. P-5.6 Summarize the operation of lasers and compare them to incandescent light. P-6.1 Summarize the production of sound and its speed and transmission through various media. P-6.2 Explain how frequency and intensity affect the parts of the sonic spectrum. P-6.3 Explain pitch, loudness, and tonal quality in terms of wave characteristics that determine what is heard. P-6.4 Compare intensity and loudness. P-6.5 Apply formulas to determine the relative intensity of sound. REVIEW P-6.6 Apply formulas in order to solve for resonant wavelengths in problems involving open and closed tubes. P-6.7 Explain the relationship among frequency, fundamental tones, and harmonics in producing music. P-6.8 Explain how musical instruments produce resonance and standing waves. P-6.9 Explain how the variables of length, width, tension, and density affect the resonant frequency, harmonics, and pitch of a vibrating string. P-7.1 Explain the particulate nature of light as evidenced in the photoelectric effect. P-7.2 Use the inverse square law to determine the change in intensity of light with distance. P-7.3 Illustrate the polarization of light. P-7.4 Summarize the operation of fiber optics in terms of total internal reflection. P-7.5 Summarize image formation in microscopes and telescopes (including reflecting and refracting). P-7.6 Summarize the production of continuous, emission, or absorption spectra. P-7.7 Compare color by transmission to color by reflection. P-7.8 Compare color mixing in pigments to color mixing in light. P-7.9 Illustrate the diffraction and interference of light. P-7.10 Identify the parts of the eye and explain their function in image formation.

64 Page 64 1 ST NINE WEEKS 2 ND NINE WEEKS 3 RD NINE WEEKS 4 TH NINE WEEKS REVIEW P-1.9 Communicate and defend a scientific argument or conclusion. P-1.10 Use appropriate safety procedures when conducting investigations. P-2.1 Represent vector quantities (including displacement, velocity, acceleration, and force) and use vector addition. the elements' valence electrons and atomic numbers. P-2.2 Apply formulas for velocity/speed and acceleration to 1 and 2 dimensional problems. P-2.3 Interpret the velocity or speed and acceleration of one and two-dimensional motion on distance-time, velocity-time or speed-time, and acceleration-time graphs. P-2.4 Interpret the resulting motion of objects by applying Newton s three laws of motion: inertia; the relationship among net force, mass, and acceleration (using F = ma); and action and reaction forces. P-2.5 Explain the factors that influence the dynamics of falling objects and projectiles. P-2.6 Apply formulas for velocity and acceleration to solve problems related to projectile motion. P-2.7 Use a free-body diagram to determine the net force and component forces acting upon an object. P-2.8 Distinguish between static and kinetic friction and the factors that affect the motion of objects. P-2.9 Explain how torque is affected by the magnitude, direction, and point of application of force. P-2.10 Explain the relationships among speed, velocity, acceleration, and force in rotational systems. REVIEW appropriate units of measurement. P-4.5 Analyze the relationships among voltage, resistance, and current in a complex circuit by using Ohm s law to calculate voltage, resistance, and current at each resistor, any branch, and the overall circuit. P-4.6 Differentiate between alternating current (AC) and direct current (DC) in electrical circuits. P-4.7 Carry out calculations for electric power and electric energy for circuits. P-4.8 Summarize the function of electrical safety components (including fuses, surge protectors, and breakers). P-4.9 Explain the effects of magnetic forces on the production of electrical currents and on current carrying wires and moving charges. P-4.10 Distinguish between the function of motors and generators on the basis of the use of electricity and magnetism by each. P-4.11 Predict the cost of operating an electrical device by determining the amount of electrical power and electrical energy in the circuit. REVIEW

65 Page 65 FOUNDATION DOCUMENT Physics P-1 P-1.1 P-1.2 P-1.3 P-1.4 P-1.5 P-1.6 P-1.7 P-1.8 P-1.9 P P-2 P-2.1 P-2.2 SC Academic Standard/Common Core Standard Resources Best Practices Assessments The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions. Apply established rules for significant digits, both in reading scientific instruments and in calculating derived quantities from measurement. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. Organize and interpret the data from a controlled scientific investigation by using (including calculations in scientific notation, formulas, and dimensional analysis), graphs, tables, models, diagrams, and/or technology. Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis. Evaluate conclusions based on qualitative and quantitative data (including the impact of parallax, instrument malfunction, or human error) on experimental results. Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials). Communicate and defend a scientific argument or conclusion. Use appropriate safety procedures when conducting investigations. The student will demonstrate an understanding of the principles of force and motion and relationships between them. Represent vector quantities (including displacement, velocity, acceleration, and force) and use vector addition. Apply formulas for velocity or speed and acceleration to one and two- Textbook Smart Board / LCD Projector Powers point notes Handouts /Pages/Applied%20Biology%201%20standard s.aspx ervice_learn/standards/mststandard1.pdf Textbook Smart Board / LCD Projector Powers point notes Handouts me/ch04/ch04.html Study Guides Grouping Review Game Question / Answer Power Point Worksheets Section Review Questions Chapter Review Questions Lab / Hands on activity Study Guides Grouping Review Game Question / Answer Power Point Worksheets Section Review Questions Bell Ringer Section Review Questions Quizzes Chapter Tests Q&A Teacher Observation EOC Bell Ringer Section Review Questions Quizzes Chapter Tests Q&A

66 Page 66 SC Academic Standard/Common Core Standard Resources Best Practices Assessments P-2.3 P-2.4 P-2.5 P-2.6 P-2.7 P-2.8 P-2.9 P P-3 P-3.1 P-3.2 P-3.3 P-3.4 P-3.5 P-3.6 P-4 P-4.1 dimensional problems. Interpret the velocity or speed and acceleration of one and twodimensional motion on distance-time, velocity-time or speed-time, and acceleration-time graphs. Interpret the resulting motion of objects by applying Newton s three laws of motion: inertia; the relationship among net force, mass, and acceleration (using F = ma); and action and reaction forces. Explain the factors that influence the dynamics of falling objects and projectiles. Apply formulas for velocity and acceleration to solve problems related to projectile motion. Use a free-body diagram to determine the net force and component forces acting upon an object. Distinguish between static and kinetic friction and the factors that affect the motion of objects. Explain how torque is affected by the magnitude, direction, and point of application of force. Explain the relationships among speed, velocity, acceleration, and force in rotational systems. The student will demonstrate an understanding of the conservation, transfer, and transformation of mechanical energy. Apply energy formulas to determine potential and kinetic energy and explain the transformation from one to the other. Apply the law of conservation of energy to the transfer of mechanical energy through work. Explain, both conceptually and quantitatively, how energy can transfer from one system to another (including work, power, and efficiency). Explain, both conceptually and quantitatively, the factors that influence periodic motion. Explain the factors involved in producing a change in momentum (including impulse and the law of conservation of momentum in both linear and rotary systems). Compare elastic and inelastic collisions in terms of conservation laws. The student will demonstrate an understanding of the properties of electricity and magnetism and the relationships between them. Recognize the characteristics of static charge and explain how a s4.htm e/lectures/atm_dyn.html ory/newton3laws.html Textbook Smart Board / LCD Projector Powers point notes Handouts energy/ce.cfm energy/pe.cfm ergy/u5l2bb.cfm turenotes/chapter08/chapter8.html Textbook Smart Board / LCD Projector Powers point notes Handouts Chapter Review Questions Lab / Hands on activity Study Guides Grouping Review Game Question / Answer Power Point Worksheets Section Review Questions Chapter Review Questions Lab / Hands on activity Study Guides Grouping Review Game Question / Answer Teacher Observation EOC Bell Ringer Section Review Questions Quizzes Chapter Tests Q&A Teacher Observation EOC Bell Ringer Section Review Questions Quizzes

