COMMUNITY UNIT SCHOOL DISTRICT 200 Science Curriculum Philosophy

Transcription

1 COMMUNITY UNIT SCHOOL DISTRICT 200 Science Curriculum Philosophy Science instruction focuses on the development of inquiry, process and application skills across the grade levels. As the grade levels increase, the student will encounter ascending levels of difficulty and complexity. Students will additionally experience the variety of scientific disciplines as they progress through the secondary grades. Environmental Biology High School Intermediate Level 1. Subject Expectation (State Goal 11) The students will understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments, and solve problems. (Learning Standard 11A) Know and apply the concepts, principles and processes of scientific inquiry. Critical Content 11.A.5a Formulate hypothesis referencing prior research and knowledge. make observations about the environmental health at a local ecosystem based on ecological principles from class give examples of hypotheses that are based on prior research and knowledge critique a hypothesis to test that it is based on prior research and knowledge write one or more explanations for a given set of conditions needed to formulate and test a hypothesis that is based on prior research and knowledge 11.A.5b Design procedures to test the selected hypotheses. study a variety of environmental field tests in class that will assess specific components of the environment describe a design for a scientific, quantitative study and give examples of studies where this design could be used develop and evaluate steps necessary to test one s stated hypothesis 11.A.5c Conduct systematic controlled experiments to test the selected hypotheses. perform a variety of environmental field tests on site that will assess specific components of the environment collect data by following the steps of an experimental design conduct experiments using a test group and a control group to test a hypothesis 11.A.5e Report, display and defend the results of investigations to audiences that may include professionals and technical experts. prepare a report of the design, procedures, test results and a discussion section that defends the results of the investigation record their data on government websites that will be accessible to local park district staff, government agencies, Environmental Biology Critical Content.doc 1

2 and students/patrons explain and prepare a report of the design, procedures, test results, and a discussion section that defends the results of the investigation discuss the results of experiments and respond to questions and critique of peers playing the role of tech-experts Essential Learning 2 (Learning Standard 11B) Know and apply the concepts, principles and process of technical design. Critical Content 11.B.5a Identify a design problem that has practical applications and propose possible solutions considering such constraints as available tools, materials, time, and costs. recognize and articulate teacher-posed design problems and brainstorm possible solutions choose and evaluate practical criteria to a design problem propose solutions to a design problem in a practical application 11.B.5b Select criteria for a successful design solution to the identified problem. outline the dimensions of a design problem and specify the criteria that need to be met in solving the problem give examples of factors to judge the success of the design solutions 11.B.5c Build and test different models or simulations of the design solution using suitable materials, tools, and technology. select appropriate tests for a model and a method to record results construct a model or simulation of a design solution 11.B.5e Apply established criteria to evaluate the suitability, acceptability, benefits, drawbacks, and consequences for the tested design solutions and recommend modifications and refinements. interpret test results of a design solution in terms of the criteria identified for evaluation analyze and assess test results rerun tests on modified design compare and define results 2. Subject Expectation (State Goal 12) (Learning Standard 12A) Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. Know and apply concepts that explain how living things function, adapt and change. Critical Content 12.A.5a Explain changes within cells and organisms in response to stimuli and changing environmental conditions (e.g. homeostasis, dormancy). explain the response of selected invertebrates, planaria, etc. to Environmental Biology Critical Content.doc 2

