Valdez City School District
Valdez High School
Approved Science Curriculum
October 2012
Curriculum Overview
Physical Science, 9th – 12th Grade
Honors Physical Science, 9th – 12th Grade
Biology, 10th – 12th Grade
Honors Biology, 10th – 12th Grade
Environmental Science, 9th – 12th Grade
Forensics, 9th – 12th Grade
Earth Science, 10th – 12th Grade
Anatomy & Physiology, 11th – 12th Grade
Biotechnology, 11th – 12th Grade
Chemistry, 11th – 12th Grade
Marine Biology, 11th – 12th Grade
Physics, 11th – 12th Grade
VHS Science Curriculum, Page 1
Valdez City Schools Science Curriculum
Student Learning Outcomes
Introduction
This draft of the Valdez City Schools Student Learning Outcomes for Science was completed in June
2012. Members of the curriculum writing committee were Kristie Cranor, Mary Warner, Jenny
Heckathorn, and Ruthie Knight. The Student Learning Outcomes are based on, aligned with, and are
supported by the following standards documentation:
-Common Core Literacy Standards for Reading in the Science Content Area
-Alaska State Performance Standards for Science GLEs
-National Science Frameworks
-draft Next Generation Science Standards
-Ocean Literacy Standards
Format
The format for all curricula is the same for grades K - 12, with student learning outcomes placed into one
of seven (7) categories: SA – Inquiry, SB- Physical Science, SC- Life Science, SD-Earth Science, SEScience, Technology and Society, SF-Cultural, Social and Personal Perspectives, and SG-History and
Nature of Science. These categories align to those found in the Alaska State Performance Standards for
Science. (The categories occur in grades K – 11 while some upper division courses use some different
categories due to the focus of the curriculum.)
All of the student learning outcomes in the grades and courses are matched, wherever possible, with the
appropriate Alaska grade level expectations. These grade level expectations appear in the # column. The
standard being referenced can be determined by the format; SD1.1 which is Earth Science standard 1,
expectation 1.
The suggested activities and assessments sections are “living” as they will be added to as teachers find or
develop more activities and assessments that can be used with each particular aligned student outcome.
New Courses
The curriculum writing committee realigned, added to, and reformatted the current curricula and wrote
seven new courses. The new curricula; Honors Physical Science, Honors Biology, Anatomy and
Physiology, Marine Biology, Earth Science, Forensics, and Biotechnology, are designed for the high
school level. The Honors classes were written as rigorous courses, to help in the development of the VHS
honors program and to give students who desire more challenging work that option. Anatomy and
Physiology and Marine Biology were written to comply with the Alaska Performance Scholarship
accepted class list and were both expanded from one semester each of the old Biology II course into full
year courses. Earth Science was also written to comply with the Alaska Performance Scholarship
accepted class list and was designed by combining the semester Geology and Astronomy classes into one
full-year course. Forensics and Biotechnology are both one semester courses and are designed to align
with the needs and desires of our students who wish to continue their science education with cutting edge
information and technology. Many of the Biotechnology activities are integrated into Biology, Honors
Biology, Anatomy and Physiology, and Marine Biology.
VHS Science Curriculum, Page 2
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Structure and Properties of Matter
Essential Learning
SB1
Students develop an
understanding of the
characteristic properties of
matter and the relationship of
these properties to their
structure and behavior.
#
SB1.1
Components
Develop an understanding of how scientific
processes have led to the current atomic
theory.
 Dalton
 J.J. Thomson
 Rutherford
 Bohr
Suggested
Activities
Prentice Hall Labs :
 12- Investigating
Rutherford’s Model
of the Atom
 13- Relating
Electrons and
Probability
Assessments
Lab results
www.scilinks.org web code: ccn1041, ccn-1043
Discovery Channel Videotape:
Go for Gold
Use the periodic table to describe atoms and
their base components:
 Protons
 Neutrons
 Electrons
 Atomic mass
 Atomic number
 Isotopes
Predict the properties of an element (e.g.,
reactivity, metal, non-metal) using the
periodic table and verifying the predictions
through experimentation
Updated December 26, 2012
VHS Science Curriculum, Page 3
Building models of atoms,
elements
www.phschool.com web
code:cce-1042
www.scilinks.org web code: ccn1043
Prentice Hall Labs:
 11- Making
Predictions Using
Indirect Evidence
 14- The Alkaline
Earth Elements
 15- Investigating the
Activity Series of the
Metals
Lab results
Page 1 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Structure and Properties of Matter
Essential Learning
#
Components
Identify substances through the investigation
of physical properties
 density
 specific heat
 melting point
 boiling point
Updated December 26, 2012
VHS Science Curriculum, Page 4
Suggested
Activities
Prentice Hall Labs:
 3&4
Determining
Density
 5- Determining
Specific gravity
 6- Investigating
Phase Changes
 7- Physical &
Chemical
Changes
 8- Determining
Solubility
 9- Relating
Solubility &
Temp
www.scilinks.org web code: ccn1022, ccn-9- Relating Solubility
& Temp
Assessments
Lab results
Page 2 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Conservation of Energy
Essential Learning
#
SB2
Students develop an
understanding that energy
appears in different forms,
can be transformed from one
form to another, can be
transferred or moved from
one place or system to
another, may be unavailable
for use, and is ultimately
conserved.
SB2.1
Components
Investigate and analyze storage of energy
o kinetic energy
o potential energies:
gravitational, chemical,
electrical, elastic, nuclear
o thermal energy
•
Suggested
Activities
Heat samples of various
metals (copper, aluminum,
lead, iron) of the same mass
to the same temperature.
Place in a specific measured
volume of water and measure
the temperature change of the
water.
Assessments
Lab Results
www.phschool.com web code:
ccd-2150, cce-1094
www.scilinks.org web codes:
ccn-1094, ccn-2151, ccn-2161
Discovery Channel Videotapes:
Physics of Fun
Investigate and analyze transfer of energy by
work:
o Force
o Distance
Fill a plastic soda bottle 1/2 full
of sand. Take the temperature of
the sand. Take turns shaking the
bottle vigorously for 10 minutes.
Take the temperature of the sand
again.
Lab Results
www.scilinks.org web code: ccn2121, 2111, 2141
Discovery Channel Videotapes:
Air Forces
Updated December 26, 2012
VHS Science Curriculum, Page 5
Page 3 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Conservation of Energy
Essential Learning
#
Components
SB2.2
Investigate and analyze transfer of energy by
heating:
o Thermal energy flows from a
higher to a lower temperature
o Energy will not
spontaneously flow from a
lower temperature to a higher
temperature.
o It is impossible to build a
machine that does nothing but
convert thermal energy into
useful work.
Suggested
Activities
Apply the concepts of heat
transfer to Alaskan dwellings
(conduction, convection,
radiation) by creating a sketch
showing the movement of energy
Prentice Hall Exploring Physical
Science Labs:
o 43- Investigating
Heat Transfer
o 44- Heat of
Combustion of a
Candle
o 45- Specific Heat
Assessments
Lab Results
www.phschool.com web code:
cce-2163
www.scilinks.org web codes:
ccn-2162, 2161
Discovery Channel Videotapes:
Powered by the Sun
Updated December 26, 2012
VHS Science Curriculum, Page 6
Page 4 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Conservation of Energy
Essential Learning
#
Components
Investigate and analyze the transfer of energy
by waves:
o General characteristics of
waves: amplitude, frequency,
period, wavelength, and
velocity of propagation.
o Mechanical waves.
o Sound waves
o Electromagnetic waves
(radiation)
Suggested
Activities
Prentice Hall Exploring Physical
Science Labs:
o 55- Waves and Wave
Motions
o 56- Determining the
Speed of Sound
o 57- Getting the Most
from the Sun
o 58- Plane Mirror
Images
o 59- Refraction of
Light
o 60- Observing
Refraction of Light
o 61- Constructing a
Pinhole Viewer and
Periscope
Assessments
Lab Results
www.scilinks.org web codes:
ccn-3225, 2172, 2181, 2171,
2173,2182, 2184
www.phschool.com web codes:
cce-2174, 2185
Discovery Channel Videotapes:
Noise!
Investigate and analyze the nature of static
electricity and the conservation of electrical
charge:
Updated December 26, 2012
VHS Science Curriculum, Page 7
Prentice Hall Exploring Physical
Science Labs:
o 48-Conductors and
Lab Results
Page 5 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Conservation of Energy
Essential Learning
#
Components
o
o
o
Positive and negative charges
Opposite charges attract and
like repel
Analyze the electrical
charging of objects due to the
transfer of charge.
Investigate and analyze direct current
electrical circuits:
o Ohm’s law
o Series circuits
o Parallel circuits
Investigate and analyze magnetism and the
practical applications of the characteristics of
magnets:
o Permanent magnets
o Electromagnetism
o Movement of electrical
charges
Updated December 26, 2012
VHS Science Curriculum, Page 8
Suggested
Activities
Insulators
o 49-Building Electric
Circuits
o 50-Properies of
Magnets and
Magnetic Fields
Assessments
51-Studying Electromagnetic
Induction
Inquiry lab- have students build an electromagnet
with a low voltage dry-cell battery, various insulated
wires, and various sizes of iron nails. Students
should experiment with the set up to see what factors
affect the strength of the electromagnet
www.scilinks.org web code: ccn2203
www.phschool.com web code:
ccd-2210
www.scilinks.org web codes:
ccn-2212, 2213
Discovery Channel Videotapes:
Magnetic Viewpoints
Page 6 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Interactions Between Matter and Energy
Essential Learning
SB3
Students develop an
understanding of the
interactions between matter
and energy, including
physical, chemical, and
nuclear changes, and the
effects of these interactions
on physical systems.
#
SB3.1
Components
Analyze the periodic trends in the physical and
chemical properties of elements.
o Groups
o Periods
Investigate and analyze the formation and
nomenclature of simple inorganic compounds.
o Ionic bonds-including
Oxidation numbers
o Covalent bonds
o Metallic bonds
Recognize that a chemical reaction has taken
place, identify the reactants and products of the
chemical reactions, and balance simple
equations of various types:
o Single replacement
o Double replacement
o Decomposition
o Synthesis
Updated December 26, 2012
VHS Science Curriculum, Page 9
Suggested
Activities
Prentice Hall Exploring Physical
Sci Labs:
o 23- Testing
Unknown
Substances
Using Acid-Base
Indicators
o 24- Testing
Commercial
Antacids
o 25- Acids and
Bases form
Home
o
o
Assessments
Lab Results
16- The Law of
Definite
Composition
17- Comparing
Covalent and
Ionic
Compounds
Have students predict how an
atom can interact with other
atoms based on its electron
configuration and verify the
results
Page 7 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Interactions Between Matter and Energy
Essential Learning
#
Components
Investigate organic chemistry
o Petrochemical technology
Suggested
Activities
Prentice Hall Exploring Physical
Sci Labs:
o 18- Chemical
Synthesis
o 19- Chemical
Decomposition
o 20- SingleReplacement
Reactions
o 21- DoubleReplacement
Reactions
o 22-Comparing
Reaction Rate
and Catalysts
Assessments
Lab Results
Alyeska/SERVS Guest Speaker
PetroStar Refinery
Prentice Hall Exploring Physical
Science labs:
o 26- Fractional
Distillation
o 27- Tensile
Strength of
Natural and
Synthetic
Polymers
SB3.2
Updated December 26, 2012
Lab Results
Measure and analyze the indicators of chemical
change including:
VHS Science Curriculum, Page 10
Page 8 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Interactions Between Matter and Energy
Essential Learning
#
Components
o
o
o
Suggested
Activities
Assessments
Development of a gas
Formation of a precipitate
Release/absorption of energy
(heat or light)
Explain that in chemical and nuclear reactions,
energy is transferred into and out of a system.
o heat
o light
o mechanical
o electricity
Updated December 26, 2012
Investigate and analyze the properties and
composition of solutions:
o Solubility curves
o Concentration
o Polarity
o pH scale
o Electrical conductivity
Prentice Hall Physical Science
Labs:
o 9- Relating
Solubility and
Temperature
o 10- Elements,
Mixtures, and
Compounds
Describe and explain radioactivity and its
practical application as an alternative energy
source:
o Alpha, beta, and gamma decay
o Fission
o Fusion
Conduct research that explains
that in nuclear reactions a small
amount of matter is converted
directly into a huge amount of
energy
(i.e. E=MC2)
VHS Science Curriculum, Page 11
Lab Results
Page 9 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Interactions Between Matter and Energy
Essential Learning
#
Components
o
Suggested
Activities
Assessments
Nuclear waste
Create a report for local
authorities highlighting the pros
and cons (i.e. economic,
personal, and scientific factors)
of long-term storage of
radioactive waste materials, or
the use of nuclear energy in
Alaska as a viable alternative.
State that atoms may have unstable nuclei and
decay radioactively emitting particles and
wave-like radiation.
Updated December 26, 2012
VHS Science Curriculum, Page 12
Prentice Hall Physical Science
Lab:
o 28-Half-Life of a
Capacitor
Page 10 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Motions and Forces
Essential Learning
SB4
#
SB4.1
Components
Explain the relationship of motion to an
object’s mass and the applied force.
•
Students develop an
understanding of motions,
forces, their characteristics
and relationships, and natural
forces and their effects.
•
Suggested
Activities
Students should design and
conduct an experiment to
demonstrate that when one
thing exerts a force on
another, an equal amount of
force is exerted back on it.