67 Page 67 SC Academic Standard/Common Core Standard Resources Best Practices Assessments P-4.2 P-4.3 P-4.4 P-4.5 P-4.6 P-4.7 P-4.8 P-4.9 P-4.10 P-4.11 P-5 P-5.1 P-5.2 P-5.3 P-5.4 P-5.5 P-5.6 static charge is generated. Use diagrams to illustrate an electric field (including point charges and electric field lines). Summarize current, potential difference, and resistance in terms of electrons. Compare how current, voltage, and resistance are measured in a series and in a parallel electric circuit and identify the appropriate units of measurement. Analyze the relationships among voltage, resistance, and current in a complex circuit by using Ohm s law to calculate voltage, resistance, and current at each resistor, any branch, and the overall circuit. Differentiate between alternating current (AC) and direct current (DC) in electrical circuits. Carry out calculations for electric power and electric energy for circuits. Summarize the function of electrical safety components (including fuses, surge protectors, and breakers). Explain the effects of magnetic forces on the production of electrical currents and on current carrying wires and moving charges. Distinguish between the function of motors and generators on the basis of the use of electricity and magnetism by each. Predict the cost of operating an electrical device by determining the amount of electrical power and electrical energy in the circuit The student will demonstrate an understanding of the properties and behaviors of mechanical and electromagnetic waves. Analyze the relationships among the properties of waves (including energy, frequency, amplitude, wavelength, period, phase, and speed). Compare the properties of electromagnetic and mechanical waves. Analyze wave behaviors (including reflection, refraction, diffraction, and constructive and destructive interference). Distinguish the different properties of waves across the range of the electromagnetic spectrum. Illustrate the interaction of light waves with optical lenses and mirrors by using Snell s law and ray diagrams. Summarize the operation of lasers and compare them to incandescent light. ycurrents/physics/propertiesofelectricity.htm html ectricity-properties-electric-charges.html Textbook Smart Board / LCD Projector Powers point notes Handouts ml es_of_electromag_rad.htm Power Point Worksheets Section Review Questions Chapter Review Questions Lab / Hands on activity Study Guides Grouping Review Game Question / Answer Power Point Worksheets Section Review Questions Chapter Review Questions Lab / Hands on activity Chapter Tests Q&A Teacher Observation EOC Bell Ringer Section Review Questions Quizzes Chapter Tests Q&A Teacher Observation EOC

68 Page 68 SC Academic Standard/Common Core Standard Resources Best Practices Assessments P-6 P-6.1 P-6.2 P-6.3 P-6.4 P-6.5 P-6.6 P-6.7 P-6.8 P-6.9 P-7 P-7.1 P-7.2 P-7.3 P-7.4 P-7.5 P-7.6 P-7.7 P-7.8 P-7.9 P The student will demonstrate an understanding of the properties and behaviors of sound. Indicators Summarize the production of sound and its speed and transmission through various media. Explain how frequency and intensity affect the parts of the sonic spectrum. Explain pitch, loudness, and tonal quality in terms of wave characteristics that determine what is heard. Compare intensity and loudness. Apply formulas to determine the relative intensity of sound. Apply formulas in order to solve for resonant wavelengths in problems involving open and closed tubes. Explain the relationship among frequency, fundamental tones, and harmonics in producing music. Explain how musical instruments produce resonance and standing waves. Explain how the variables of length, width, tension, and density affect the resonant frequency, harmonics, and pitch of a vibrating string. The student will demonstrate an understanding of the properties and behaviors of light and optics. Explain the particulate nature of light as evidenced in the photoelectric effect. Use the inverse square law to determine the change in intensity of light with distance. Illustrate the polarization of light. Summarize the operation of fiber optics in terms of total internal reflection. Summarize image formation in microscopes and telescopes (including reflecting and refracting). Summarize the production of continuous, emission, or absorption spectra. Compare color by transmission to color by reflection. Compare color mixing in pigments to color mixing in light. Illustrate the diffraction and interference of light. Identify the parts of the eye and explain their function in image formation. Textbook Smart Board / LCD Projector Powers point notes Handouts u11l3d.cfm 3_mechanicalwaves/chp141516_ waves/lesson49.htm Textbook Smart Board / LCD Projector Powers point notes Handouts ptics.htm html Study Guides Grouping Review Game Question / Answer Power Point Worksheets Section Review Questions Chapter Review Questions Lab / Hands on activity Study Guides Grouping Review Game Question / Answer Power Point Worksheets Section Review Questions Chapter Review Questions Lab / Hands on activity Bell Ringer Section Review Questions Quizzes Chapter Tests Q&A Teacher Observation EOC Bell Ringer Section Review Questions Quizzes Chapter Tests Q&A Teacher Observation EOC

69 Page 69 APPENDICES

70 Page 70 HAMPTON COUNTY SCHOOL DISTRICT 2 ( Assessment/Testing Schedule) Assessments Testing Window Actual Testing Dates High School Assessment Program (HSAP) Fall 2013 Schedule: 10/22/13-11/01/13 ELA (Session 1) - 10/22/2013 ELA (Session 2) - 10/23/2013 Mathematics 10/24/2013 Make-Up Testing 10/25 11/01/2014 Spring 2014 Schedule: 4/01/14-4/18/14 ELA (Session 1) 4/01/2014 ELA (Session 2) 4/02/2014 Mathematics 4/03/2014 Make-Up Testing 4/04 04/18/2014 Summer 2014 Schedule: 7/15/14-7/17/14 ELA (Session 1) 7/15/2014 ELA (Session 2) 7/16/2014 Mathematics 7/17/2014 End of Course Examination Program (EOCEP) Fall/Winter: 12/03/2013 1/27/2014 Spring: 5/01/2014 6/10/2014 Summer: 7/01/2014 6/31/2014 PLAN (10 th grade) 10/10/2013 PSAT 10/16/2013, 10/19/2013 ACT 1 st Semester Dates: 9/21/2013, 10/26/2013, 12/14/ nd Semester Dates: 2/8/2014, 4/12/2014, 6/14/2014 SAT 1 st Semester Dates: 10/5/2013, 11/2/2013, 12/7/ nd Semester Dates: 1/25/2014, 3/8/2014, 5/3/2014, 6/7/2014 ASVAB 11/2013; 2/2014 EXPLORE (8 th grade) 10/10/2013 SC-ALT 3/3/2014 4/25/2014 Measures of Academic Progress (MAP) Fall: 8/26/2013 9/16/2013 Winter: 11/25/ /19/2013 Spring: 3/24/2014 4/14/2014 Cognitive Abilities Test (Cog-AT) 10/23/ /14/2013 Iowa Test of Basic Skills (ITBS) 10/23/ /14/2013 English Language Development Assessment (ELDA) 2/17/2014 4/11/2014

71 Page 71 Palmetto Assessment of State Standards (PASS) March 3/18/2014-3/25/2014 Palmetto Assessment of State Standards (PASS) May 5/6/2014 5/15/2014

72 Page 72 Teaching and Learning Expectations for Classroom Teacher Hampton County School District 2 Curriculum (APS 1, 2) A system for managing and facilitating student achievement and learning based upon consensus driven content and performance standards. Create and revise curriculum maps for each content area. Create Unit Plans of instruction Create weekly learning plans with documented differentiated instructional strategies implemented. Weekly formative assessments in PASS format with coded standards & indicators (clusters) Weekly teacher data reflection Correct implementation of the instructional framework for planning and delivery of instruction. Class profiles employed as documentation of students meeting standards Aligns standards, instruction, and assessments systematically within and across all lessons and units. Assessment for learning strategies implemented Student portfolio implemented consistently documenting work that meets and/or exceeds standards. Conference log utilized. Assessment (APS 3, 7) The collecting and analyzing of student performance data to identify patterns of achievement and underachievement in order to design and implement appropriate instructional interventions. Unit and lesson plans demonstrate the implementation of a variety of ongoing assessment Pre-assessment of student learning Engaging students in the creation of assessments Weekly assessment of learning coding the standards and elements with teacher commentary. Link formative assessment to summative assessment as documented via student achievement profiles, class profiles, student portfolio Evidence, creation and implementation of a wide variety of performance assessment and learning tasks. Use assessment data to plan for strategic intervention as documented through a pyramid of intervention per student, conference log and SST. (RTI) Use assessment data to adjust and differentiated instruction as documented through lesson and unit planning. Collect data on students interest (student survey, reading inventory, learning inventory) Maintaining student achievement profiles Implementing activating strategies as a tool to preassessment Involve students in self- assessment of goals, work Develops classroom-based assessments with students in order to prepare them to meet and ensure that they have met standards as document through classroom profiles and students portfolio. Disaggregated Data by teacher, team, gender, ethnicity, students with disabilities, content area, school data (discipline) Create and implement classroom profiles to document and monitor students mastery of standards. Conduct frequent formative assessment from the beginning of a unit to the end to monitor student achievement. Help students to understand their own achievement data both formative and summative. Utilize anchor paper as sample of student work that exemplifies a specific level of performance. Create, implement and assess common assessments in all content areas. Recognize that the teacher does whatever it takes to ensure students succeed.