3 the introduction of foreign substances explain the differences in the response of plant and animal cells to exposure to pure water versus salt water solutions Essential Learning 2 (Learning Standard 12B) Know and apply concepts that describe how living things interact with each other and with their environment. Critical Content 12.B.5a Analyze and explain biodiversity issues and the causes and effects of extinction. examine the impact of diminishing biodiversity due to human activity research what effect diminished biodiversity has had on the extinction of species summarize causes of species extinction and the impact it has had on a specific present day ecosystem and society compare causes of recent extinction to conditions endangered species are experiencing today discuss possible global consequences that continuing species extinction may have on Earth s environmental health 12.B.5b Compare and predict how life forms can adapt to change in the environment by applying concept of change and constancy (e.g., variations within a population increase the likelihood of survival under new conditions). examine and explain the implications of a species with a limited gene pool in a changing environment describe the impact of the introduction of a single harmful factor into the environment of a species (e.g., antibiotics and bacteria) provide an example of how a variation within a population increased survival of that population and explain the example in terms of change and constancy Essential Learning 3 (Learning Standard 12C) Know and apply concepts that describe properties of matter and energy and the interactions between them. Critical Content 12.C.5a Analyze reactions (e.g., nuclear reaction, burning of fuel, decomposition of waste) in natural and man-made energy systems. describe reactions and interactions matter in natural and manmade energy systems quantify the amount of energy produced in natural and manmade energy systems 12.C.5b Analyze the properties of materials (e.g., mass, boiling point, melting point, hardness) in relation to their physical and/or chemical structures. study the physical and chemical properties of ecosystems and relate these characteristics to the biological role of this essential component in the environment relate the difference between matter and energy as it flows through ecosystems Environmental Biology Critical Content.doc 3

4 Essential Learning 4 (Learning Standard 12E) Know and apply concepts that describe the features and processes of the Earth and its resources. Critical Content 12.E.5a Analyze the processes involved in naturally occurring short-term and long-term Earth events (e.g., floods). explain what natural forces and/or dynamics processes produce short and long-term events like floods, ice ages, and sea level fluctuations given information regarding local conditions, the student will be able to predict local weather conditions with supporting statements 3. Subject Expectation (State Goal 13) (Learning Standard 13A) Understand the relationships among science, technology and society in historical and contemporary contexts. Know and apply the accepted practices of science. Critical Content 13.A.4a Design procedures and policies to eliminate or reduce risks in potentially hazardous science activities. identify concerns and design strategies that reduce risk demonstrate proper procedures in conducting a potentially hazardous science activity 13.A.4b Assess the validity of scientific data by analyzing the results, sample set, sample size, similar previous experimentation, and possible misrepresentation of data presented and potential sources of error. demonstrate how keeping accurate data, comparing results with those of others, and analyzing conclusions can improve the validity of scientific data explain how sample set, sample size, and misrepresentation of data can affect the validity of the results of an investigation analyze their environmental data in terms of current scientific data and knowledge, their own previously collected data, and data from other teams access environmental data from the internet to evaluate scientific data on other environmental issues and evaluate this information in terms of knowledge they have learned in class 13.A.5c Explain the strengths, weaknesses and uses of research methodologies including observational studies, controlled laboratory experiments, computer modeling and statistical studies. defend the choice of methodology in a given experimental situation (e.g., controlled experimentation or computer simulation) review scientific studies and delineate the strengths and weaknesses of the quantitative and qualitative methods used analyze projects by evaluating the sources of information and the associated strengths and weaknesses Environmental Biology Critical Content.doc 4

5 Essential Learning 2 (Learning Standard 13B) Know and apply concepts that describe the interaction between science, technology and society. Critical Content 13.B.5b Analyze and describe the processes and effects of scientific and technological breakthroughs. provide examples of the role that perseverance plays in scientific discovery 13.B.5c Design and conduct an environmental impact study; analyze findings and justify recommendations. describe the effect of a local building project on the surrounding community based upon data drawn from one s environmental impact study 13.B.5d Analyze the costs, benefits and effects of scientific and technological policies at the local, state, national, and global levels (e.g., Genetic research, Internet access.) explore the costs and benefits of different scenarios resulting from local, state, and national scientific and technological policies 13.B.5e Assess how scientific and technological progress has affected other fields of study, careers and job markets, and aspects of everyday life. describe the effects of a particular scientific technological breakthrough on society Environmental Biology Critical Content.doc 5