Prentice Hall Exploring
Physical Science Labs:
o 29- Analyzing
Motion
o 30- Calculating
Acceleration
o 31- Construction and
Use of an
Accelerometer
o
o
o
o
o
Updated December 26, 2012
VHS Science Curriculum, Page 13
Assessments
Lab Results
37- Can You Work
More Efficiently
38- The Inclined
Plane
39- Simple
Machines- Levers
40- Pulleys As
Simple Machines
41- Investigating
Factors Affecting a
Pendulum
Page 11 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Motions and Forces
Essential Learning
#
Suggested
Activities
Components
Assessments
Recognize that when one thing exerts a force
on another, an equal amount of force is
exerted back on it.
Describe and give examples of simple
machines and explain the advantages of using
them in everyday life.
SB4.2
Recognize that the gravitational attraction
between objects is proportional to their
masses and decreasing with their distance.
•
Updated December 26, 2012
Explain that different kinds of materials
respond to electric and magnetic forces:
o conductors
o insulators
o magnetic materials
o non-magnetic materials
VHS Science Curriculum, Page 14
32- Investigating
Friction
o 33- Determining
Acceleration Due to
Gravity
o 34- Weight and the
Force of Gravity
o 35- Finding the
Center of Gravity
o 36- Relating
Archimedes’
Principle of
Buoyancy
Students should design and
conduct an experiment to explore
the relationship between
magnetic forces and electric
forces to show that they can be
thought of as different aspects of
a single electromagnetic force:
(e.g., generators and motors)
o Build a Motor Lab
o
Lab Results
Page 12 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Motions and Forces
Essential Learning
#
SB4.3
Updated December 26, 2012
Components
Describe the interactions of waves:
o reflection
o refraction
o wave addition
VHS Science Curriculum, Page 15
Suggested
Activities
Prentice Hall Exploring Physical
Science Labs:
o 55- Waves and Wave
Motions
o 56- Determining the
Speed of Sound
o 57- Getting the Most
from the Sun
o 58- Plane Mirror
Images
o 59- Refraction of
Light
o 60- Observing
Refraction of Light
o 61- Constructing a
Pinhole Viewer and a
Periscope
Assessments
Lab results
Page 13 of 13
VCS Curriculum
Course: Honors Physical Science
Grade Level: 9-12
Topic: Overview
Honors courses go deeper and explore more than the average science course in preparation for more
advanced courses. Honors Physical Science will follow the general Physical Science curriculum but will
go into greater depth and will have an increased emphasis on writing and long term projects. Instruction
will emphasize laboratory investigations, independent research and analysis. The level of difficulty is
hard. The amount of homework will be approximately five hours per week. Students who elect the
challenges of this course must be strongly motivated and capable of preparing the weekly assignments.
These assignments will include: assigned readings which include one (1) weekly science reading
journal (students can use this as part of their background research for their ASEF or ASHSSS project),
seminar style discussion of material, additional laboratory exercises for each Chapter, a research project,
and presentation of reports/projects. Honors credit is given once all the course requirements are met.
Honors Project
Every Honors Science student is required to complete an honors project. There are three options to
complete this requirement:
1) Participate in the Science Fair (ASEF)
2) Participate in the Science Junior Science Symposium (ASHSSS)
3) Read one Physical Science related book/semester and complete a project associated with it
Option must be chosen by September 1st.
Honors courses are greatly accelerated and students are expected to keep up. This can be easily
accomplished by following several basic steps:



pay attention and stay focused during class
do all assignments and labs, on time, to the best of your ability. In Honors Physical Science "late
work” may be turned in for assessment, but the credit earned is drastically reduced.
keep up with the reading, the vocabulary and pace yourself on your project work.
Extra Credit will be given if more than one project option is chosen and completed.
VHS Science Curriculum, Page 16
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Structure and Properties of Matter
Essential Learning
SB1
Students develop an
understanding of the
characteristic properties of
matter and the relationship of
these properties to their
structure and behavior.
#
SB1.1
Components
Develop an understanding of how scientific
processes have led to the current atomic
theory.
 Dalton
 J.J. Thomson
 Rutherford
 Bohr
Suggested
Activities
Prentice Hall Labs :
 12- Investigating
Rutherford’s Model
of the Atom
 13- Relating
Electrons and
Probability
Assessments
Lab results
www.scilinks.org web code: ccn1041, ccn-1043
Discovery Channel Videotape:
Go for Gold
Use the periodic table to describe atoms and
their base components:
 Protons
 Neutrons
 Electrons
 Atomic mass
 Atomic number
 Isotopes
Predict the properties of an element (e.g.,
reactivity, metal, non-metal) using the
periodic table and verifying the predictions
through experimentation
Updated December 26, 2012
VHS Science Curriculum, Page 17
Building models of atoms,
elements
www.phschool.com web
code:cce-1042
www.scilinks.org web code: ccn1043
Prentice Hall Labs:
 11- Making
Predictions Using
Indirect Evidence
 14- The Alkaline
Earth Elements
 15- Investigating the
Activity Series of the
Metals
Lab results
Page 1 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Structure and Properties of Matter
Essential Learning
#
Components
Identify substances through the investigation
of physical properties
 density
 specific heat
 melting point
 boiling point
Updated December 26, 2012
VHS Science Curriculum, Page 18
Suggested
Activities
Prentice Hall Labs:
 3&4
Determining
Density
 5- Determining
Specific gravity
 6- Investigating
Phase Changes
 7- Physical &
Chemical
Changes
 8- Determining
Solubility
 9- Relating
Solubility &
Temp
www.scilinks.org web code: ccn1022, ccn-9- Relating Solubility
& Temp
Assessments
Lab results
Page 2 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Conservation of Energy
Essential Learning
#
SB2
Students develop an
understanding that energy
appears in different forms,
can be transformed from one
form to another, can be
transferred or moved from
one place or system to
another, may be unavailable
for use, and is ultimately
conserved.
SB2.1
Components
Investigate and analyze storage of energy
o kinetic energy
o potential energies:
gravitational, chemical,
electrical, elastic, nuclear
o thermal energy
•
Suggested
Activities
Heat samples of various
metals (copper, aluminum,
lead, iron) of the same mass
to the same temperature.
Place in a specific measured
volume of water and measure
the temperature change of the
water.
Assessments
Lab Results
www.phschool.com web code:
ccd-2150, cce-1094
www.scilinks.org web codes:
ccn-1094, ccn-2151, ccn-2161
Discovery Channel Videotapes:
Physics of Fun
Investigate and analyze transfer of energy by
work:
o Force
o Distance
Fill a plastic soda bottle 1/2 full
of sand. Take the temperature of
the sand. Take turns shaking the
bottle vigorously for 10 minutes.
Take the temperature of the sand
again.
Lab Results
www.scilinks.org web code: ccn2121, 2111, 2141
Discovery Channel Videotapes:
Air Forces
Updated December 26, 2012
VHS Science Curriculum, Page 19
Page 3 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Conservation of Energy
Essential Learning
#
Components
SB2.2
Investigate and analyze transfer of energy by
heating:
o Thermal energy flows from a
higher to a lower temperature
o Energy will not
spontaneously flow from a
lower temperature to a higher
temperature.
o It is impossible to build a
machine that does nothing but
convert thermal energy into
useful work.
Suggested
Activities
Apply the concepts of heat
transfer to Alaskan dwellings
(conduction, convection,
radiation) by creating a sketch
showing the movement of energy
Prentice Hall Exploring Physical
Science Labs:
o 43- Investigating
Heat Transfer
o 44- Heat of
Combustion of a
Candle
o 45- Specific Heat
Assessments
Lab Results
www.phschool.com web code:
cce-2163
www.scilinks.org web codes:
ccn-2162, 2161
Discovery Channel Videotapes:
Powered by the Sun
Updated December 26, 2012
VHS Science Curriculum, Page 20
Page 4 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Conservation of Energy
Essential Learning
#
Components
Investigate and analyze the transfer of energy
by waves:
o General characteristics of
waves: amplitude, frequency,
period, wavelength, and
velocity of propagation.
o Mechanical waves.
o Sound waves
o Electromagnetic waves
(radiation)
Suggested
Activities
Prentice Hall Exploring Physical
Science Labs:
o 55- Waves and Wave
Motions
o 56- Determining the
Speed of Sound
o 57- Getting the Most
from the Sun
o 58- Plane Mirror
Images
o 59- Refraction of
Light
o 60- Observing
Refraction of Light
o 61- Constructing a
Pinhole Viewer and
Periscope
Assessments
Lab Results
www.scilinks.org web codes:
ccn-3225, 2172, 2181, 2171,
2173,2182, 2184
www.phschool.com web codes:
cce-2174, 2185
Discovery Channel Videotapes:
Noise!
Investigate and analyze the nature of static
electricity and the conservation of electrical
charge:
Updated December 26, 2012
VHS Science Curriculum, Page 21
Prentice Hall Exploring Physical
Science Labs:
o 48-Conductors and
Lab Results
Page 5 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Conservation of Energy
Essential Learning
#
Components
o
o
o
Positive and negative charges
Opposite charges attract and
like repel
Analyze the electrical
charging of objects due to the
transfer of charge.
Investigate and analyze direct current
electrical circuits:
o Ohm’s law
o Series circuits
o Parallel circuits
Investigate and analyze magnetism and the
practical applications of the characteristics of
magnets:
o Permanent magnets
o Electromagnetism
o Movement of electrical
charges
Updated December 26, 2012
VHS Science Curriculum, Page 22
Suggested
Activities
Insulators
o 49-Building Electric
Circuits
o 50-Properies of
Magnets and
Magnetic Fields
Assessments
51-Studying Electromagnetic
Induction
Inquiry lab- have students build an electromagnet
with a low voltage dry-cell battery, various insulated
wires, and various sizes of iron nails. Students
should experiment with the set up to see what factors
affect the strength of the electromagnet
www.scilinks.org web code: ccn2203
www.phschool.com web code:
ccd-2210
www.scilinks.org web codes:
ccn-2212, 2213
Discovery Channel Videotapes:
Magnetic Viewpoints
Page 6 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Interactions Between Matter and Energy
Essential Learning
SB3
Students develop an
understanding of the
interactions between matter
and energy, including
physical, chemical, and
nuclear changes, and the
effects of these interactions
on physical systems.
#
SB3.1
Components
Analyze the periodic trends in the physical and
chemical properties of elements.
o Groups
o Periods
Investigate and analyze the formation and
nomenclature of simple inorganic compounds.
o Ionic bonds-including
Oxidation numbers
o Covalent bonds
o Metallic bonds
Recognize that a chemical reaction has taken
place, identify the reactants and products of the
chemical reactions, and balance simple
equations of various types:
o Single replacement
o Double replacement
o Decomposition
o Synthesis
Updated December 26, 2012
VHS Science Curriculum, Page 23
Suggested
Activities
Prentice Hall Exploring Physical
Sci Labs:
o 23- Testing
Unknown
Substances
Using Acid-Base
Indicators
o 24- Testing
Commercial
Antacids
o 25- Acids and
Bases form
Home
o
o
Assessments
Lab Results
16- The Law of
Definite
Composition
17- Comparing
Covalent and
Ionic
Compounds
Have students predict how an
atom can interact with other
atoms based on its electron
configuration and verify the
results
Page 7 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Interactions Between Matter and Energy
Essential Learning
#
Components
Investigate organic chemistry
o Petrochemical technology
Suggested
Activities
Prentice Hall Exploring Physical
Sci Labs:
o 18- Chemical
Synthesis
o 19- Chemical
Decomposition
o 20- SingleReplacement
Reactions
o 21- DoubleReplacement
Reactions
o 22-Comparing
Reaction Rate
and Catalysts
Assessments
Lab Results
Alyeska/SERVS Guest Speaker
PetroStar Refinery
Prentice Hall Exploring Physical
Science labs:
o 26- Fractional
Distillation
o 27- Tensile
Strength of
Natural and
Synthetic
Polymers
SB3.2
Updated December 26, 2012
Lab Results
Measure and analyze the indicators of chemical
change including:
VHS Science Curriculum, Page 24
Page 8 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Interactions Between Matter and Energy
Essential Learning
#
Components
o
o
o
Suggested
Activities
Assessments
Development of a gas
Formation of a precipitate
Release/absorption of energy
(heat or light)
Explain that in chemical and nuclear reactions,
energy is transferred into and out of a system.
o heat
o light
o mechanical
o electricity
Updated December 26, 2012
Investigate and analyze the properties and
composition of solutions:
o Solubility curves
o Concentration
o Polarity
o pH scale
o Electrical conductivity
Prentice Hall Physical Science
Labs:
o 9- Relating
Solubility and
Temperature
o 10- Elements,
Mixtures, and
Compounds
Describe and explain radioactivity and its
practical application as an alternative energy
source:
o Alpha, beta, and gamma decay
o Fission
o Fusion
Conduct research that explains
that in nuclear reactions a small
amount of matter is converted
directly into a huge amount of
energy
(i.e. E=MC2)
VHS Science Curriculum, Page 25
Lab Results
Page 9 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Interactions Between Matter and Energy
Essential Learning
#
Components
o
Suggested
Activities
Assessments
Nuclear waste
Create a report for local
authorities highlighting the pros
and cons (i.e. economic,
personal, and scientific factors)
of long-term storage of
radioactive waste materials, or
the use of nuclear energy in
Alaska as a viable alternative.
State that atoms may have unstable nuclei and
decay radioactively emitting particles and
wave-like radiation.
Updated December 26, 2012
VHS Science Curriculum, Page 26
Prentice Hall Physical Science
Lab:
o 28-Half-Life of a
Capacitor
Page 10 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Motions and Forces
Essential Learning
SB4
#
SB4.1
Components
Explain the relationship of motion to an
object’s mass and the applied force.
•
Students develop an
understanding of motions,
forces, their characteristics
and relationships, and natural
forces and their effects.
•
Suggested
Activities
Students should design and
conduct an experiment to
demonstrate that when one
thing exerts a force on
another, an equal amount of
force is exerted back on it.