73 Page 73 Instruction (APS 4, 5, 6) Designing and implementing teaching learning assessment tasks and activities to ensure that all students achieve (accomplish, attain) proficiency relevant (applicable, significant, relatable) to the South Carolina performance standards) Daily lesson planning is aligned with instructional framework Teacher documents and implement research best practices approaches for instruction and learning Promotes a culturally responsive classroom Engage students in setting and adjusting learning goals each at the beginning of each nine weeks as document via student data notebook Organize student work through the use of portfolio for each content area demonstrating mastery of standards. Teachers collect and utilize anchor papers as a source to help students understand what exemplary work looks like. Professionalism (APS 8, 9, 10) Implements and expects high order thinking strategies and students produces products that reflect highest levels of Bloom s Taxonomy (synthesis, evaluation). Promotes the effective use of graphic organizers for student learning Producing products that reflect highest levels of Bloom s Taxonomy (synthesis, evaluation). Create atmosphere for student leadership Design lessons and/or units that enable students to incorporate technology. Create, implement and assess student performance tasks. Student work sample with commentary and posted standards. Differentiated instruction based on student readiness as documented via lesson plans and student work. Using ongoing assessment for flexible grouping to meet student learning needs documented through lesson planning and conference log. Create environment that promotes effective rituals and routines documented by posted classroom procedures for various classroom management opportunities. Involve student in the assessment process Teachers and students articulate the instructional framework. Documented through observations and conversation with teacher and students. Consists of the norms, values, standards, and practices associated with the school as a professional learning community in which all stakeholder groups are committed to ensuring student achievement and organizational productivity. The teacher creates a safe, productive, collaborative, and inviting learning environment that fosters a sense of community and personal responsibility to ensure that students maximize learning. The teacher establishes classroom rules, practices, and procedures that support a positive, productive learning environment. The teacher maximizes instructional time. The teacher fosters a sense of community and belonging by acknowledging diversity, achievements, and accomplishments of all students in the classroom. The teacher helps students take responsibility for their own behavior and learning. The teacher strives to establish respectful and productive relationships and cooperative partnerships with families and the community in order to support student learning and well-being. The teacher takes responsibility for professional growth in order to support high levels of learning for all students. The teacher grows professionally through job-embedded learning. The teacher enhances content knowledge and pedagogical skill through a variety of researchbased and current professional learning opportunities. The teacher shares in the responsibility for the continuous improvement of the school. The teacher actively and participate in the development and revision of the School Renewal Plan, grade level improvement plan, and Palmetto Priority School Improvement Plan.

74 Page 74 HAMPTON COUNTY SCHOOL DISTRICT 2 GRADING & ASSESSMENT FRAMEWORK CLASSROOM ASSESSMENTS & GRADING Assessments are design for the purpose of helping teachers to diagnose, differentiate and intervene for students learning needs and teaching to those learning needs. Teachers will implement the following strategies to help create classrooms where learning is the number one focus: 1. Involve students in setting and using criteria for rubrics or checklist 2. Assist students in setting learning goals 3. Engage students in self assessments 4. Increase the sources of specific, descriptive feedback on student work 5. Have students collect evidence of learning 6. Have student present evidence of learning Students respond more positively to the opportunity for success than to the threat of failure. Therefore, through learner standards and its instructional program, the district seeks to make the evaluation of student performance both recognizable and positive. Hampton County School District 2 will issue report cards each nine weeks on the days noted on the district calendar. Interim notification (progress report) is required to be sent to parents/legal guardians of all 1 st -12th grade students mid-way in the grading period. Kindergarten students will receive a standards-based report card each nine weeks. Teachers are required to contact parents anytime a student s grade drops a letter grade or more. Teachers are expected to send a parent report home when the student drops a letter grade or move from meeting/exceeding performance expectations to not meeting performance expectations. Student grades are to be placed in Power Teacher grade book weekly. Each grade will be supported by artifacts of student work and/or rubrics or checklists. It is imperative that grades represent mastery of the standards and are imported on time. Parents will be able to check students grades online via PowerSchool. During any stage of grade verification, teachers who are non-compliant with weekly updating of students grades will receive a written reprimand. The district s grading scale for grades 1 12 includes the following: A B C D F 69-below

75 Page 75 Report cards will be distributed each nine weeks to students in grades Students in grades 1-5 will receive a numerical grade in English Language Arts/Reading, English Language Arts/Writing, Mathematics, Science and Social Studies. Related Arts classes such as Physical Education/Health, Music and Art will receive academic performancelevel grades as outlined below: 4=Exemplary 3=Proficient 2=Meets 1=Does Not Meet NE=Not Evaluated Students in grades 6-12 will receive a numerical grade in English Language Arts, Mathematics, Science, Social Studies and Related Art classes such as, but not limited to, Physical Education/Health, Music and Art. Each subject area will receive teacher commentary concerning students academic and behavioral performances. Percent scores shall be rounded to the nearest whole number. Any score below.5 rounds down, and any score above.5 and rounds up. Example: o 89.49% rounds to 89% o 89.50% rounds to 90% Listed below are the due dates for Interim Progress Reports, Report Cards and Grade Verifications. Quarter Dates Grade Verification Due Date 1 st Quarter (Interim) 1 st Quarter (Report Card) 9/19/2013 *10/28/2013 9/13/ /23/ nd Quarter (Interim) 2 nd Quarter (Report Card) 3 rd Quarter (Interim) 3 rd Quarter (Report Card) 11/25/2013 *01/21/2014 2/20/2014 *3/31/ /19/2013 1/15/2014 2/14/2013 3/26/ th Quarter (Interim) 4 th Quarter (Report Card) 5/1/2014 **6/10/2014 *Parent Conference/Report Cards Distribution **Dates may change for Senior Class Members of /28/2014 6/4/2014

76 Page 76 Grading Format/Computation of Nine Week Grades The following is the standard grading format used in Hampton County School District 2. Any deviation from this format must be approved by the principal, validated by research/ best practices in classroom assessment and grading, and explained in writing to students and parents/guardians prior to the beginning of a grading period via course syllabi. Classwork Factors Examples Grade Percentage This includes work completed in the classroom setting. Classwork may include, but is not limited to: learning tasks, response to literature, independent practice of skills & concepts, labs, hands-on activities, rubrics, checklists, DO NOWs, group work, problem of the week, writing performance task, math performance task, constructed responses, other formative assessment strategies, comprehension and vocabulary assignments and learning center activities Note: Graded assignments must reflect at least one of the above topics Exams This includes end of- nine weeks, mid-term and final exams 15% Homework/Participation This includes all work completed outside the classroom to be graded on its completion and student s preparation for class (materials, supplies, etc.) Assignments may include, but are not limited to: Daily math practice, reading logs, spelling assignments, convention assignments, science/social studies content reading and responses. Quiz/Projects This category encompasses both the traditional paper and pencil administration, web-based and alternative methods of progress monitoring student learning. Assessments may include but are not limited to: weekly formative assessments, content area unit projects or research and teacher observation. Test This category encompasses both the traditional paper and pencil administration, web-based and alternative methods of assessing student learning with the goal of mastery. Assessments may include but are not limited to: summative assessments such as unit tests and benchmarks. 25% 10% 20% 30% Cumulative Grade: 100% Please note that core academic assessments are not to be administered on the same day