Prentice Hall Exploring
Physical Science Labs:
o 29- Analyzing
Motion
o 30- Calculating
Acceleration
o 31- Construction and
Use of an
Accelerometer
o
o
o
o
o
Updated December 26, 2012
VHS Science Curriculum, Page 27
Assessments
Lab Results
37- Can You Work
More Efficiently
38- The Inclined
Plane
39- Simple
Machines- Levers
40- Pulleys As
Simple Machines
41- Investigating
Factors Affecting a
Pendulum
Page 11 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Motions and Forces
Essential Learning
#
Suggested
Activities
Components
Assessments
Recognize that when one thing exerts a force
on another, an equal amount of force is
exerted back on it.
Describe and give examples of simple
machines and explain the advantages of using
them in everyday life.
SB4.2
Recognize that the gravitational attraction
between objects is proportional to their
masses and decreasing with their distance.
•
Updated December 26, 2012
Explain that different kinds of materials
respond to electric and magnetic forces:
o conductors
o insulators
o magnetic materials
o non-magnetic materials
VHS Science Curriculum, Page 28
32- Investigating
Friction
o 33- Determining
Acceleration Due to
Gravity
o 34- Weight and the
Force of Gravity
o 35- Finding the
Center of Gravity
o 36- Relating
Archimedes’
Principle of
Buoyancy
Students should design and
conduct an experiment to explore
the relationship between
magnetic forces and electric
forces to show that they can be
thought of as different aspects of
a single electromagnetic force:
(e.g., generators and motors)
o Build a Motor Lab
o
Lab Results
Page 12 of 13
VCS Curriculum
Course: Concepts of Physical Science
Grade Level: 9-12 (Physical Science)
Topic: Motions and Forces
Essential Learning
#
SB4.3
Updated December 26, 2012
Components
Describe the interactions of waves:
o reflection
o refraction
o wave addition
VHS Science Curriculum, Page 29
Suggested
Activities
Prentice Hall Exploring Physical
Science Labs:
o 55- Waves and Wave
Motions
o 56- Determining the
Speed of Sound
o 57- Getting the Most
from the Sun
o 58- Plane Mirror
Images
o 59- Refraction of
Light
o 60- Observing
Refraction of Light
o 61- Constructing a
Pinhole Viewer and a
Periscope
Assessments
Lab results
Page 13 of 13
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Cells and Behaviors
Essential Learning
SC2
Students develop an
understanding of the
structure, function,
behavior,
development, life
cycles, and diversity
of living organisms.
#
SC2.2
VCS
Explain that cells have specialized
structures in which chemical reactions
occur.
Develop an understanding of the
physical, chemical, and cellular basis of
life by analyzing the matter-energy
relationships of living and non-living
things.
•
•
•
•
•
•
•
•
Updated December 26, 2012
Suggested
Activities
Components
Review atoms, elements, compounds
Bonding (covalent, ionic, hydrogen
bonds)
Compare/contrast 4 main types of
organic chemicals (protein, carbs, fat,
nucleic acids)
Describe the structure and function of
cell organelles.
Compare prokaryotic vs. eukaryotic
cells
Chemical processes and regulatory
mechanisms
Enzymes
Bioenergetic reactions:
o aerobic respiration
o anaerobic respiration
o photosynthesis
o chemosynthesis
VHS Science Curriculum, Page 30
•
Video “Cells: The Basic
Units of Life”
•
Students should construct
models of common
biological compounds.
•
Comparing Cells Lab
•
Diffusion/Osmosis lab with
dialysis tubing
Assessments
Teacher
generated
formative and
summative
quizzes and tests
generated with
Prentice Hall
Biology
Examview
Lab Reports
•
Rate of diffusion
experiments with potato and
potassium iodide crystals.
•
www.cellsalive.com
program for study of:
o cell structure &
function
o build a cell virtual
model
o compare plant,
animal, bacteria
cells
o types of human cells
(fat, muscle, cardiac,
Online quizzes
Page 1 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Cells and Behaviors
Essential Learning
#
Suggested
Activities
Components
Assessments
etc.)
•
A Delicate Balance Case
Study
http://science.education.nih.
gov/supplements/nih4/energ
y/guide/lesson3.htm
Presentation of
Case study
Weak in the Knees Case Study
SC2.2 +
VCS
.
Updated December 26, 2012
Describe the learned behaviors that are
utilized by living organisms to meet the
requirements of life.
• Classical conditioning
• Imprinting
• Trial and error
• Biological clocks
VHS Science Curriculum, Page 31
•
DVD Clockwork Genes:
Discoveries in Biological
Time- contains 4 lectures on
biological clocks.
•
Sleep, Sleep Disorders, and
Biological Rhythms NIH
Curriculum Case Study
Presentation of
Case study
Page 2 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Change over Time
Essential Learning
#
SC1
SC1.1
Students develop an
understanding of how
science explains changes
in life forms over time,
including genetics,
VCS
heredity, the process of
natural selection, and
biological evolution.
Suggested
Activities
Components
•
Recognize that all organisms have •
chromosomes made of DNA and •
that DNA determines traits.
•
Analyze the molecular basis of
heredity and relate the structure
of DNA to characteristics of an
organism.
o DNA Replication
o Protein synthesis (transcription,
•
•
translation, mutation)
o Gene regulation
•
DNA Model Kits
www.dnai.org/index.html
DNA BioInteractive site
DNA Transcription &
Translation Model Kits
http://www.pbs.org/wgbh/aso/tr
yit/dna/index.html PBS has an
interactive tutorial for
replication and protein
synthesis.
Online DNA Structure &
Replication tutorial
http://www.phschool.com/scien
ce/biology_place/biocoach/dnar
ep/intro.html
Assessments
Written lab
reports or
illustrations.
Prentice Hall
Biology
Textbook and
online
assessments
• Mutation Lab
• DVD-A Ghost in your Genes
http://www.pbs.org/wgbh/nova/gen
es/
VCS
•
Compare and contrast the
characteristics of asexual and
sexual reproduction.
o
o
Updated December 26, 2012
Mitosis
Meiosis
VHS Science Curriculum, Page 32
•
Mitosis/Meiosis Onion Root tip
microscope slides
•
Use or create models that allow
Page 3 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Change over Time
Essential Learning
#
Suggested
Activities
Components
Assessments
students to manipulate
structures within a cell to
demonstrate mitosis & meiosis
SC1.2 +
VCS
•
Use probabilities to interpret and
predict patterns of inheritance
(e.g. Punnett Squares).
o
o
o
o
o
o
o
Dominant, recessive and
intermediate
Multiple alleles and blood types
Polygenic inheritance
Sex-linked traits
Independent Assortment
Test cross
Pedigrees
•
•
•
Online Genetics of Organisms
Lab tutorial
http://www.phschool.com/scien
ce/biology_place/labbench/lab7
/intro.html
•
Test crosses with plants or fruit
flies (Virtual Fly lab at:
http://www.hhmi.org/biointerac
tive/vlabs/transgenic_fly/index.
html)
•
Blood typing- simulated or real
with parental permission.
•
Virtual Transgenic Fly Lab and
.
SC1.3 +
VCS
Updated December 26, 2012
Examine issues related to
genetics:
o Assess the application of
VHS Science Curriculum, Page 33
Solve genetic story problems
and analyze pedigrees
http://www.phschool.com/scien
ce/biology_place/biocoach/inhe
ritance/intro.html
Teacher
generated
formative
quizzes and
Prentice Hall
Biology quizzes
and tests
Virtual Lab quiz
Page 4 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Change over Time
Essential Learning
#
Suggested
Activities
Components
o
DNA technology to
forensics, medicine, and
agriculture.
Analyze and explain the
role of genetics and
environment in health and
disease.
•
•
•
•
•
•
Updated December 26, 2012
Explain how the processes of
natural selection can cause
speciation and extinction.
VHS Science Curriculum, Page 34
•
Genomics at
www.hhmi.org/biointeractive/
“Who Dunnit?” Forensics Unit
The Genes we Share with
Yeast, Flies, Worms, and Mice.
hhmi.org 2001 publication
Genetics of Parenthood
Research Project (formerly
called “Making a Baby”
Project).
CD-Rom “BiotechnologyPlants, Animals, &
Environment- has lessons and
power-point
www.genetests.org or
www.cdc.gov/genetics/ have
links to information on many
disorders.
Assessments
Teacher
generated
formative
quizzes and
Prentice Hall
Biology quizzes
and tests
NOVA’s What Darwin Never
Knew video & related links
found online at:
http://www.pbs.org/wgbh/nova/
evolution/darwin-neverknew.html
Page 5 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Change over Time
Essential Learning
#
Suggested
Activities
Components
•
•
Research how the processes of
natural selection cause changes in
species over time.
•
Infer evolutionary pathways from
evidence:
o Development of the
theory
o Origin and history of life
o Fossil and biochemical
evidence
o Mechanisms of evolution
o Applications (pesticide
and antibiotic resistance)
•
•
www.mnh.si.edu/anthro/human
origins/ The Smithsonian
Institution’s Human Origins
Program explores the fossil
record left by early humans.
•
www.pbs.org/wgbh/nova/link/e
volution.html
Evolution in Action computer
simulation game
•
•
Updated December 26, 2012
VHS Science Curriculum, Page 35
Simulations of
selection/reproduction over
several generations. Some good
computer simulations are:
www.indiana.edu/~ensiweb/less
ons/ns.chips.html
Assessments
Teacher
generated
formative
quizzes and
Prentice Hall
Biology quizzes
and tests
Discovery Channel Videos:
Walking with Cavemen,
Walking with Prehistoric
Beasts, and A&E’s APEMAN
series of 4 programs:
The Human Puzzle, Giant
Strides, All in the Mind, and
Science and Fiction.
Page 6 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Inquiry and Process Skills (SA)
Essential Learning
#
Suggested
Activities
Assessments
EVERY ACTIVITY DONE IN SCIENCE
SHOULD HAVE THESE PROCESSES
EMBEDDED.
SA1
Students develop an
understanding of the
processes of science
used to investigate
problems, design and
conduct repeatable
scientific investigations,
and defend scientific
arguments.
Components
SA1.1 +
VCS
Updated December 26, 2012
Develop an understanding of the processes of Problem and Hypothesis based
science by learning how to use the scientific
learning activities found on:
method to solve biological problems.
• STEM Student Research
• Ask questions about experiences and
Handbook projects
their surroundings.
• Ecology Unit-Study Plot
• Observe their environment and
Project
notice details.
• PASCO SPARK Labs• Describe in understandable detail
inquiry based
different objects and phenomena.
• Make predictions based on prior
knowledge.
• Select and accurately using
appropriate metric measurements
tools.
• Apply generalizations to items by
noticing similarities and differences.
• Classify items into logical organized
groupings
• Analyze data
• Develop models
• Make logical inferences
• Effectively communicate findings
and ideas to others.
VHS Science Curriculum, Page 36
Science
Process Skills
Pre & Post Test
Written lab
reports or
illustrations.
Journal of field
experiences.
Page 7 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Inquiry and Process Skills (SA)
Essential Learning
#
SA1.2
SA1 cont.
Components
Design and conduct scientific
investigations to answer questions about
the biological world by:
•
•
•
•
•
•
•
•
•
•
•
•
Review pertinent literature
Creating testable hypotheses
Control experimental variables
Use a control or comparison
group when appropriate.
Make qualitative and quantitative
observations.
Collect and record data
Organize data into charts and
graphs
Analyze data statistically (i.e.
mean, median, mode)
Use this information to
communicate conclusions.
Compare results to others
Suggest further experimentation
Apply conclusion to other
problems
Suggested
Activities
Hands-on based learning labs and
investigations either found or
developed by the instructor or
developed by the student.
• Prentice Hall Biology
Laboratory Investigations.
www.alaskasciencefair.org/
 Science Fair Experiments
and projects Science Fair
Experiments and projects.
 Alaska State High School
Science Symposium
www.uaf.edu/cnsm/ashsss/
Assessments
Lab Reports
Labstract
Research Project
GLOBE
protocol
assessments
http://classic.glo
be.gov/fsl/html/t
empl.cgi?for_tea
chers&lang=en
Recognize and analyze multiple explanations
and models, use this information to revise
their own explanation or model if necessary.
Updated December 26, 2012
VHS Science Curriculum, Page 37
Page 8 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Inquiry and Process Skills (SA)
Essential Learning
#
•
VCS
SA2
Students develop an
understanding that the
processes of science
require integrity, logical
reasoning, skepticism,
openness,
communication, and
peer review.
SA3
Students demonstrate an
understanding that
interactions with the
environment provide an
SA 2.1
+ VCS
SA3.1
Updated December 26, 2012
Suggested
Activities
Components
Use the environmental decisionmaking model to handle local, state,
and world issues.
Decision-Making Model Lab
Presentation
Apply safety procedures in the laboratory
and in field studies:
• recognize and avoid potential
hazards.
• safely manipulate materials and
equipment needed for scientific
investigations.
•
Evaluate the credibility of cited sources
when conducting scientific investigation.
• Appropriate sample size
• Adequacy of experimental controls
• Replication of findings.
• Alternative interpretations of the
data.
•
Conduct research and communicate results
as a part of a management strategy to solve a
local environmental problem (e.g. fish and
VHS Science Curriculum, Page 38
Assessments
Lab Report
•
•
•
Science Safety Laboratory
Skills Checkup activities
Science Safety Contract
STEM Student Research
Projects
Science Fair Experiments and
projects.
http://www.alaskasciencefair.o
rg/
Alaska State High School
Science Symposium
http://www.uaf.edu/cnsm/ashs
ss/
Porcupine Lot- mapping &
surveying plants and invasive
species to help drive development
Safety skills
quiz.