77 Page 77 HOMEWORK It is the practice of Hampton County School District 2 that homework is suitable in difficulty and length of time required for completion. Homework should not encompass new material and should grow naturally out of classroom learning and activity. It should be preceded by sufficient instruction to allow the child to complete it by him/herself. It is also the practice of Hampton County School District 2 that by working together, parents and teachers can provide step-by-step training in the development of selfdisciplined and responsible students. The purpose of homework is to: Reinforce knowledge and skills within the capabilities of the intended students; Support students academic achievement by providing timely feedback; Be relevant and appropriate, never punitive; Increase depth of students learning experiences; Promote student academic maturity, work ethic, and responsibility; Support collaboration among students, teachers, and parents; Give students an opportunity to reflect on concepts and skills; Promote growth in self-responsibility and self-direction in learning; Direct students toward good work habits; Enrich, enhance and extend school experiences; Bring students into contact with out-of-school learning resources; and Help students learn to budget time. The nature, amount, and duration of homework will vary by grade. Homework is an expectation at Hampton County School District 2. Each student is expected to complete the assigned homework on a daily basis. Time spent on homework will depend on a student s learning style and time needed to complete the task. Daily homework, Monday through Thursday, for all students includes reading every night, completing a reader s response log, and mathematics. Homework must be ready to be presented and displayed for the student at the beginning of the class for which it is required. Teachers are to ensure that daily homework is printed into the student s agenda for elementary students. Under certain circumstances, the teacher may conduct homework recovery sessions during a student s assigned lunch time. Students will receive a violation for not turning in homework the assigned day; responsibility starts with YOU! No tests or homework should be assigned on Family Engagement Night activities or during state-mandated testing. Assigning collaborative or group projects for homework can be problematic for students. Teachers who assign collaborative or group projects for homework shall do so with discretion and knowledge of the inherent obstacles that such homework can present for students and families. Teachers shall adjust their expectations accordingly to reflect the best interests of all students involved.

78 Page 78 Grade Number of Minutes K minutes cumulative minutes cumulative minutes cumulative Reading Log Handwriting Convention Practice Reading Log Convention Practice Homework Framework Recommended Homework Assignments ELA Math Science Social Studies Reading Log Responses to Literature Writing Vocabulary Math Computational Practice (no more than 5 problems per night) Math Facts Practice First In Math Math Practice (no more than 5 problems per night) Math Facts Practice Math Practice (between 5 to 10 problems per night) Math projects Classworks Additional at home reading with responding to reading comprehension questions Completion of projects & research Webquests Other technology related tasks. Additional at home reading with responding to reading comprehension questions Completion of projects & research Webquests Other technology related tasks. Student Generated Extension/Investigation Additional at home reading with responding to reading comprehension questions Completion of projects & research Webquests Other technology related tasks. Additional at home reading with responding to reading comprehension questions Completion of projects & research Webquests Other technology related tasks. Student Generated Extension/Investigation minutes cumulative Reading Log Responses to Literature Writing Vocabulary Math Practice (between 5 to 10 problems per night) Math projects A+nyTime Learning Student Generated Extension/Investigation Student Generated Extension/Investigation Please note that formative or summative assessments are not approved homework assignments. Assessments are to be taken at school and not at home. When homework is turned in, it is graded and descriptive feedback is provided by the teacher.

79 Page 79 MISSED WORK At the elementary level, teachers will work with students upon their return from an absence to address missed assignments. At the middle and high school level, it is the individual student s responsibility to request missed assignments upon returning to school. For an extended student absence of three or more school days, teachers should contact parents to examine the reason for the student absence and to offer suggestions for missed work. Students shall have the number of days equal to the number of days absent to turn in completed make-up work, unless a greater extension is granted by the teacher.

80 Page 80 HAMPTON COUNTY SCHOOL DISTRICT 2 HIGH SCHOOL PROMOTION POLICY To be promoted from grade 9 to grade 10, a student must have earned at least four units of credit to include: English I credit One math credit One science or social studies credit One additional credit To be promoted from grade 10 to grade 11, a student must have earned at least eight units of credit to include: English I credit English II credit Two math credits One science credit One social studies credit Two additional credits To be promoted from grade 11 to grade 12, a student must have earned at least 16 units of credit to include: English I credit English II credit English III credit Three math credits Two science credits Two social studies credits Six additional credits

81 Page 81 To graduate from the 12 th grade, a student must have earned at least 24 credits to include: English I credit English II credit English III credit HIGH SCHOOL PROMOTION POLICY (contd.) English IV credit Four Math credits Three science credits Three social studies credits One PE/Health One Computer Science credit One Foreign Language or Vocational credit Seven electives Pass both parts (ELA and Math) of the South Carolina HSAP graduation test *The following courses have an End of Course exam which which counts 20% of the final grade: English 1 Algebra 1 Biology 1 US History **All students must have one credit of PE/Health. JROTC can not be taken in lieu of this requirement.

82 Page 82 NAME: English English I English II English III English IV ESTILL HIGH SCHOOL GRADUATION/PROMOTION WORKSHEET Credit Earned Date Credit Recovery? Y/N 24 Graduation Credits Requirements Date Enrolled: Mathematics Credit Earned Date Credit Recovery? Y/N Algebra I Geometry Algebra II Probability & Statistics Algebra I Pre-calculus Science Physical Science Biology I Biology II Chemistry Physics Subject Areas 3 Credits Credit Earned Date Credit Recovery? Y/N Credit Earned Date Credit Recovery? Y/N Social Studies Credit Earned Date Credit Recovery? Y/N World Geography World History US History US Government/ Economics World Geography Assessments HSAP ELA PE/Health Date Pass/Taken JROTC I Score IBA I or Digital Input Assessments - EOC English I Spanish I or Vocational Date Taken Class Score HSAP Math Algebra I PLAN PSAT SAT ACT Biology US History

83 Page 83 Subject (Electives) 7 Credit Earned Date Credit Recovery? Participant YES NO Music Appreciation Band I YES NO Family Life YES NO Intro to YES NO Childcare Early Childcare I YES NO Early Childcare II YES NO Administrative YES NO Support Intro to Culinary YES NO Arts Culinary Arts I YES NO Agricultural & YES NO Environmental Science Agricultural YES NO Mechanics I Wildlife YES NO Forestry YES NO Civics YES NO Applied Biology I YES NO Math Technology YES NO Creative Writing YES NO I Creative Writing YES NO II PSAT Math YES NO SAT/ACT Verbal YES NO SAT/ACT Math YES NO

84 Page 84 HSAP ELA YES NO HSAP Math YES NO College Summit YES NO Direct YES NO Instruction JAG 1 YES NO JAG 2 YES NO JAG 3 YES NO JAG 4 YES NO PE II YES NO JROTC 2 YES NO JROTC 3 YES NO JROTC 4 YES NO JROTC 5 YES NO MAP Benchmark Assessment ELA FALL WINTER SPRING YEAR 1 20 YEAR 2 20 YEAR 3 20 YEAR 4 20 Math FALL WINTER SPRING YEAR 1 20 YEAR 2 20 YEAR 3 20 YEAR 4 20 Grade 9 Retained Grade 10 Retained Grade 11 Retained Grade 12 Retained Graduated Promotion, Retention Status Promoted Date Promoted Promoted Promoted Initials Note: Committee must consist of the following individuals Parent/Guardian, Grade level teacher(s), Administrator and Guidance Counselor. The school can include but is not limited to the following additional personnel participating on the committee; Curriculum Coordinator(s), Special Education teacher, school psychologist, etc. For students receiving special education services, the IEP team will serve as the promotion and retention decision makers with consideration to the promotion policy.