Public
presentation and
evaluation of
research.
Research Report
Study Plot
project Report
Page 9 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Inquiry and Process Skills (SA)
Essential Learning
opportunity for
understanding scientific
concepts.
Updated December 26, 2012
#
Components
game management, building permits, mineral
rights, land use policies).
Suggested
Activities
Assessments
plans for the City of Valdez.
Port salinity monitoring
VHS Science Curriculum, Page 39
Page 10 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Science, Technology, and Society
Essential Learning
#
Suggested
Activities
Components
•
SE1
Students develop
an understanding
of how scientific
knowledge and
technology are
used in making
decisions about
issues,
innovations, and
responses to
problems and
everyday events.
SE1.1
Demonstrate an understanding of how to
integrate scientific knowledge and
technology to address problems by:
• Identifying that progress in science
and invention depends heavily on
what else is happening in society.
•
SE2.1
Updated December 26, 2012
Research how social, economic, and
political forces strongly influence
which technology will be developed
and used.
Demonstrate an understanding that solving
problems involves different ways of
thinking by:
• Questioning, researching, modeling,
simulating, and testing multiple
solutions to a problem.
VHS Science Curriculum, Page 40
•
•
Videos Cool It! http://coolitthemovie.com/
or HEAT
http://www.pbs.org/wgbh/page
s/frontline/heat/
and discuss what effects high
oil prices will have on the
government’s desire to develop
and use more alternative
energy sources.
Select and analyze information
from various sources,
including electronic and print
resources, community
resources, and personally
collected data to answer
questions being investigated.
i.e. Investigate the impact of
genetic engineering of crops
on global and local food
production, and populations?
http://www.pbs.org/wgbh/page
s/frontline/teach/categories/hea
lth.html
Assessments
Responses to
writing prompts
Teacher
generated
formative and
summative
assessments
using
ExamView
software
Student research
report and
presentation
Page 11 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Science, Technology, and Society
Essential Learning
#
SE3.1
Suggested
Activities
Components
Demonstrate an understanding of how
scientific discoveries and technological
innovations affect our lives and society by:
Researching a current problem, identifying
possible solutions, and evaluating the
impact of each solution.
•
•
Assessments
Lab Report
Students should use the
Decision-making model to
decide which plan of action the
city should use to develop
Mineral Creek State Park.
Plan and conduct practical
tests to solve local problems:
 water quality
 air quality
 invasive plants
Environmental
Inquiry Research
Project
.
Updated December 26, 2012
VHS Science Curriculum, Page 41
Page 12 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Interrelationships (SF)
Essential Learning
#
Suggested
Activities
Components
Assessments
SF
Students develop an
understanding of
dynamic relationships
among scientific,
cultural, social, and
personal perspectives.
[10]
SF1.1 3.1
•
Analyze the competition for
resources by various user groups
to describe these
interrelationships.
[11]
SF1.1 3.1
•
Investigate the influence of
societal and/or cultural beliefs on
science and personal choices.
VCS
•
Become aware of careers in
science.
Identify what resources, associated
with the field of biology, different
user groups compete for. Then
discuss the relationship of this
competition. (i.e., fisheries, fur,
hunting, etc.)
• AK Native Science
Curriculum Activities
•
Lab Report
Decision-Making Model
Activity
Explore biology related careers and
possible reasons why different
sexes and nationalities tend to
choose to go into such careers.
Invite guest speakers and do
internet searches on careers of
interest.
Updated December 26, 2012
VHS Science Curriculum, Page 42
Page 13 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: History and Nature of Science (SG)
Essential Learning
SG
#
SG1.1
•
Demonstrate an understanding of
changes in historical perspectives
of science by identifying and
describing how historical
perspectives of science (i.e.
cultural, political, religious,
philosophical) have impacted the
advancement of science.
•
Students should explore
original writing by and
about scientists such as
Mendel, Watson and Crick,
Rosalind Franklin, Carolus
Linneaus, Charles Darwin,
Rachel Carson, Jane
Goodall, etc.
•
Understand that scientific
knowledge changes over time,
building on prior knowledge.
•
Weekly reading and
reflection of a current
Science news article.
•
Demonstrate an understanding of
the bases of the advancement of
scientific knowledge by:
•
Hands-on based learning
labs and investigations
either found or developed
by the instructor or
developed by the student.
o Science Fair
Experiments and
Projects
o Alaska State High
School Science
Symposium
Students develop an
understanding of the
history and nature of
science.
SG 2.1
o
o
•
Updated December 26, 2012
Suggested
Activities
Components
Using an account of an event to
recognize the processes of
science used by historically
significant scientists (e.g.,
Goodall, Watson & Crick,
Newton)
Describing the importance of
logical arguments (e.g.
Einstein, Hawking, Newton)
Develop an understanding that the
advancement of scientific
knowledge embraces innovation
VHS Science Curriculum, Page 43
Assessments
Page 14 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: History and Nature of Science (SG)
Essential Learning
#
and requires empirical evidence,
repeatable investigations, logical
arguments, and critical review in
striving for the best possible
explanations of the natural world.
SG3.1
•
Develop an understanding that
scientific knowledge is ongoing
and subject to change as new
evidence becomes available
through experimental and/or
observational confirmation(s).
•
Use experimental or
observational data to evaluate a
hypothesis.
.
SG4.1
Updated December 26, 2012
Suggested
Activities
Components
•
Investigate instances when
scientists’ observations
were not in accord with
prevailing ideas of the time.
Assessments
Written or oral
report
Video “What Darwin Never Knew”
Various Teacher & Student generated
inquiry labs using PASCO SparkVue
Lab Report
Demonstrate an understanding that
Video/DVD “Search for Solutions”
advancements in science depend on
and related activities.
curiosity, creativity, imagination, and a
broad knowledge base by recognizing the
role of these factors on scientific
advancements.
VHS Science Curriculum, Page 44
Page 15 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Transfer and Transformation of Matter & Energy (SC3)
Essential Learning
SC3
#
SC3.1
Students develop an
understanding that all
organisms are linked
to each other and their
physical environments
through the transfer
and transformation of
matter and energy.
Updated December 26, 2012
Suggested
Activities
Components
•
•
Describe the carbon and nitrogen
cycle within an ecosystem and
how the continual input of energy
from sunlight keeps the process
going.
Relate the carbon cycle to global
climate change.
VHS Science Curriculum, Page 45
•
•
www.epa.gov.surf3/ The
EPA “Surf Your
Watershed” site with
information on watershed
indicators including
nitrogen runoff.
Assessments
Cycles of Matter
skit/song/rap
Alaska: Ground
Zero for Global
Warming
Ground Zero for
Solutions Project
Alaska Global Warming ppt
http://www.alaskaconservati
onsolutions.org/acs/presenta
Teacher
tions.html
•
Hot Times in Alaska
Scientific American
Frontiers videos
http://www.pbs.org/saf/140
4/index.html
•
NOVA Video “Warnings
from the Ice”
•
www.epa.gov/globalwarmin
g/index.html has educator’s
page with links to other
resources.
generated
formative
assessments
using Prentice
Hall Biology
ExamView
software
Page 16 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Transfer and Transformation of Matter & Energy (SC3)
Essential Learning
#
SC3.2
•
•
Updated December 26, 2012
Suggested
Activities
Components
Explore ecological relationships:
o abiotic factors & biomes
o abiotic and biotic
interaction
o niche
o feeding relationships
o symbiotic relationships
•
Analyze the potential impacts of
changes within an ecosystem.
(e.g., habitat loss/gain, climate
change, human activities,
cataclysms)
•
VHS Science Curriculum, Page 46
•
•
•
•
Assessments
Ecosystem Partner Card
activity
AK Food Web Project
Project Wild activities
Exploring Microclimates
SPARKLab
Study Plot Project- look for
symbiotic fungus living
among various species of
plants.
Biome
poster/powerpoint project
(world or AK
biomes)
Show students Green Crab
& Mitten Crab Invasion
video and have students
discuss possible impacts on
our local environment
should these non-native
species make it here.
Invasive Species
reports
•
Ocean Acidification video
and activities
http://www.nrdc.org/oceans/
acidification/aboutthefilm.a
sp
•
Acid Rain and Organism
and pH SPARKlabs
Lab Report
Teacher
generated
formative
assessments
using Prentice
Hall Biology
ExamView
software
Lab Reports
Page 17 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Transfer and Transformation of Matter & Energy (SC3)
Essential Learning
#
SC3.3
•
Identify dynamic factors that
affect population size:
o carrying capacity
o limiting factors (density
o
o
o
Updated December 26, 2012
Suggested
Activities
Components
dependent and density
independent)
biodiversity
productivity
succession
VHS Science Curriculum, Page 47
•
•
Kaibab Lab
AK Fire Ecology and other
AK Ecology resources.
http://www.adfg.alaska.gov/
index.cfm?adfg=curricula.a
wc
•
Videos: Yellowstone
Aflame or Yellowstone-The
Unfinished Song- both
videos document the forest
fires of 1988.
•
HotSpots- Biodiversity
video
Assessments
Teacher
generated
formative
assessments
using Prentice
Hall Biology
ExamView
software
Page 18 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Unity and Diversity of Life (SC2)
Essential Learning
#
SC2
VCS
Students develop an
understanding of the
structure, function,
behavior,
development, life
cycles, and diversity
of living organisms.
VCS
SC2.1
Updated December 26, 2012
Suggested
Activities
Components
Relate the variety of living organisms to
their evolutionary relationships.
• DNA Analysis
• Biochemical analysis
• Evo devo
Activities that allow students to
compare organism relationships
such as those indicated by DNA or
protein sequence analysis. (Bio-Rad
Protein Profiler Lab)
Classify organisms according to
currently accepted systems.
Video “What Darwin Never Knew”
online website resources
http://www.pbs.org/wgbh/nova/evol
ution/darwin-never-knew.html
Describe and compare the
characteristics of phyla/divisions from
each kingdom (domain).
• 6 “Kingdom” system revised to
incorporate the main 3 Domains
• Distinguishing characteristics of
o Animals
 Chordata
 Arthropoda
 Echinodermata
 Annelida
 Mollusca
 Cnidaria
 Porifera
o Plants
Encyclopedia of Life http://eol.org
Activities that require students to
create and utilize a dichotomous
key. (Glencoe Shark Classification
Lab)
Assessments
Lab Report
Individual report
Teacher
generated
formative and
summative
assessments
using Prentice
Hall Biology
ExamView
software
Video- NOVA “Creature of the
Deep”- story of M.Courtney
Lattimer Go to
http://www.pbs.org/wgbh/nova/teac
hers/activities/3003_fish.html
Video- “Life at the Edge of the
VHS Science Curriculum, Page 48
Page 19 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Unity and Diversity of Life (SC2)
Essential Learning
#
•
•
.
SC2.4
Suggested
Activities
Components
 Mosses
 Ferns
 Gymnosperms
 Angiosperms
o Fungi
o Protists- shifting
definition
o Monera (archaebacteria,
eubacteria).
Compare and contrast viruses to
living organisms
binomial nomenclature and
contribution made by Carolus
Linneaus.
Videos “The Secret Lives of Plants”
Plant identification as part of
Environmental Inquiry Research
Project
Invasive Species
Report
Describe the structure–function
relationship (i.e. joints, lungs).
•
Trace the pathways of the digestive,
circulatory, and excretory systems.
SC2.3
SC2.3
Updated December 26, 2012
State the function of major
physiological systems (i.e. circulatory,
excretory, digestive, respiratory,
reproductive, nervous, immune,
endocrine, musculoskeletal, and
integumentary).
Assessments
Sea”- good invertebrate (porifera,
cnidaria, crustaceans)
Real or virtual
study/dissections of a
mammal
o fetal pig or rat
As students are studying/dissecting
various invertebrates and
vertebrates, they should compare the
various physiological systems used
by organisms to sustain life. (i.e.symmetry, support system,
VHS Science Curriculum, Page 49
Mammal
Dissection Lab
Report
Teacher
generated
formative and
summative
assessments
using Prentice
Hall Biology
ExamView
Page 20 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Unity and Diversity of Life (SC2)
Essential Learning
#
Suggested
Activities
Components
cont.
Explain the functions of organs of major
systems (i.e. respiratory, digestive,
circulatory, reproductive, nervous,
musculoskeletal, and excretory).
Describe the functions and
interdependencies of the organs within
the immune system and within the
endocrine system.
circulatory system, nervous system,
digestive system, method of food
capture, excretion, method of
reproduction and locomotion).
o Tracing these pathways is a
requirement of all the
dissection labs.
ADAM Essentials CD-Rom High
School Suite- contains “The Inside
Story”- a multimedia intro to the
human body plus internet access to
important health and medical sites
Also contains: Life’s
Greatest Mysteries, Nine
Month Miracle,
Cardiovascular Module.
Assessments
software
Quizmeistertest knowledge
of all 12
systems.
Teacher
generated
formative and
summative
assessments
using Prentice
Hall Biology
ExamView
software
NIH Curriculum- Emerging and ReEmerging Infectious Diseases
lessons.
http://science.education.nih.gov/cust
omers.nsf/HSDiseases.htm
Bio-Rad’s ELISA Immunology Lab
Updated December 26, 2012
VHS Science Curriculum, Page 50
Lab Report
Page 21 of 21
VCS Curriculum
Course: Honors Biology
Grade Level: 10-12
Topic: Overview
Honors courses go deeper and explore more than the average science course in preparation for more
advanced courses. Honors Biology will follow the general Biology curriculum but will go into greater
depth and will have an increased emphasis on writing and long term projects. Instruction will emphasize
laboratory investigations, independent research and analysis. The level of difficulty is hard. The amount
of homework will be approximately five hours per week. Students who elect the challenges of this course
must be strongly motivated and capable of preparing the weekly assignments. These assignments will
include: assigned readings which include two (2) weekly science reading journals (students can use this
as part of their background research for their ASEF or ASHSSS project), seminar style discussion of
material, additional laboratory exercises which include the Bio Coach and Bio Lab Activities for each
Chapter, a research project, and presentation of reports/projects. Honors credit is given once all the
course requirements are met.
Honors Project
Every Honors Science student is required to complete an honors project. There are three options to
complete this requirement:
1) Participate in the Science Fair (ASEF)
2) Participate in the Science Junior Science Symposium (ASHSSS)
3) Read one Biology related book per semester and complete a project associated with it
Every Honors Biology student must choose their option by September 1st.
Honors courses are greatly accelerated and students are expected to keep up. This can be easily
accomplished by following several basic steps:
•
•
•
pay attention and stay focused during class
do all assignments and labs, on time, to the best of your ability. In Honors Biology "late work”
may be turned in for assessment, but the credit earned is drastically reduced.
keep up with the reading, the vocabulary and pace yourself on your project work.
Extra Credit will be given if more than one project option is chosen and completed.
VHS Science Curriculum, Page 51
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Cells and Behaviors
Essential Learning
SC2
Students develop an
understanding of the
structure, function,
behavior,
development, life
cycles, and diversity
of living organisms.
#
SC2.2
VCS
Explain that cells have specialized
structures in which chemical reactions
occur.
Develop an understanding of the
physical, chemical, and cellular basis of
life by analyzing the matter-energy
relationships of living and non-living
things.
•
•
•
•
•
•
•
•
Updated December 26, 2012
Suggested
Activities
Components
Review atoms, elements, compounds
Bonding (covalent, ionic, hydrogen
bonds)
Compare/contrast 4 main types of
organic chemicals (protein, carbs, fat,
nucleic acids)
Describe the structure and function of
cell organelles.
Compare prokaryotic vs. eukaryotic
cells
Chemical processes and regulatory
mechanisms
Enzymes
Bioenergetic reactions:
o aerobic respiration
o anaerobic respiration
o photosynthesis
o chemosynthesis
VHS Science Curriculum, Page 52
•
Video “Cells: The Basic
Units of Life”
•
Students should construct
models of common
biological compounds.
•
Comparing Cells Lab
•
Diffusion/Osmosis lab with
dialysis tubing
Assessments
Teacher
generated
formative and
summative
quizzes and tests
generated with
Prentice Hall
Biology
Examview
Lab Reports
•
Rate of diffusion
experiments with potato and
potassium iodide crystals.
•
www.cellsalive.com
program for study of:
o cell structure &
function
o build a cell virtual
model
o compare plant,
animal, bacteria
cells
o types of human cells
(fat, muscle, cardiac,
Online quizzes
Page 1 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Cells and Behaviors
Essential Learning
#
Suggested
Activities
Components
Assessments
etc.)
•
A Delicate Balance Case
Study
http://science.education.nih.
gov/supplements/nih4/energ
y/guide/lesson3.htm
Presentation of
Case study
Weak in the Knees Case Study
SC2.2 +
VCS
.
Updated December 26, 2012
Describe the learned behaviors that are
utilized by living organisms to meet the
requirements of life.
• Classical conditioning
• Imprinting
• Trial and error
• Biological clocks
VHS Science Curriculum, Page 53
•
DVD Clockwork Genes:
Discoveries in Biological
Time- contains 4 lectures on
biological clocks.
•
Sleep, Sleep Disorders, and
Biological Rhythms NIH
Curriculum Case Study
Presentation of
Case study
Page 2 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Change over Time
Essential Learning
#
SC1
SC1.1
Students develop an
understanding of how
science explains changes
in life forms over time,
including genetics,
VCS
heredity, the process of
natural selection, and
biological evolution.
Suggested
Activities
Components
•
Recognize that all organisms have •
chromosomes made of DNA and •
that DNA determines traits.
•
Analyze the molecular basis of
heredity and relate the structure
of DNA to characteristics of an
organism.
o DNA Replication
o Protein synthesis (transcription,
•
•
translation, mutation)
o Gene regulation
•
DNA Model Kits
www.dnai.org/index.html
DNA BioInteractive site
DNA Transcription &
Translation Model Kits
http://www.pbs.org/wgbh/aso/tr
yit/dna/index.html PBS has an
interactive tutorial for
replication and protein
synthesis.
Online DNA Structure &
Replication tutorial
http://www.phschool.com/scien
ce/biology_place/biocoach/dnar
ep/intro.html
Assessments
Written lab
reports or
illustrations.
Prentice Hall
Biology
Textbook and
online
assessments
• Mutation Lab
• DVD-A Ghost in your Genes
http://www.pbs.org/wgbh/nova/gen
es/
VCS
•
Compare and contrast the
characteristics of asexual and
sexual reproduction.
o
o
Updated December 26, 2012
Mitosis
Meiosis
VHS Science Curriculum, Page 54
•
Mitosis/Meiosis Onion Root tip
microscope slides
•
Use or create models that allow
Page 3 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Change over Time
Essential Learning
#
Suggested
Activities
Components
Assessments
students to manipulate
structures within a cell to
demonstrate mitosis & meiosis
SC1.2 +
VCS
•
Use probabilities to interpret and
predict patterns of inheritance
(e.g. Punnett Squares).
o
o
o
o
o
o
o
Dominant, recessive and
intermediate
Multiple alleles and blood types
Polygenic inheritance
Sex-linked traits
Independent Assortment
Test cross
Pedigrees
•
•
•
Online Genetics of Organisms
Lab tutorial
http://www.phschool.com/scien
ce/biology_place/labbench/lab7
/intro.html
•
Test crosses with plants or fruit
flies (Virtual Fly lab at:
http://www.hhmi.org/biointerac
tive/vlabs/transgenic_fly/index.
html)
•
Blood typing- simulated or real
with parental permission.
•
Virtual Transgenic Fly Lab and
.
SC1.3 +
VCS
Updated December 26, 2012
Examine issues related to
genetics:
o Assess the application of
VHS Science Curriculum, Page 55
Solve genetic story problems
and analyze pedigrees
http://www.phschool.com/scien
ce/biology_place/biocoach/inhe
ritance/intro.html
Teacher
generated
formative
quizzes and
Prentice Hall
Biology quizzes
and tests
Virtual Lab quiz
Page 4 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Change over Time
Essential Learning
#
Suggested
Activities
Components
o
DNA technology to
forensics, medicine, and
agriculture.
Analyze and explain the
role of genetics and
environment in health and
disease.
•
•
•
•
•
•
Updated December 26, 2012
Explain how the processes of
natural selection can cause
speciation and extinction.
VHS Science Curriculum, Page 56
•
Genomics at
www.hhmi.org/biointeractive/
“Who Dunnit?” Forensics Unit
The Genes we Share with
Yeast, Flies, Worms, and Mice.
hhmi.org 2001 publication
Genetics of Parenthood
Research Project (formerly
called “Making a Baby”
Project).
CD-Rom “BiotechnologyPlants, Animals, &
Environment- has lessons and
power-point
www.genetests.org or
www.cdc.gov/genetics/ have
links to information on many
disorders.
Assessments
Teacher
generated
formative
quizzes and
Prentice Hall
Biology quizzes
and tests
NOVA’s What Darwin Never
Knew video & related links
found online at:
http://www.pbs.org/wgbh/nova/
evolution/darwin-neverknew.html
Page 5 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Change over Time
Essential Learning
#
Suggested
Activities
Components
•
•
Research how the processes of
natural selection cause changes in
species over time.
•
Infer evolutionary pathways from
evidence:
o Development of the
theory
o Origin and history of life
o Fossil and biochemical
evidence
o Mechanisms of evolution
o Applications (pesticide
and antibiotic resistance)
•
•
www.mnh.si.edu/anthro/human
origins/ The Smithsonian
Institution’s Human Origins
Program explores the fossil
record left by early humans.
•
www.pbs.org/wgbh/nova/link/e
volution.html
Evolution in Action computer
simulation game
•
•
Updated December 26, 2012
VHS Science Curriculum, Page 57
Simulations of
selection/reproduction over
several generations. Some good
computer simulations are:
www.indiana.edu/~ensiweb/less
ons/ns.chips.html
Assessments
Teacher
generated
formative
quizzes and
Prentice Hall
Biology quizzes
and tests
Discovery Channel Videos:
Walking with Cavemen,
Walking with Prehistoric
Beasts, and A&E’s APEMAN
series of 4 programs:
The Human Puzzle, Giant
Strides, All in the Mind, and
Science and Fiction.
Page 6 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Inquiry and Process Skills (SA)
Essential Learning
#
Suggested
Activities
Assessments
EVERY ACTIVITY DONE IN SCIENCE
SHOULD HAVE THESE PROCESSES
EMBEDDED.
SA1
Students develop an
understanding of the
processes of science
used to investigate
problems, design and
conduct repeatable
scientific investigations,
and defend scientific
arguments.
Components
SA1.1 +
VCS
Updated December 26, 2012
Develop an understanding of the processes of Problem and Hypothesis based
science by learning how to use the scientific
learning activities found on:
method to solve biological problems.
• STEM Student Research
• Ask questions about experiences and
Handbook projects
their surroundings.
• Ecology Unit-Study Plot
• Observe their environment and
Project
notice details.
• PASCO SPARK Labs• Describe in understandable detail
inquiry based
different objects and phenomena.
• Make predictions based on prior
knowledge.
• Select and accurately using
appropriate metric measurements
tools.
• Apply generalizations to items by
noticing similarities and differences.
• Classify items into logical organized
groupings
• Analyze data
• Develop models
• Make logical inferences
• Effectively communicate findings
and ideas to others.
VHS Science Curriculum, Page 58
Science
Process Skills
Pre & Post Test
Written lab
reports or
illustrations.
Journal of field
experiences.
Page 7 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Inquiry and Process Skills (SA)
Essential Learning
#
SA1.2
SA1 cont.
Components
Design and conduct scientific
investigations to answer questions about
the biological world by:
•
•
•
•
•
•
•
•
•
•
•
•
Review pertinent literature
Creating testable hypotheses
Control experimental variables
Use a control or comparison
group when appropriate.
Make qualitative and quantitative
observations.
Collect and record data
Organize data into charts and
graphs
Analyze data statistically (i.e.
mean, median, mode)
Use this information to
communicate conclusions.
Compare results to others
Suggest further experimentation
Apply conclusion to other
problems
Suggested
Activities
Hands-on based learning labs and
investigations either found or
developed by the instructor or
developed by the student.
• Prentice Hall Biology
Laboratory Investigations.
www.alaskasciencefair.org/
 Science Fair Experiments
and projects Science Fair
Experiments and projects.
 Alaska State High School
Science Symposium
www.uaf.edu/cnsm/ashsss/
Assessments
Lab Reports
Labstract
Research Project
GLOBE
protocol
assessments
http://classic.glo
be.gov/fsl/html/t
empl.cgi?for_tea
chers&lang=en
Recognize and analyze multiple explanations
and models, use this information to revise
their own explanation or model if necessary.
Updated December 26, 2012
VHS Science Curriculum, Page 59
Page 8 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Inquiry and Process Skills (SA)
Essential Learning
#
•
VCS
SA2
Students develop an
understanding that the
processes of science
require integrity, logical
reasoning, skepticism,
openness,
communication, and
peer review.
SA3
Students demonstrate an
understanding that
interactions with the
environment provide an
SA 2.1
+ VCS
SA3.1
Updated December 26, 2012
Suggested
Activities
Components
Use the environmental decisionmaking model to handle local, state,
and world issues.
Decision-Making Model Lab
Presentation
Apply safety procedures in the laboratory
and in field studies:
• recognize and avoid potential
hazards.
• safely manipulate materials and
equipment needed for scientific
investigations.
•
Evaluate the credibility of cited sources
when conducting scientific investigation.
• Appropriate sample size
• Adequacy of experimental controls
• Replication of findings.
• Alternative interpretations of the
data.
•
Conduct research and communicate results
as a part of a management strategy to solve a
local environmental problem (e.g. fish and
VHS Science Curriculum, Page 60
Assessments
Lab Report
•
•
•
Science Safety Laboratory
Skills Checkup activities
Science Safety Contract
STEM Student Research
Projects
Science Fair Experiments and
projects.
http://www.alaskasciencefair.o
rg/
Alaska State High School
Science Symposium
http://www.uaf.edu/cnsm/ashs
ss/
Porcupine Lot- mapping &
surveying plants and invasive
species to help drive development
Safety skills
quiz.
Public
presentation and
evaluation of
research.
Research Report
Study Plot
project Report
Page 9 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Inquiry and Process Skills (SA)
Essential Learning
opportunity for
understanding scientific
concepts.
Updated December 26, 2012
#
Components
game management, building permits, mineral
rights, land use policies).
Suggested
Activities
Assessments
plans for the City of Valdez.
Port salinity monitoring
VHS Science Curriculum, Page 61
Page 10 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Science, Technology, and Society
Essential Learning
#
Suggested
Activities
Components
•
SE1
Students develop
an understanding
of how scientific
knowledge and
technology are
used in making
decisions about
issues,
innovations, and
responses to
problems and
everyday events.
SE1.1
Demonstrate an understanding of how to
integrate scientific knowledge and
technology to address problems by:
• Identifying that progress in science
and invention depends heavily on
what else is happening in society.
•
SE2.1
Updated December 26, 2012
Research how social, economic, and
political forces strongly influence
which technology will be developed
and used.
Demonstrate an understanding that solving
problems involves different ways of
thinking by:
• Questioning, researching, modeling,
simulating, and testing multiple
solutions to a problem.