85 Page 85 Meeting 1 - January Parent/Guardian Signature: Student Signature Participant: Teacher Signature: Guidance Counselor Signature: Principal Signature Other Participant Signature: Parent/Guardian Signature: Student Signature Participant: Teacher Signature: Guidance Counselor Signature: Principal Signature Other Participant Signature: Parent/Guardian Signature: Student Signature Participant: Teacher Signature: Guidance Counselor Signature: Principal Signature Other Participant Signature: Date: Date: Date: Date: Date: Date: Meeting 2 - March Date: Date: Date: Date: Date: Date: Meeting 3 - May Date: Date: Date: Date: Date: Date:

86 Page 86 HAMPTON COUNTY SCHOOL DISTRICT 2 NON-NEGOTIABLE AGREEMENT A Commitment to Results, No Excuses I make this statement of agreement in order to support the vision, mission, beliefs and values of Hampton County School District 2, and to perform the duties, roles and responsibilities of nonnegotiable practices in service to students, the professional learning community, parents, administration and other stakeholders. In consideration of these expectations, I hereby agree to the following: CURRICULUM, ASSESSMENT, AND INSTRUCTION I will teach the South Carolina Academic and/or Common Core State Standards with fidelity by: Designing lessons aligned to the South Carolina Academic Standards and HCSD 2 Curriculum Framework Identifying key concepts in the language of the standards Using essential questions to connect instruction to the standard Asking students to explain the standards in their own words I will monitor the progress of my students while working collaboratively using the PLC framework by: Developing common formative /summative assessments that are explicitly aligned to standards Collecting, charting, and analyzing data to include student work on a regular basis Identifying students who are not meeting standards, meeting standards or exceeding standards Adjusting instruction based on assessment results Using teacher-written commentaries to provide feedback to student in regards to what they have and have not mastered Using a variety of instructional strategies (best practices) to address students learning needs/style I will ensure that all teaching and learning activities reflect a shared understanding of what students should know, do, and understand and will be built upon a common framework for instruction that consists of: Opening Meeting - Activating strategies centered on the standard, indicator(s)/cluster(s) and essential question o Mini-lesson-Modeling while referencing standards and key vocabulary o Using exemplars (examples of student work that meets or exceeds the standard) Work Time -Engaging students using performance tasks o Using higher-order thinking questions to probe student understanding o Differentiating Instruction to include flexible grouping Closing Meeting - Summarizing strategies to assess student understanding I will ensure that my classroom environment is built on: Strong student-teacher relationships based on the school district s vision, mission and core values The social-emotional needs of our students Established rituals and routines Displayed South Carolina Academic and/or Common Core State Standard, essential questions, and key vocabulary Evidence of the common framework for instruction Evidence of students work that reflects the standards Clean, safe and conducive and student centric learning environment

87 Page 87 ORGANIZATION My communication with parents will be: Frequent, clear and consistent Focused on building a partnership with parents for improving student performance I will attend and be an active participant of the school s Parent Teacher Organization (PTO). I will attend and be an active participant of the school s School Improvement Council (SIC). I will provide tutoring services for my struggling students once per week and communicate the need to parents using all forms of communication media. I will commit to and actively participate in all professional learning activities related to teaching and learning. I will commit and contribute to ensuring continuous school improvement that promotes common language, understanding and implementation of school-wide policies, procedures and expectations. Teacher s Signature Date

88 Page 88 Strategic Goal Goal 1: Increase Student Achievement Goal 2: Safety 1 st Goal 3: Cultivate Engagement Goal 4: Improve Human Capital Goal 5: Improve Fiscal Management and Accountability HAMPTON COUNTY SCHOOL DISTRICT 2 DISTRICT INITIATIVES Initiatives Implement Common Core State Standards o K 2 ( SY) o 3-8 ( SY) o 9 12 ( SY) Develop a K 12 Curriculum Framework for teaching and learning. Develop systemic and systematic assessment and data analysis processes. Implement a K 12 Instructional Framework for teaching and learning. Implement standards based classroom instructional design. Rollout strategies for teachers and students to work collaboratively to use educational technology hardware and software. Enhance internal and external communications. Support research-based practices that promote positive behavior and safe environment. Create an engaging and welcoming school and district level culture where our diverse students, staff, parents and community members feel valued, respected and included. Ensure secure, safe, and well-maintained facilities and learning environment. Implement a visitor management system. Build family/school partnerships to support student learning through rewards & recognition. Build community/school partnerships that address local needs. Develop partnerships with businesses and higher education communities to support the development and growth of Science/Technology/Engineering/Mathematics (STEM) and Career And Technical Education (CATE) programs. Strengthen teacher and leader recruitment, selection, and staffing policies to attract and retain highly qualified, highly engaged and highly effective educators. Strengthen the capacity of school level leaders and teacher effectiveness. Implement PD360 and Observation 360 Prioritize the allocation and expenditure of funds to support district goals and align them to student learning goals. Provide comprehensive management and budgeting training. Host an annual State of the District event.

89 Page 89 Strategic Goal #1: Increase Student Achievement Teaching and Learning Practices Curriculum Deconstructing Standards Assessment Assessment for Learning Common Formative Assessment Instruction Standards-based Instruction Instructional Rigor (Webb s Depth of Knowledge) Literacy Strategies Numeracy Strategies Reading/Writing in Content Area Reader s/writer s Workshop Writing Traits Complexity of Text Interactive technology (SMARTboard, Student Response System, Document Camera, Virtual Learning) Response to Intervention (Classworks, A+nywhere Learning)

90 Page 90 Common Core State Standards The Common Core State Standards (CCSS) for English Language Arts and for Mathematics were adopted by South Carolina as its standards in English Language Arts and Mathematics in July of The standards will be fully implemented in school year as outlined in the following table: School Year Implementation Plan Transition Year Transition Year Bridge Year (CCSS will be used for instructional purposes during this school year.) Full Implementation To support and enhance professional learning in the Common Core State Standards, resources are available on the CCSS Support Site. (NOTE: CCSS Support Site is in transition. Contact Ruth Nodine at for assistance.)

91 Page 91 HAMPTON COUNTY SCHOOL DISTRICT 2 WEEKLY LEARNING TEMPLATE LEARNING TARGET(S) STUDENT-FRIENDLY TRANSLATION COMMON CORE STATE STANDARD ESSENTIAL QUESTION(S) KNOWLEDGE What should students understand (know)? Include academic vocabulary SKILLS (Depth of Knowledge Levels) What should students be able to do? Does this lesson reflect one of the shifts? If so, please describe which shift is addressed and how? As you plan for student learning, which mathematical practice will be used to promote mathematical thinking?

92 Page 92 Friday Thursday Wednesday Tuesday Monday HAMPTON COUNTY SCHOOL DISTRICT 2 WEEKLY LEARNING TEMPLATE OPENING MEETING Getting students ready to learn WORK SESSION Releasing students to do work Learning/Performance Tasks CLOSING MEETING Helping students make sense of their learning FORMATIVE ASSESSMENT How will you & your students know if they have successfully met the learning target(s)?

93 Page 93 HAMPTON COUNTY SCHOOL DISTRICT 2 WEEKLY LEARNING TEMPLATE Modifications/Accommodations: What curriculum modifications and/or classroom accommodations will you make for Students with Disabilities in your class? Be as specific as possible. Resources/Materials: What texts, digital resources, & materials will be used in this lesson? Instructional Practices: What instructional practices will you employ to ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity.)

94 Page 94 HAMPTON COUNTY SCHOOL DISTRICT 2 WEEKLY LEARNING TEMPLATE 1. Did all learners master the learning target? If not specifically indicate the percentage of learners who did not and describe your next steps to ensure mastery for all. 2. How did this lesson cognitively engage students? Previous Week s Learning Reflection 3. How did this lesson engage students in collaborative learning and enhance their collaborative learning skills? 4. How did this lesson support 21 st Century Skills?

95 Page 95 DOK Level HAMPTON COUNTY SCHOOL DISTRICT 2 Webb s Depth of Knowledge Description of Level Recall & Reproduction Skills & Concepts Strategic Thinking & Reasoning 4 Extended Thinking Level 1 Activities Level 2 Activities Level 3 Activities Level 4 Activities Recall elements and details of story structure, such as sequence of events, character, plot and setting. Conduct basic mathematical calculations. Label locations on a map. Represent in words or diagrams a scientific concept or relationship. Perform routine procedures like measuring length or using punctuation marks correctly. Describe the features of a place or people. Identify and summarize the major events in a narrative. Use context cues to identify the meaning of unfamiliar words. Solve routine multiple-step problems. Describe the cause/effect of a particular event. Identify patterns in events or behavior. Formulate a routine problem given data and conditions. Organize, represent and interpret data. Support ideas with details and examples. Use voice appropriate to the purpose and audience. Identify research questions and design investigations for a scientific problem. Develop a scientific model for a complex situation. Determine the author s purpose and describe how it affects the interpretation of a reading selection. Apply a concept in other contexts. Conduct a project that requires specifying a problem, designing and conducting an experiment, analyzing its data, and reporting results/solutions. Apply mathematical model to illuminate a problem or situation. Analyze and synthesize information from multiple sources. Describe and illustrate how common themes are found across texts from different cultures. Design a mathematical model to inform and solve a practical or abstract situation.