VHS Science Curriculum, Page 62
•
•
Videos Cool It! http://coolitthemovie.com/
or HEAT
http://www.pbs.org/wgbh/page
s/frontline/heat/
and discuss what effects high
oil prices will have on the
government’s desire to develop
and use more alternative
energy sources.
Select and analyze information
from various sources,
including electronic and print
resources, community
resources, and personally
collected data to answer
questions being investigated.
i.e. Investigate the impact of
genetic engineering of crops
on global and local food
production, and populations?
http://www.pbs.org/wgbh/page
s/frontline/teach/categories/hea
lth.html
Assessments
Responses to
writing prompts
Teacher
generated
formative and
summative
assessments
using
ExamView
software
Student research
report and
presentation
Page 11 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Science, Technology, and Society
Essential Learning
#
SE3.1
Suggested
Activities
Components
Demonstrate an understanding of how
scientific discoveries and technological
innovations affect our lives and society by:
Researching a current problem, identifying
possible solutions, and evaluating the
impact of each solution.
•
•
Assessments
Lab Report
Students should use the
Decision-making model to
decide which plan of action the
city should use to develop
Mineral Creek State Park.
Plan and conduct practical
tests to solve local problems:
 water quality
 air quality
 invasive plants
Environmental
Inquiry Research
Project
.
Updated December 26, 2012
VHS Science Curriculum, Page 63
Page 12 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Interrelationships (SF)
Essential Learning
#
Suggested
Activities
Components
Assessments
SF
Students develop an
understanding of
dynamic relationships
among scientific,
cultural, social, and
personal perspectives.
[10]
SF1.1 3.1
•
Analyze the competition for
resources by various user groups
to describe these
interrelationships.
[11]
SF1.1 3.1
•
Investigate the influence of
societal and/or cultural beliefs on
science and personal choices.
VCS
•
Become aware of careers in
science.
Identify what resources, associated
with the field of biology, different
user groups compete for. Then
discuss the relationship of this
competition. (i.e., fisheries, fur,
hunting, etc.)
• AK Native Science
Curriculum Activities
•
Lab Report
Decision-Making Model
Activity
Explore biology related careers and
possible reasons why different
sexes and nationalities tend to
choose to go into such careers.
Invite guest speakers and do
internet searches on careers of
interest.
Updated December 26, 2012
VHS Science Curriculum, Page 64
Page 13 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: History and Nature of Science (SG)
Essential Learning
SG
#
SG1.1
•
Demonstrate an understanding of
changes in historical perspectives
of science by identifying and
describing how historical
perspectives of science (i.e.
cultural, political, religious,
philosophical) have impacted the
advancement of science.
•
Students should explore
original writing by and
about scientists such as
Mendel, Watson and Crick,
Rosalind Franklin, Carolus
Linneaus, Charles Darwin,
Rachel Carson, Jane
Goodall, etc.
•
Understand that scientific
knowledge changes over time,
building on prior knowledge.
•
Weekly reading and
reflection of a current
Science news article.
•
Demonstrate an understanding of
the bases of the advancement of
scientific knowledge by:
•
Hands-on based learning
labs and investigations
either found or developed
by the instructor or
developed by the student.
o Science Fair
Experiments and
Projects
o Alaska State High
School Science
Symposium
Students develop an
understanding of the
history and nature of
science.
SG 2.1
o
o
•
Updated December 26, 2012
Suggested
Activities
Components
Using an account of an event to
recognize the processes of
science used by historically
significant scientists (e.g.,
Goodall, Watson & Crick,
Newton)
Describing the importance of
logical arguments (e.g.
Einstein, Hawking, Newton)
Develop an understanding that the
advancement of scientific
knowledge embraces innovation
VHS Science Curriculum, Page 65
Assessments
Page 14 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: History and Nature of Science (SG)
Essential Learning
#
and requires empirical evidence,
repeatable investigations, logical
arguments, and critical review in
striving for the best possible
explanations of the natural world.
SG3.1
•
Develop an understanding that
scientific knowledge is ongoing
and subject to change as new
evidence becomes available
through experimental and/or
observational confirmation(s).
•
Use experimental or
observational data to evaluate a
hypothesis.
.
SG4.1
Updated December 26, 2012
Suggested
Activities
Components
•
Investigate instances when
scientists’ observations
were not in accord with
prevailing ideas of the time.
Assessments
Written or oral
report
Video “What Darwin Never Knew”
Various Teacher & Student generated
inquiry labs using PASCO SparkVue
Lab Report
Demonstrate an understanding that
Video/DVD “Search for Solutions”
advancements in science depend on
and related activities.
curiosity, creativity, imagination, and a
broad knowledge base by recognizing the
role of these factors on scientific
advancements.
VHS Science Curriculum, Page 66
Page 15 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Transfer and Transformation of Matter & Energy (SC3)
Essential Learning
SC3
#
SC3.1
Students develop an
understanding that all
organisms are linked
to each other and their
physical environments
through the transfer
and transformation of
matter and energy.
Updated December 26, 2012
Suggested
Activities
Components
•
•
Describe the carbon and nitrogen
cycle within an ecosystem and
how the continual input of energy
from sunlight keeps the process
going.
Relate the carbon cycle to global
climate change.
VHS Science Curriculum, Page 67
•
•
www.epa.gov.surf3/ The
EPA “Surf Your
Watershed” site with
information on watershed
indicators including
nitrogen runoff.
Assessments
Cycles of Matter
skit/song/rap
Alaska: Ground
Zero for Global
Warming
Ground Zero for
Solutions Project
Alaska Global Warming ppt
http://www.alaskaconservati
onsolutions.org/acs/presenta
Teacher
tions.html
•
Hot Times in Alaska
Scientific American
Frontiers videos
http://www.pbs.org/saf/140
4/index.html
•
NOVA Video “Warnings
from the Ice”
•
www.epa.gov/globalwarmin
g/index.html has educator’s
page with links to other
resources.
generated
formative
assessments
using Prentice
Hall Biology
ExamView
software
Page 16 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Transfer and Transformation of Matter & Energy (SC3)
Essential Learning
#
SC3.2
•
•
Updated December 26, 2012
Suggested
Activities
Components
Explore ecological relationships:
o abiotic factors & biomes
o abiotic and biotic
interaction
o niche
o feeding relationships
o symbiotic relationships
•
Analyze the potential impacts of
changes within an ecosystem.
(e.g., habitat loss/gain, climate
change, human activities,
cataclysms)
•
VHS Science Curriculum, Page 68
•
•
•
•
Assessments
Ecosystem Partner Card
activity
AK Food Web Project
Project Wild activities
Exploring Microclimates
SPARKLab
Study Plot Project- look for
symbiotic fungus living
among various species of
plants.
Biome
poster/powerpoint project
(world or AK
biomes)
Show students Green Crab
& Mitten Crab Invasion
video and have students
discuss possible impacts on
our local environment
should these non-native
species make it here.
Invasive Species
reports
•
Ocean Acidification video
and activities
http://www.nrdc.org/oceans/
acidification/aboutthefilm.a
sp
•
Acid Rain and Organism
and pH SPARKlabs
Lab Report
Teacher
generated
formative
assessments
using Prentice
Hall Biology
ExamView
software
Lab Reports
Page 17 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Transfer and Transformation of Matter & Energy (SC3)
Essential Learning
#
SC3.3
•
Identify dynamic factors that
affect population size:
o carrying capacity
o limiting factors (density
o
o
o
Updated December 26, 2012
Suggested
Activities
Components
dependent and density
independent)
biodiversity
productivity
succession
VHS Science Curriculum, Page 69
•
•
Kaibab Lab
AK Fire Ecology and other
AK Ecology resources.
http://www.adfg.alaska.gov/
index.cfm?adfg=curricula.a
wc
•
Videos: Yellowstone
Aflame or Yellowstone-The
Unfinished Song- both
videos document the forest
fires of 1988.
•
HotSpots- Biodiversity
video
Assessments
Teacher
generated
formative
assessments
using Prentice
Hall Biology
ExamView
software
Page 18 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Unity and Diversity of Life (SC2)
Essential Learning
#
SC2
VCS
Students develop an
understanding of the
structure, function,
behavior,
development, life
cycles, and diversity
of living organisms.
VCS
SC2.1
Updated December 26, 2012
Suggested
Activities
Components
Relate the variety of living organisms to
their evolutionary relationships.
• DNA Analysis
• Biochemical analysis
• Evo devo
Activities that allow students to
compare organism relationships
such as those indicated by DNA or
protein sequence analysis. (Bio-Rad
Protein Profiler Lab)
Classify organisms according to
currently accepted systems.
Video “What Darwin Never Knew”
online website resources
http://www.pbs.org/wgbh/nova/evol
ution/darwin-never-knew.html
Describe and compare the
characteristics of phyla/divisions from
each kingdom (domain).
• 6 “Kingdom” system revised to
incorporate the main 3 Domains
• Distinguishing characteristics of
o Animals
 Chordata
 Arthropoda
 Echinodermata
 Annelida
 Mollusca
 Cnidaria
 Porifera
o Plants
Encyclopedia of Life http://eol.org
Activities that require students to
create and utilize a dichotomous
key. (Glencoe Shark Classification
Lab)
Assessments
Lab Report
Individual report
Teacher
generated
formative and
summative
assessments
using Prentice
Hall Biology
ExamView
software
Video- NOVA “Creature of the
Deep”- story of M.Courtney
Lattimer Go to
http://www.pbs.org/wgbh/nova/teac
hers/activities/3003_fish.html
Video- “Life at the Edge of the
VHS Science Curriculum, Page 70
Page 19 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Unity and Diversity of Life (SC2)
Essential Learning
#
•
•
.
SC2.4
Suggested
Activities
Components
 Mosses
 Ferns
 Gymnosperms
 Angiosperms
o Fungi
o Protists- shifting
definition
o Monera (archaebacteria,
eubacteria).
Compare and contrast viruses to
living organisms
binomial nomenclature and
contribution made by Carolus
Linneaus.
Videos “The Secret Lives of Plants”
Plant identification as part of
Environmental Inquiry Research
Project
Invasive Species
Report
Describe the structure–function
relationship (i.e. joints, lungs).
•
Trace the pathways of the digestive,
circulatory, and excretory systems.
SC2.3
SC2.3
Updated December 26, 2012
State the function of major
physiological systems (i.e. circulatory,
excretory, digestive, respiratory,
reproductive, nervous, immune,
endocrine, musculoskeletal, and
integumentary).
Assessments
Sea”- good invertebrate (porifera,
cnidaria, crustaceans)
Real or virtual
study/dissections of a
mammal
o fetal pig or rat
As students are studying/dissecting
various invertebrates and
vertebrates, they should compare the
various physiological systems used
by organisms to sustain life. (i.e.symmetry, support system,
VHS Science Curriculum, Page 71
Mammal
Dissection Lab
Report
Teacher
generated
formative and
summative
assessments
using Prentice
Hall Biology
ExamView
Page 20 of 21
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Unity and Diversity of Life (SC2)
Essential Learning
#
Suggested
Activities
Components
cont.
Explain the functions of organs of major
systems (i.e. respiratory, digestive,
circulatory, reproductive, nervous,
musculoskeletal, and excretory).
Describe the functions and
interdependencies of the organs within
the immune system and within the
endocrine system.
circulatory system, nervous system,
digestive system, method of food
capture, excretion, method of
reproduction and locomotion).
o Tracing these pathways is a
requirement of all the
dissection labs.
ADAM Essentials CD-Rom High
School Suite- contains “The Inside
Story”- a multimedia intro to the
human body plus internet access to
important health and medical sites
Also contains: Life’s
Greatest Mysteries, Nine
Month Miracle,
Cardiovascular Module.
Assessments
software
Quizmeistertest knowledge
of all 12
systems.
Teacher
generated
formative and
summative
assessments
using Prentice
Hall Biology
ExamView
software
NIH Curriculum- Emerging and ReEmerging Infectious Diseases
lessons.
http://science.education.nih.gov/cust
omers.nsf/HSDiseases.htm
Bio-Rad’s ELISA Immunology Lab
Updated December 26, 2012
VHS Science Curriculum, Page 72
Lab Report
Page 21 of 21
VCS Curriculum
Course: Environmental Science
Grade Level: 9-12
Topic: Inquiry and Process Skills (SA)
Essential Learning
#
Suggested
Activities
Assessments
EVERY ACTIVITY DONE IN SCIENCE
SHOULD HAVE THESE PROCESSES
IMBEDDED.
SA1
Students develop an
understanding of the
processes of science
used to investigate
problems, design and
conduct repeatable
scientific investigations,
and defend scientific
arguments.
Components
SA1.1 +
VCS
Updated December 26, 2012
Develop an understanding of the processes of Problem based learning activities:
science by learning how to use the scientific
• Environmental Science labs
method to solve environmental problems.
• Crooked Creek observations
• Ask questions about experiences and
activity
their surroundings.
• Crooked Creek water quality
• Observe their environment and
testing
notice details.
• Measuring Air Pollution using
• Describe in understandable detail
Lichen bio-indication.
different objects and phenomena.
• Mineral Creek Soil Profile &
• Make predictions based on prior
Survey
knowledge.
• U.V. Radiation protection
• Select and accurately using
effectiveness project.
appropriate metric measurements
• Green/Mitten Crab Survey of
tools.
Port Valdez.
• Apply generalizations to items by
noticing similarities and differences.
• Classify items into logical organized
groupings
• Analyze data
• Develop models
• Make logical inferences
• Effectively communicate findings
and ideas to others.
VHS Science Curriculum, Page 73
Written lab
reports or
illustrations.
Journal of field
experiences.
Page 1 of 12
VCS Curriculum
Course: Environmental Science
Grade Level: 9-12
Topic: Inquiry and Process Skills (SA)
Essential Learning
#
SA1.2
Recognize and analyze multiple explanations
and models, use this information to revise
their own explanation or model if necessary.
• Use the environmental decisionmaking model to handle local, state,
and world issues.
VCS
Apply safety procedures in the laboratory
and in field studies:
• recognize and avoid potential
hazards.
• safely manipulate materials and
equipment needed for scientific
investigations.
SA1 cont.
SA2
Students develop an
understanding that the
processes of science
require integrity, logical
reasoning, skepticism,
openness,
communication, and
peer review.
Components
SA 2.1
+ VCS
Updated December 26, 2012
Suggested
Activities
Hands-on based learning labs and
investigations either found or
developed by the instructor or
developed by the student.
• Environmental Science Labs
• Science Fair Experiments and
projects.
http://www.alaskasciencefair.o
rg/
• Alaska Region Junior Science
and Humanities Symposium
http://www.uaf.edu/cnsm/ashs
ss/
• Science Safety Laboratory
Skills Checkup activities
• Science Safety Contract
•
Evaluate the credibility of cited sources
when conducting scientific investigation.
• Appropriate sample size
• Adequacy of experimental controls
• Replication of findings.
• Alternative interpretations of the
data.
VHS Science Curriculum, Page 74
•
Science Fair Experiments and
projects.
http://www.alaskasciencefair.o
rg/
Alaska Region Junior Science
and Humanities Symposium
http://www.uaf.edu/cnsm/ashs
ss/
Assessments
Safety skills
quiz.
Public
presentation and
evaluation of
research.
Page 2 of 12
VCS Curriculum
Course: Environmental Science
Grade Level: 9-12
Topic: Concepts of Environmental Science/Physical, Life, Earth (SB, SC, SD)
Essential Learning
#
VCS
SB2
SB2
Students develop an
understanding that energy
appears in different forms,
can be transformed from one
form to another, can be
transferred or moved from
one place or system to
another, may be unavailable
for use, and is ultimately
conserved.
SC1.2
SC3.3
Identify dynamic factors
(e.g., carrying capacity,
limiting factors, biodiversity,
and productivity) that affect
population size.
SC3.3
SC3.2
Updated December 26, 2012
Fossil fuels to Electricity
Nuclear energy
Energy conservation and alternative
energy resources.
Solar, wind, hydro, geothermal,
hydrogen, and biomass.
Get Smart About Energy? CD-ROM
with over 250 inquiry & non-inquiry
energy activities aligned with NSE
Standards.
Fieldtrip to Solomon Gulch
Hydroelectric Plant- contact CVEA.
Assessments
Written lab
reports or
illustrations.
Journal of field
experiences.
Science Labs, Field Activities, Case
Studies
Ecosystems:
•
•
•
•
•
•
•
Suggested
Activities
Hands-on based learning labs and
investigations either found or
developed by the instructor or
developed by the student.
Alternative Energy Research Project
Energy:
•
SC3.2
Explore ecological
relationships (e.g.,
competition, niche, feeding
relationships, symbiosis).
Identify and evaluate a range of possible
solutions to environmental issues at the
local, national, and global level include
considerations of:
•
•
•
SC1.2
Explain how the processes of
natural selection can cause
speciation and extinction.
Components
What is an Ecosystem
How Species Interact with Each Other
Adapting to the Environment
Energy Flow in Ecosystems
The Cycling of Materials
How Ecosystems Change
Kinds of Ecosystems- plant & animal
adaptations, and threats.
VHS Science Curriculum, Page 75
Go to www.scilinks.org for the
following:
Ecosystem factors- key word: HE035
Parasitism & mutualism-keyword: HE041
Evolution- keyword HE043
Food Chains & Webs- keyword HE058
Carbon Cycle- keyword: HE063
Online
Assessments
Succession- keyword: HE066
Biomes- keywords: HE083, HE084,
HE090, HE100, HE103, HE105,
HE111
Page 3 of 12
VCS Curriculum
Course: Environmental Science
Grade Level: 9-12
Topic: Concepts of Environmental Science/Physical, Life, Earth (SB, SC, SD)
Essential Learning
#
Components
Suggested
Activities
Assessments
SC3.2
Analyze the potential impacts
of changes (human activities)
within an ecosystem.
SC3.1
Relating the carbon cycle to
global climate change.
SC3.2
Biodiversity:
•
•
•
SC3.1
Atmosphere and Climate:
• How photosynthesis changed the
•
•
•
SD3.1
Describing causes, effects,
preventions, and mitigations
of human impact on climate.
Describe interrelationships
(i.e. water cycle, carbon
cycle, oxygen cycle)
atmosphere
What determines climate.
Greenhouse Earth
The Ozone Shield
SD3.1
Land:
•
•
•
SD1.2
Biodiversity at risk
Public policy
The Future of biodiversity
The Urban-Rural connection
How we use Land
Public Land in the U.S.
SD1.2
•
•
Go to www.scilinks.org for info on:
Weather vs. climate- keyword: HE176
Exxon Mobile Corp. “Greenhouse
Effect” booklets give a good
explanation of the process and what
can be done.
NOVA video “Warnings from the
Ice”- ties in to Investigating Climate
change lab.
AMEREF Interactive CD- mining &
forestry power points & activities.
Fresh water pollution
Ocean pollution- focus on Exxon Valdez
Oil Spill of 1989
RCAC Oil Spill Curriculum
Fieldtrips to Crooked Creek to observe
biotic and abiotic factors and their
interactions.
Updated December 26, 2012
Environmental
Organization
Research Project
Draw a labeled
diagram of the
greenhouse
effect.
3 page online
research paper
supporting of
refuting climate
change
predictions.
Guest Speaker- City Planning &
Zoning Commission
Water resources:
VCS
Extinction videos- The End of the
Line, USPS Endangered Species
VHS Science Curriculum, Page 76
Oil Spill Unit
Assessments.
Field note
journals.
Page 4 of 12
VCS Curriculum
Course: Environmental Science
Grade Level: 9-12
Topic: Concepts of Environmental Science/Physical, Life, Earth (SB, SC, SD)
Essential Learning
#
Components
Suggested
Activities
Fieldtrips to Mineral Creek State Park
to map and survey the plant & animal
communities.
AK Biome Research Project
Assessments
Public
presentation and
evaluation of
research.
Fieldtrip to Crooked Creek to conduct
water quality tests (also will be used to
monitor Mineral Creek State Park).
SD1.2 continued
Fieldtrip to Water Treatment facility
Student Water Use survey
Guest Speaker from Alyeska/SERVS
Air:
•
•
•
Causes of air pollution
Effects on human health
Acid precipitation
Air Pollution Lab- monitor local air
particulate matter
Lichen Bio-indication Field activity
SC3.2
SC3.2
Analyze the potential impacts
of changes (human activities)
within an ecosystem.
Points of View: Are Electric Cars the
cure for Air Pollution?
Waste:
•
•
•
Solid Waste: The Throwaway Society
Solid Waste: Options for the future
Hazardous waste
Fieldtrip to Baler Facility
Clean up school grounds- classify
waste found as bio/non-biodegradable
Exxon Mobile booklet on Hazardous
Waste
Updated December 26, 2012
VHS Science Curriculum, Page 77
Debate on
electric cars and
then write a
paper on ways to
reduce air
pollution.
Public
presentation of
clean up
findings.
Page 5 of 12
VCS Curriculum
Course: Environmental Science
Grade Level: 9-12
Topic: Concepts of Environmental Science/Physical, Life, Earth (SB, SC, SD)
Essential Learning
#
SC3.3
SD2.1
Recognize the dynamic
interaction of erosion and
deposition including human
causes.
How populations change in size
A Growing Human Population
Problems Related to Population Growth
SD2.1
Food:
SE1
SE1
•
•
•
•
Feeding the people of the world
Use of biotechnology
Agriculture and soil management
Pest control techniques.
Students develop an
understanding of how
scientific knowledge and
technology are used in
making decisions about
issues, innovations, and
responses to problems and
everyday events.
Updated December 26, 2012
Suggested
Activities
Assessments
Population Growth:
•
•
•
SC3.3
Identifying dynamic factors
(e.g., carrying capacity,
limiting factors, biodiversity,
and productivity) that affect
population size
Components
VHS Science Curriculum, Page 78
Video: NOVA “World in the
Balance”- documents the population
growth in India, Japan, U.S., Africa,
and China and the implications on the
environment. Go to
http://www.pbs.org/wgbh/nova/worldb
alance/ for lessons.
Biotechnology: Plants, Animals, &
Environment CD-ROM, power point
and lab activities.
Do a multimedia research
project
comparing
different
countries
populations to
their available
food resources.
Page 6 of 12
VCS Curriculum
Course: Environmental Science
Grade Level: 9-12
Topic: Science, Technology, Society (SE)
Essential Learning
#
Components
Suggested
Activities
Assessments
SE1
SE1.1
Students develop an
understanding of how
scientific knowledge
and technology are
used in making
decisions about issues,
innovations, and
responses to problems
and everyday events.
SE2.1
Updated December 26, 2012
Demonstrate an understanding of how to
integrate scientific knowledge and
technology to address problems.
Students should discuss what
effects high oil prices will have on
the government’s desire to develop
and use more alternative energy
sources.
Identify how progress in science and
invention depends heavily on what else is
Select and analyze information
happening in society.
from various sources, including
electronic and print resources,
Understand how social, economic, and
political forces strongly influence which community resources, and
personally collected data to answer
technology will be developed and used.
questions being investigated. i.e.
Investigate the impact of genetic
engineering of crops on global and
local food production, and
populations?
Demonstrate an understanding that
solving problems involves different ways
of thinking like:
• questioning, researching,
modeling, simulating, and testing
multiple solutions to a problem.
VHS Science Curriculum, Page 79
Reports on
specific
technologies that
were developed
to solve a
societal
problem.
Presentation of
final research to
a targeted
audience.
Use the decision-making model to
decide which plan of action should
be taken for various projects.
Page 7 of 12
VCS Curriculum
Course: Environmental Science
Grade Level: 9-12
Topic: Science, Technology, Society (SE)
Essential Learning
#
SE3.1
Components
Demonstrate an understanding of how
scientific discoveries and technological
innovations affect our lives and society.
Suggested
Activities
Plan and conduct practical tests to
solve local problems:
• water quality
• air quality
• soil composition
Assessments
Presentation of
final research in
class.
Research a current problem,
identify possible solutions, and
evaluate the impact of each
solution.
Updated December 26, 2012
VHS Science Curriculum, Page 80
Page 8 of 12
VCS Curriculum
Course: Environmental Science
Grade Level: 9-12
Topic: Cultural, Social, Personal Perspectives (SF)
Essential Learning
#
Components
Suggested
Activities
Assessments
SF
Students develop an
understanding of the
dynamic relationships
among scientific,
cultural, social, and
personal perspectives.
SF1.1
Understand the interrelationships among
individuals, cultures, societies, science, and
technology.
Analyze the competition for resources by
various user groups to describe these
interrelationships.
NOVA Video “World in the Balance”
–program discusses the social and
environmental strains that the world’s
massive population increases will
create. Also contains online resources
and lessons at:
http://www.pbs.org/wgbh/nova/worldb
alance/
Online
Assessments at
NOVA.
VCS
Realize that science is an integral part of
society and is therefore relevant to students’
lives.
Students should be encouraged to work Present the reallife application
collaboratively and be exposed to as
lesson in class.
many real-life applications of biology
in their lives (basis for medicine,
ecology, forensics, biotechnology, and
environmental studies) and develop a
15-minute lesson to give in class.
SF2.1
Understand that some individuals, cultures,
and societies use other beliefs and methods
in addition to scientific methods to describe
and understand the world.
Gather and analyze information to
clarify problems or issues. Identify
costs and benefits from a social,
cultural, and /or environmental
perspective. Predict the consequences
of action or inaction. Propose possible
solutions. i.e. Articulate issues
concerning the impact of developments
in space research and technology in
Investigate the influences of societal and/or
cultural beliefs on science.
Updated December 26, 2012
VHS Science Curriculum, Page 81
Write a paper
explaining
predictions and
proposals for
solutions.
Page 9 of 12
VCS Curriculum
Course: Environmental Science
Grade Level: 9-12
Topic: Cultural, Social, Personal Perspectives (SF)
Essential Learning
#
SF3.1
Components
Understand the importance of recording and
validating cultural knowledge.
Suggested
Activities
agriculture, navigation, and
telecommunications.
Find “pen-pals” from other countries
and send letters, e-mail, or use
electronic bulletin boards to share and
compare data on rainfall, temperatures,
migrations, etc. Find out how different
cultures use cultural knowledge
combined with scientific data to make
decisions.
Have class discussion on cultural
knowledge gained.
Updated December 26, 2012
VHS Science Curriculum, Page 82
Assessments
Share at least
one
communication/
month with the
class.
Compare and
contrast the
ways the
different cultures
made decisions.
Page 10 of 12
VCS Curriculum
Course: Environmental Science
Grade Level: 9-12
Topic: History and Nature of Science (SG)
Essential Learning
#
Suggested
Components
Activities
Assessments
SG
G1.1
Students develop an
understanding of the
history and nature of
science.
Understand changes in historical
perspectives of science, identify and
describe how historical perspectives of
science (i.e. cultural, political, religious,
philosophical) have impacted the
advancement of science.
Students should explore original
writing by and about scientists such as
Mendel, Watson and Crick, Rosalind
Franklin, Carolus Linneaus, Charles
Darwin, Rachel Carson, Jane Goodall,
etc.
Historic event or
person report.
Understand that scientific knowledge
changes over time, building on prior
knowledge.