96 Page 96 DOK Level Description Verbs Questions 1. Recall & Reproductio n 2. Skills & Concepts Focus is on students to work with specific facts, definitions. Items only require students to have a shallow understanding of text. Students are required to apply skills and concepts. They must comprehend and process portions of a text; main ideas are stressed. Arrange, Calculate, Define, Draw, Identify, Illustrate, Label, List, Match, Measure, Memorize, Name, Quote, Recall, Recite, Recognize, Repeat, Report, State, Tabulate, Tell, Use, Who, What, When, Where, Why Categorize, Cause/Effect, Classify, Collect and Display, Compare, Construct, Distinguish, Estimate, Graph, Identify, Patterns, Infer, Interpret, Make Observations, Modify, Organize, Predict, Relate, Separate, Show, Summarize, Use Context Cues What is? Where is? How did... happen? Why did? When did? How would you show? Who were the main? Which one? How is? When did... happen? How would you explain? How would you describe...? What would you select? Who was? How would you classify the type of? How would you compare? contrast? Will you state in your own words? How would you rephrase the meaning? What facts or ideas show? What is the main idea of? Which statements support? What is happening? Why? What is meant by? What can you say about? How would you summarize? What is the theme? What inference can you make? What conclusions can you draw? What is the distinguishing factor(s)? What is the function of? What data was used to make the conclusion?

97 Page 97 DOK Level 3. Strategic Thinking & Reasoning Description Verbs Questions Students are required to use complex and abstract thinking. They are encouraged to go beyond the text to explain, generalize and connect ideas. Apprise, Assess, Cite Evidence, Compare, Critique, Develop a Logical Argument, Differentiate, Draw Conclusions, Explain Phenomena in Terms of Concepts, Formulate, Hypothesize, Investigate, Revise, Use Concepts to Solve Non-Routine Problems Using what you ve learned, how would you solve? What approach would you use to? What facts would you select to show? What questions would you ask in an interview with? How would you classify...? categorize...? What evidence can you find? What is the relationship between? What is your opinion of? How would you prove? Disprove? How would you assess the value or importance of What would you recommend? How would you rate the? How would you prioritize? What judgment would you make about? Based on what you know, how would you explain? How would you justify? How would you change (modify) the plan? What would a theory for look like? What is your predicted outcome given? How would you estimate the results for?

98 Page 98 DOK Level Description Verbs Questions 4. Extended Thinking Students are required to use higher order thinking. They are asked take material from one content area and apply it to another. Analyze, Apply Concepts, Connect, Create, Critique, Design, Prove, Synthesize Webb, Norman L. and others. Web Alignment Tool 24 July Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb < What changes would you make to solve? How would you improve? What would happen if? How would you adapt... to create a different? What could be done to minimize (maximize)? What way would you design? What could be combined to improve (change)? Suppose you could... what would you do? How would you test (experiment, investigate)? How would you construct a model that would change? What would be your own original way to? How would you reformulate your hypothesis based on results?

99 Page 99 A Acquire: To obtain or gain, especially through personal effort. Action: The state or process of acting or doing. Act out: To perform in or as if in a play; represent dramatically. BLOOM S TAXONOMY Power Word Definitions Adapt: To make suitable to or fit for a specific use or situation often by modification; to become adapted. Adopt: To take up and practice or use. Alter: To make different without changing into something else. Analyze: To break down into parts for detailed study. Appraise: To judge the quality or worth of. Appreciate: To recognize the quality, significance, or magnitude of. Approximate: To come close to; be nearly the same as. Apply: To put to use especially for some practical purpose. Articulate: To express clearly in logically connected verbal form; give words to. Arrange: to put in the correct, proper, or suitable order; to sort systematically; classify. Assemble: To fit together the parts of; construct. Assess: To determine the value, significance, or extent of; appraise. Associate: To connect or bring into relation, as thought, feeling, memory, etc.

100 Page 100 B Blend: to mix or fuse thoroughly, so that the parts merge and are no longer distinct. C Calculate: To make an estimate of; evaluate; to ascertain by computation. Carry out: To put into motion; execute. Catalog: To list or classify. Categorize: To put into a category or categories; classify. Clarify: To make clear or easier to understand. Classify: To arrange according to a system of categories. Compile: To put together or compose from materials gathered from several sources. Compare: To examine in order to note the similarities or differences of. Compose: To make or create by putting together parts or elements. Conduct: The act, manner, or process of carrying on: The way to conduct the experiment; a mode or standard of personal behavior. Comprehend: To take in the meaning, nature, or importance of; grasp; understand. Compute: To determine, especially by mathematical means. Conclude: To arrive at (a logical conclusion or end) by the process of reasoning; infer on the basis of convincing evidence. Concoct: To create, using skill and intelligence.

101 Page 101 Construct: To create (an argument or a sentence, for example) by systematically arranging ideas or terms. Contrast: To show differences when compared. Coordinate: To bring together in a common action or effort. Correlate: To discover or establish a relationship. Criticize: To judge the merits and faults of; analyze and evaluate. Critique: The art of criticism; find faults with. Cultivate: To develop or improve by education or training; train; refine. D Debate: To argue or discuss (a question, issue, or the like), as in a legislative or public assembly: They debated the matter of the third amendment. Decode: To recognize and interpret; to discover the underlying meaning. Deduce: To conclude or infer by reasoning. Delineate: To depict or describe in detail with drawing or words. Demonstrate: To show clearly and deliberately through the use of evidence and proof. Determine: To reach a conclusion after study and consideration. Devise: To work out or create (something) by thinking; contrive; plan; invent. Develop: To grow or evolve: to advance to a higher state. Dictate: To prescribe with authority; impose. Differentiate: To recognize a difference; to display a difference.

102 Page 102 Discriminate: To make a clear distinction; distinguish: discriminate among the options available. Discuss: To talk or write about. Dispute: To question the truth or validity of; doubt. Dissect: To separate into parts; to examine closely. Distinguish: To perceive as being different or distinct. Document: A written record of information or evidence. Dramatize: To present events in an exaggerated fashion. E Edit: To modify or adapt so as to make suitable or acceptable; to prepare (written material) for publication or presentation, as by correcting, revising, or adapting. Elaborate: To work out with care and detail; develop thoroughly; to produce by effort; create. Employ: To engage the services of; to use. Establish: To order, ordain, or enact. Estimate: To calculate approximately. Evaluate: To determine or fix the value or worth of. Exhibit: To show or display. Express: To set forth in words; state. Extend: To enlarge the area, scope, or range of; broaden. Extrapolate: to arrive at (conclusions or results) by hypothesizing from known facts or observations.

103 Page 103 F Factor: one of the elements contributing to a particular result or situation; to take into account. Focus: To adjust to produce a clear image. Form: To develop in the mind; conceive: form an opinion. Format: To plan or arrange in a specified form. Formulate: To devise or develop, as a method, system, etc. Frame: To put into words; formulate. G Generalize: To draw inferences or a general conclusion from given data. Generate: To bring into existence; cause to be; produce. Grade: To determine the quality of. Graph: A pictorial device, such as a pie chart or bar graph, used to illustrate quantitative relationships. (Also called chart) H Hypothesis: A proposed explanation for an observable phenomenon (circumstance). I Illustrate: To clarify or explain by example.

104 Page 104 Incorporate: To bring together into a single whole; merge. Infer: To presume or conclude from available evidence. Influence: to move or impel or pressure (a person) to some action: Outside factors influenced him to play football. Integrate: To make into a whole by bringing all parts together; unify. Interact: To act upon one another. Interpret: To explain the meaning of; explain. Inquire: To investigate or ask about. Inspect: To examine carefully or critically. Inventory: A detailed, itemized list, report, or record of things in one's possession, especially a periodic survey of all goods and materials in stock; an evaluation or a survey, as of abilities, assets, or resources. J Judge: To form an opinion or estimation of after careful consideration. Justify: To demonstrate or prove to be just, right, or valid. M Manipulate: To manage or utilize skillfully; to control or shape; to persuade or alter by devious means. Model: an example for imitation. Modify: To change or alter. Monitor: To oversee or regulate.

105 Page 105 O Operate: To perform a function; work. Organize: To put together into an orderly, functional, structured whole. P Parse: To examine in detail by separating into components. Paraphrase: A restatement of a text or passage in another form or other words, often to clarify meaning. Perceive: To gain awareness or understanding of. Perform: To carry out an action or pattern of behavior; to act on and complete; to function. Portray: To represent or describe in words. Prioritize: To arrange or deal with in order of importance. Proofread: To review for errors. Produce: To compose, create, or bring out by intellectual or physical effort. Prove: To establish the truth or validity of by presentation of argument or evidence. R Rate: To calculate the value of; appraise.

106 Page 106 Reason: To think through logically; to conclude or infer; to convince, persuade, etc., by reasoning; to support with reasons. Recite: To relate in detail; describe. Recommend: To present as worthy of confidence, acceptance, use, etc.; commend; mention favorably. Record: To set down in writing; give evidence of. Refine: To improve. Relate: To establish or demonstrate a connection between. Report: An account presented usually in detail. Reorganize: To organize again. Represent: to be a sign or symbol for; stand for; symbolize. Restate: To state again or in a new form. Retell: To relate or tell again or in a different form. Retrieve: To recall to mind; remember; to bring back again; revive or restore. Review: To reconsider or restudy; to survey mentally; take a survey of: to review the situation. Revise: To reconsider and change or modify. S Segment: To cut or separate into parts. Sequence: To place into order. Sketch: A brief description. State: to set forth formally in speech or writing.

107 Page 107 Solve: To work out a correct solution or answer. Sort: To arrange by kind, size, etc. Summarize: to make a summary of; state briefly. Survey: To look at carefully; to scrutinize. Synthesize: To form by bringing together separate parts. T Trace: To follow the course or trail of; to locate or discover by searching or researching evidence. Transform: To change the form or appearance of; to change the nature or character of; to be or become changed. Translate: To put into simpler terms; explain or interpret; to express in different words; paraphrase. V Value: To determine or estimate the worth or value of; appraise. Verify: To prove to be true using facts and evidence.

108 Page 108 Bloom s Taxonomy Verbs (Note that the terms in parenthesis are the terms for the revised version of Bloom s Taxonomy. Additionally, the last two items are reversed in order in the revised version.) Knowledge (Remembering) Comprehension (Understanding) Count, Define, Describe, Draw, Find, Identify, Label, List, Match, Name, Quote, Recall, Recite, Sequence, Tell, Write Conclude, Demonstrate, Discuss, Explain, Generalize, Identify, Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review, Summarize, Tell Application (Applying) Apply, Change, Choose, Compute, Dramatize, Interview, Prepare, Produce, Role-play, Select, Show, Transfer, Use Analysis (Analyzing) Analyze, Characterize, Classify, Compare, Contrast, Debate, Deduce, Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline, Relate, Research, Separate,

109 Page 109 Synthesis (Creating) Compose, Construct, Create, Design, Develop, Integrate, Invent, Make, Organize, Perform, Plan, Produce, Propose, Rewrite Evaluation (Evaluating) Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate, Judge, Justify, Predict, Prioritize, Prove, Rank, Rate, Select,

110 Page 110 TEST-TAKING STRATEGIES (FOR STUDENTS) Preparing for Tests Maintain good study habits: Do your class work. o Have a clear understanding of homework assignments before leaving class. o Keep a record of assignments received and completed. o Make a study schedule and follow it. o Tell your parents about schoolwork and homework. o Turn in homework on time. o Get make-up assignments when returning from an absence. o See teachers for additional help. Seek and use past homework assignments, class notes, and available review materials. Follow directions. Find out when tests will be given out. Get a good night's rest and eat a normal breakfast before testing. During Tests Read and pay careful attention to all directions. Read each passage and accompanying questions. Read every possible answer--the best one could be last. Read and respond to items one at a time rather than thinking about the whole test. Reread, when necessary, the parts of a passage needed for selecting the correct answer. Don't expect to find a pattern in the positions of the correct answers. Don't make uneducated guesses. Try to get the correct answer by reasoning and eliminating wrong answers. Decide exactly what the question is asking; one response is clearly best. Don't spend too much time on any one question. Skip difficult questions until all other questions have been answered. On scrap paper, keep a record of the unanswered items to return to, if time permits. Make sure to record the answer in the correct place on the answer sheet. Only change an answer if you are sure the first one you picked was wrong. Be sure to completely erase changed answers. Work as rapidly as possible with accuracy. After completion of the test, use any remaining time to check your answers. Keep a good attitude. Think positively!

111 Page 111 After Tests Examine your test scores; ask the teacher to explain your test scores if needed. Congratulate yourself on identified areas of strength. Identify areas of weakness which you will want to improve for a better performance next time. Ask your teacher to suggest areas of study that will help you perform better on the next test. Test Anxiety Students may experience anxiety about tests and may experience heightened anxiety before a testing situation. A certain degree of test anxiety is normal and may help students prepare more effectively, work more efficiently, and remain focused during testing. Too much anxiety, however, can negatively affect performance. The following strategies may assist students, parents, and teachers in reducing test anxiety. Student Strategies for Reducing Test Anxiety Share your feelings of anxiety with parents and teachers. Think of the test as an opportunity to show what you know. Review homework and materials which pertain to the test topics. Relax, breathe deeply and stay focused on the test. Remember the test is only one way your academic performance is measured.

112 Page 112 Preparing for Testing TEST-TAKING STRATEGIES (FOR PARENTS) Note test dates on your home calendar; schedule appointments on non-testing days. Encourage your child to take responsibility for homework and class study. Help you child learn how to find information independently. Praise your child for work done well. Encourage your child to ask questions at home and in class. Get to know your child's teachers. Attend parent-teacher conferences. Confer with teachers on a regular basis for progress reports. Gather available test preparation materials. Assure your child knows that you value a good education. Testing Day See that your child is rested and eats breakfast. See that your child arrives at school on time and is relaxed. Encourage your child to do the best work possible. Do not send your child to school if illness is apparent. Do not remove your child from school on test days for appointments. After Testing Examine all test reports sent home. Determine areas of strengths and weaknesses. Praise your child's testing strengths and make a plan to address identified weaknesses. See your child's principal, counselor or teacher if additional information is required.

113 Page 113 TEST ANXIETY Students may experience anxiety about tests and may experience heightened anxiety before a testing situation. A certain degree of test anxiety is normal and may help students prepare more effectively, work more efficiently, and remain focused during testing. Too much anxiety, however, can negatively affect performance. The following strategies may assist students, parents, and teachers in reducing test anxiety. Parent Strategies for Reducing Test Anxiety Discuss the test openly and in a positive way. Have realistic expectations of your child's performance while encouraging his/her best efforts. Emphasize that the test is only one measure of academic performance. Emphasize that test scores do not determine a person's worth.

114 Page 114 Before Test Administration TEST-TAKING STRATEGIES (FOR TEACHERS AND ADMINISTRATORS) Notify students of the test dates in advance. Explain the purposes for testing. Create an uncluttered testing environment. Use a variety of test formats during the school year. Become familiar with the materials and procedures to be used with the tests. Identify which students may need and/or be eligible for test accommodations. Read the Test Administration Manual carefully for instructions and information. When pre-coding student-specific data on the answer documents, be sure to read and follow coding instructions completely and carefully. Encourage all students to be present on test dates. During Test Administration Adhere to time limits specified for tests. Read carefully the directions to the students. Expect every student to read all test content material without assistance unless otherwise noted in the Test Administration Manual. Do not read the test, unless specially instructed to do so in State manuals or for student test accommodations. Monitor to ensure that students begin marking answers in the proper area of the answer sheet. Anticipate and eliminate test disruptions. Make sure students work independently. After Test Administration Collect and account for all test materials. Assure student demographic information on the answer documents is marked accurately. Document any absent students and arranged for them to make-up tests, if possible. Adhere to all test return instructions. Analyze test reports for instructional strengths and weaknesses. Develop a plan to modify instructional strategies to address any identified test weaknesses.

115 Page 115 TEST ANXIETY Students may experience anxiety about tests and may experience heightened anxiety before a testing situation. A certain degree of test anxiety is normal and may help students prepare more effectively, work more efficiently, and remain focused during testing. Too much anxiety, however, can negatively affect performance. The following strategies may assist students, parents, and teachers in reducing test anxiety. Teacher Strategies for Reducing Test Anxiety Discuss the purpose of the test and how it can help students progress academically. Have realistic expectations of students' performance while encouraging students to do their best. Allow students to express their anxiety verbally or in writing. Be careful not to over emphasize the importance of the test.

116 Page 116 EXTENDED RESPONSE SCORING RUBRIC Grades 3-8 SCORE CONTENT/ DEVELOPMENT Presents a clear central idea about the topic Fully develops the central idea with specific, relevant details Sustains focus on central idea throughout the writing ORGANIZATION Has an effective introduction, body, and conclusion Provides a smooth progression of ideas by using transitional devices throughout the writing Presents a central idea about the topic Develops the central idea but details are general, or the elaboration may be uneven Focus may shift slightly, but is generally sustained Has an introduction, body, and conclusion Provides a logical progression of ideas throughout the writing VOICE Uses precise and/or vivid vocabulary appropriate for the topic Phrasing is effective, not predictable or obvious Varies sentence structure to promote rhythmic reading Shows strong awareness of audience and task; tone is consistent and appropriate CONVENTIONS Provides evidence of a consistent and strong command of grade-level conventions (grammar, capitalization, punctuation, and spelling) BLANK OFF TOPIC INSUFFICIENT UNREADABLE NOT ORIGINAL B OT IS UR NO Provides evidence of an adequate command of gradelevel conventions (grammar, capitalization, punctuation, and spelling) Central idea may be unclear Details need elaboration to clarify the central idea Focus may shift or be lost causing confusion for the reader Attempts an introduction, body, and conclusion; however, one or more of these components could be weak or ineffective Provides a simplistic, repetitious, or somewhat random progression of ideas throughout the writing Uses both general and precise vocabulary Phrasing may not be effective, and may be predictable or obvious Some sentence variety results in reading that is somewhat rhythmic; may be mechanical Shows awareness of audience and task; tone is appropriate Provides evidence of a limited command of grade-level conventions (grammar, capitalization, punctuation, and spelling) There is no clear central idea Details are sparse and/or confusing There is no sense of focus Attempts an introduction, body, and conclusion; however, one or more of these components could be absent or confusing Presents information in a random or illogical order throughout the writing Uses simple vocabulary Phrasing is repetitive or confusing Shows little or no sentence variety; reading is monotonous Shows little or no awareness of audience and task; tone may be inappropriate Provides little or no evidence of having a command of grade-level conventions (grammar, capitalization, punctuation, and spelling)

117 Page 117 South Carolina End-of-Course Examination Program Test Blueprint Biology Standard B-1 Standard B-2 Item Allocation Rules for Test Form Construction The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions. Number of Items The student will demonstrate an understanding of the structure and function of cells and their organelles Standard B-3 Standard B-4 Standard B-5 The student will demonstrate an understanding of the flow of energy within and between living systems The student will demonstrate an understanding of the molecular basis of heredity The student will demonstrate an understanding of biological evolution and the diversity of life Standard B-6 The student will demonstrate an understanding of the interrelationships among organisms and the biotic and abiotic components of their environments. 9-11

118 Page 118 Scientific Inquiry Standards and Indicators (Grades Nine Through Twelve) Physical Science Scientific inquiry standards and indicators will be assessed cumulatively on statewide tests. Therefore, as students progress through the grade levels, they are responsible for the scientific inquiry indicators including a knowledge of the use of tools from all their earlier grades. In accordance with that fact, only those tools that have not been identified in the earlier grades are listed at each successive grade level. Standard PS-1: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions. Indicators PS-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. PS-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. PS-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. PS-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and dimensional analysis), graphs, models, and/or technology. PS-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis. PS-1.7 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials). PS-1.8 Compare the processes of scientific investigation and technological design. PS-1.9 Use appropriate safety procedures when conducting investigations. Biology Standard B-1: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions. Indicators B-1.1 Generate hypotheses based on credible, accurate, and relevant sources of scientific information.

119 Page 119 B-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. B-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. B-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models, and/or technology. B-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis. B-1.7 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials). B-1.8 Compare the processes of scientific investigation and technological design. B-1.9 Use appropriate safety procedures when conducting investigations. Chemistry Standard C-1: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions. Indicators C-1.1 Apply established rules for significant digits, both in reading a scientific instrument and in calculating a derived quantity from measurement. C-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. C-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument. C-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. C-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas, scientific notation, and dimensional analysis), graphs, models, and/or technology. C-1.6 Evaluate the results of a scientific investigation in terms of whether they verify or refute the hypothesis and what the possible sources of error are. C-1.7 Evaluate a technological design or product on the basis of designated criteria. C-1.8 Use appropriate safety procedures when conducting investigations. Physics Standard P-1: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions. Indicators P-1.1 Apply established rules for significant digits, both in reading scientific instruments and in calculating derived quantities from measurement. P-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation. P-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

120 Page 120 P-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations. P-1.5 Organize and interpret the data from a controlled scientific investigation by using (including calculations in scientific notation, formulas, and dimensional analysis), graphs, tables, models, diagrams, and/or technology. P-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis. P-1.7 Evaluate conclusions based on qualitative and quantitative data (including the impact of parallax, instrument malfunction, or human error) on experimental results. P-1.8 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials). P-1.9 Communicate and defend a scientific argument or conclusion. P-1.10 Use appropriate safety procedures when conducting investigations.

121 Page 121 SCIENCE VOCABULARY abiotic accuracy biotic conceptual controlled scientific investigation dependent variable derived quantity dimensional analysis fair test hypothesis variable precision A term that refers to nonliving factors in the environment such as light and temperature. The degree to which the reading from a scientific instrument agrees with an accepted value. The accuracy of a scientific measuring tool can be checked by ensuring that the instrument reads zero when it should and by comparing the reading of the instrument to an established standard. A term that refers to living organisms or to something that is produced or caused by living organisms. Antonym abiotic. A term that places the emphasis on scientific concepts rather than on mathematical relationships. An experiment in which the variables are managed so that the results of the experiment will be reliable. The respondent or outcome variable in an investigation; the variable that the experimenter hypothesizes will be affected by manipulations in the independent variable. A quantity that has a unit that is a combination of base units. Grams and milliliters are base units (for mass and volume respectively). Density is a derived quantity because the units for density are grams per milliliter (g/ml). A method for converting a given result from one unit of measure to another unit of measure (e.g., if one wishes to convert the length of a line from centimeters to meters). An experiment in which only one variable is manipulated. A prediction based on observations and inferences that may be tested by one or more experiments. The manipulated variable in an investigation; the variable the experimenter hypothesizes will affect the dependent variable. The degree to which an instrument can be read with certainty plus one final digit, which is uncertain (estimate). All measurements in science should be recorded to include all digits including the estimated digit. On the metric ruler below, the distance between the markings is 0.1 cm. In order to correctly represent this measurement, to the precision of the instrument, one might write 9.37 cm or 9.38 cm (or whatever is judged to be closest); thus the 0.01 cm place is uncertain

122 Page 122 qualitative quantitative representative elements simple investigation A term that refers to the nature the characteristics and attributes of a substance, object, or event rather than the amount. A term that refers to measurement or amount rather than to characteristics or attributes. The elements in groups 1 2 and on the periodic table. These elements are also known as the main group elements because they represent the entire range of chemical properties and a wide range of physical properties. An experiment with a single independent and dependent variable

123 Page 123 GRAPHIC ORGANIZERS

124 Page 124 BRAINSTORMING