SG 2.1
Understand the bases of the advancement of
scientific knowledge and describe the
importance of logical arguments.
Use an account of an event to recognize the
processes of science used by historically
significant scientists (e.g., Goodall, Watson
& Crick, Newton)
SG3.1
Updated December 26, 2012
Understand advancement of scientific
knowledge embraces innovation and require
empirical evidence, repeatable investigation,
logical argument, critical review and depend
on curiosity, creativity, imagination, and a
broad knowledge base.
Video/DVD “Search for Solutions”
and related activities.
Current Event Oral
Reports
Investigate instances when scientists’
observations were not in accord with
prevailing ideas of the time.
Video/DVD “Search for Solutions”
and related activities
VHS Science Curriculum, Page 83
Page 11 of 12
VCS Curriculum
Course: Environmental Science
Grade Level: 9-12
Topic: History and Nature of Science (SG)
Essential Learning
#
SG4.1
Components
Understand scientific knowledge is ongoing
and subject to change as new evidence
becomes available through experimental
and/or observational confirmation(s).
Use experimental or observational data to
evaluate a hypothesis.
Suggested
Activities
Conduct scientific research and
present the process and the findings in
a project or scientific paper format.
Assessments
Classroom
presentation of
project or paper.
Science Fair Experiments and Projects
www.alaskasciencefair.org
Alaska Region Junior Science and
Humanities Symposium
http://www.uaf.edu/cnsm/ashsss/
Updated December 26, 2012
VHS Science Curriculum, Page 84
Page 12 of 12
VCS Curriculum
Course: Forensics
Grade Level: 9-12
Topic: Inquiry and Process Skills (SA)
Essential Learning
#
Suggested
Activities
Assessments
EVERY ACTIVITY DONE IN SCIENCE
SHOULD HAVE THESE PROCESSES
EMBEDDED.
SA1
Students develop an
understanding of the
processes of science
used to investigate
problems, design and
conduct repeatable
scientific investigations,
and defend scientific
arguments.
Components
SA1.1 +
VCS
Updated December 26, 2012
Critical Thinking learning activities
Develop an understanding of the processes of found in Crime Scene
science by learning how to use the scientific
Investigations by Walker & Wood,
method to solve biological problems.
1998:
• Ask questions about experiences and
• Crime Scene Evaluation
their surroundings.
• Deductive Reasoning
• Observe their environment and
• Observing, Remembering,
notice details.
and Recording Events
• Describe in understandable detail
• Document Forgery
different objects and phenomena.
• Chromatography of
• Make predictions based on prior
knowledge.
Mixtures
• Select and accurately using
• Tire Track Evaluation
appropriate metric measurements
• Making and Evaluating
tools.
Shoe Prints
• Apply generalizations to items by
noticing similarities and differences.
• Classify items into logical organized
groupings
• Analyze data
• Develop models
• Make logical inferences
• Effectively communicate findings
and ideas to others.
VHS Science Curriculum, Page 85
Science
Process Skills
Pre & Post Test
Written lab
reports or
illustrations.
Page 1 of 14
VCS Curriculum
Course: Forensics
Grade Level: 9-12
Topic: Inquiry and Process Skills (SA)
Essential Learning
SA1 cont.
#
SA1.2
Components
Design and conduct scientific
investigations to answer questions by:
•
•
•
•
•
•
•
•
•
•
•
•
Review pertinent literature
Creating testable hypotheses
Control experimental variables
Use a control or comparison
group when appropriate.
Make qualitative and quantitative
observations.
Collect and record data
Organize data into charts and
graphs
Analyze data statistically (i.e.
mean, median, mode)
Use this information to
communicate conclusions.
Compare results to others
Suggest further experimentation
Apply conclusion to other
problems
Suggested
Activities
Hands-on based learning labs and
investigations either found or
developed by the instructor or
developed by the student.
 Crime Scene Investigations
Labs by Walker & Wood,
1998
 Prentice Hall’s BioDetectives:
Investigations in Forensics
Videotapes and activities
 Videos and activities found at:
http://www.teachersdomain.or
g/search/?q=Forensics&fq_gra
de=PK&fq_grade=PS
Assessments
Lab Reports
Presentations
Participation in
National Youth
Forensic
League
http://www.nfl
online.org/
 Participation in National Youth
Forensic League
http://www.nflonline.org/
Recognize and analyze multiple explanations
and models, use this information to revise
their own explanation or model if necessary.
Updated December 26, 2012
VHS Science Curriculum, Page 86
Page 2 of 14
VCS Curriculum
Course: Forensics
Grade Level: 9-12
Topic: Inquiry and Process Skills (SA)
Essential Learning
#
VCS
SA2
Students develop an
understanding that the
processes of science
require integrity, logical
reasoning, skepticism,
openness,
communication, and
peer review.
SA3
Students demonstrate an
understanding that
interactions with the
environment provide an
opportunity for
understanding scientific
concepts.
SA 2.1
+ VCS
SA3.1
Updated December 26, 2012
Suggested
Activities
Components
Apply safety procedures in the laboratory
and in field studies:
• recognize and avoid potential
hazards.
• safely manipulate materials and
equipment needed for scientific
investigations.
Evaluate the credibility of cited sources
when conducting scientific investigation.
• Appropriate sample size
• Adequacy of experimental controls
• Replication of findings.
• Alternative interpretations of the
data.
Conduct research and communicate results
as a part of a management strategy to solve a
local environmental problem (e.g. fish and
game management, building permits, mineral
rights, land use policies).
VHS Science Curriculum, Page 87
•
•
•
Science Safety Laboratory
Skills Checkup activities
Science Safety Contract
Forensic Murder Mystery
Project
Assessments
Science Safety
Laboratory
Skills quiz
Project
Presentation
AK State Trooper-Wildlife division
Guest speaker- Tony Beck
Wildlife Crime Scene simulation
activity
Page 3 of 14
VCS Curriculum
Course: Forensics
Grade Level: 9-12
Topic: Concepts of Physical Science (SB)
Essential Learning
#
SB1
Students develop an
understanding of the
characteristic
properties of matter
and the relationship
of these properties to
their structure and
behavior.
SB1.1
SB3
Students develop an
understanding of the
interactions between
matter and energy,
including physical,
chemical, and
nuclear changes, and
the effects of these
interactions on
physical systems.
SB3.1
VCS
VCS
SB3.2
Updated December 26, 2012
Components
Predict the properties of an element (i.e.reactivity, metal, non-metal) using the
periodic table and verifying the
predictions through experimentation.
• Chemical analysis
• Solubility/Burn tests
• Indicators
Demonstrate an understanding of the
interactions between matter and energy and
the effects of these interactions on systems
by:
• Recognizing that a chemical reaction
has taken place
• Conducting solubility &
precipitation tests
Recognize that radioactivity is a result of the
decay of unstable nuclei
• Using radioactive isotopes to date
objects
VHS Science Curriculum, Page 88
Suggested
Activities
Assessments
Crime Scene Investigation Labs by
Walker & Wood:
• Unknown substances Lab
• Fiber analysis lab
• Glass Fracture lab
Lab Reports
Crime Scene Investigation Labs by
Walker & Wood:
• Unknown substances Lab
• Identification of Fingerprints
• Fiber Analysis lab
• Presence of Blood & types
• Preserving Flesh
• Forensic Archaeology
• Soil chemistry
• Forensic Anthropology
Lab Reports
Teacher
generated
formative and
summative
quizzes and tests
Teacher
generated
formative and
summative
quizzes and tests
Page 4 of 14
VCS Curriculum
Course: Forensics
Grade Level: 9-12
Topic: Concepts of Physical Science (SB)
Essential Learning
#
SB4.1
SB4.3
Components
Suggested
Activities
Demonstrate an understanding of motions,
Crime Scene Investigation Labs by
forces, their characteristics, relationships,
Walker & Wood:
and effects by:
• Tool marks
• Explain and conduct an experiment
• Tire & Foot Impressions
to demonstrate that when one thing
• Glass Analysis
exerts a force on another, an equal
• Blood-drop analysis
amount of force is exerted back on it.
• Ballistics
• DNA Electrophoresis
Describe the interactions of waves (i.e.,
reflection, refraction, wave addition)
• Measure refractive index of glass
Crime Scene Investigation Labs by
Walker & Wood:
• Glass Analysis
Assessments
Lab Reports
Teacher
generated
formative and
summative
quizzes and tests
Lab Reports
Teacher
generated
formative and
summative
quizzes and tests
.
Updated December 26, 2012
VHS Science Curriculum, Page 89
Page 5 of 14
VCS Curriculum
Course: Forensics
Grade Level: 9-12
Topic: Concepts of Life Science (SC)
Essential Learning
#
SC1
Students develop an
understanding of
how science explains
changes in life forms
over tie, including
genetics, heredity,
the process of
natural selection and
biological evolution.
SC1.1
SC2
Students develop an
understanding of the
structure, function,
behavior,
development, life
cycles, and diversity
of living organisms.
VCS
Recognize that all organisms have
chromosomes made of DNA and that
DNA determines traits
Crime Scene Investigation Labs by
Walker & Woods:
• Blood types
• DNA Fingerprinting
• Paternity testing
• Hair Identification
• Skeletal evidence
Explain/Describe the following:
Crime Scene Investigation Labs by
Walker & Wood or found at
http://www.BertinoForensics.com
• Hair analysis
• Pollen & Spore examination
•
•
•
•
•
•
•
Updated December 26, 2012
Suggested
Activities
Components
Skin & hair structure and growth
Structure, function, and reproduction
of angiosperms, gymnosperms and
fungi
Structure, function and growth of skin
(role of sweat glands)
Structure & function of DNA
Structure & function of Blood cells
Antigen-antibody reactions of immune
system
Nerve & brain physiology, role of
neurotransmitters, protein receptors,
enzymes
VHS Science Curriculum, Page 90
•
Fingerprinting
•
•
DNA analysis
Blood typing and Saliva
analysis
•
Drugs/urinalysis
Assessments
Lab Reports
Teacher
generated
formative and
summative
quizzes and tests
Lab Reports
Teacher
generated
formative and
summative
quizzes and tests
Page 6 of 14
VCS Curriculum
Course: Forensics
Grade Level: 9-12
Topic: Concepts of Life Science (SC)
Essential Learning
#
VCS
cont.
•
•
•
•
•
SC3
Student
demonstrates an
understanding that
all organisms are
linked to each other
and their physical
environments
through the transfer
and transformation
of matter and
energy.
•
SC3.2
Updated December 26, 2012
Suggested
Activities
Components
Muscle physiology, sliding filament
theory, muscle fatigue, aerobic and
anaerobic respiration, role of Calcium,
ATP
Circulatory system, decomposition
Role of bacteria, anaerobic
fermentation
Insects:
o characteristics, structure, &
development
o role in ecosystem
o drug testing of larvae
o classification of larval stages
o insect succession
Bone structure, function, growth,
disease, gender differences
Structure of teeth & gums, growth and
development of teeth
Explore ecological relationships (e.g.,
competition, niche, feeding relationships,
symbiosis)
• Role of bacteria, anaerobic
fermentation
• Insects:
o role in ecosystem
o insect succession
VHS Science Curriculum, Page 91
•
Assessments
Lab Reports
Rigor mortis
•
•
Livor mortis
Death & decomposition
•
Forensic Entomology
•
Forensic anthropology
•
Dental forensics
•
Forensic Entomology
Teacher
generated
formative and
summative
quizzes and tests
Page 7 of 14
VCS Curriculum
Course: Forensics
Grade Level: 9-12
Topic: Concepts of Earth Science (SD)
Essential Learning
SD
Students develop an
understanding of the
concepts, processes,
theories, models,
evidence, and
systems of earth and
space sciences.
#
SD1.1
SD2.1
Updated December 26, 2012
Components
Demonstrate an understanding of the
forces that shape the earth including the
geochemical cycles
• Classification of soil
• Density
• Identification of organic and
inorganic matter
VHS Science Curriculum, Page 92
Suggested
Activities
Crime Scene Investigation Labs by
Walker & Wood or found at
http://www.BertinoForensics.com
• Soil Evidence
• Forensic Archaeology
• Reconstructing Past Events
• Forensic Anthropology
Assessments
Lab Reports
Teacher
generated
quizzes and tests
Page 8 of 14
VCS Curriculum
Course: Forensics
Grade Level: 9-12
Topic: Science, Technology, and Society
Essential Learning
SE1
#
SE1.1
Students develop
an understanding
of how scientific
knowledge and
technology are
used in making
decisions about
issues,
innovations, and
responses to
problems and
everyday events.
Updated December 26, 2012
Suggested
Components
Activities
Assessments
Demonstrate an understanding of how to
integrate scientific knowledge and
technology to address problems by:
•
Recognizing that the value of any
given technology may be different
for different groups of people and at
different points in time.
•
Research the history of:
forensic science,
fingerprinting, or any other
analysis techniques
Prepare a timeline
indicating when it
began and how it
has progressed
•
Identifying that progress in science
and invention depends heavily on
what else is happening in society.
•
Research the history behind
the development of the modern
day digital microscope, digital
camera, DNA analysis
apparatus, computers, etc.
Prepare a timeline
reporting when and
why progress
occurred.
•
Research how social, economic, and
political forces strongly influence
which technology will be developed
and used.
•
Research and compare the
technology used by local law
enforcement (Police, Fish &
Game), and AK State Law
Enforcement (AK Troopers)
compared to other states.
VHS Science Curriculum, Page 93
Prepare a
report/presentation
of your findings
Page 9 of 14
VCS Curriculum
Course: Forensics
Grade Level: 9-12
Topic: Science, Technology, and Society
Essential Learning
#
SE2.1
Suggested
Components
Demonstrate an understanding that solving
problems involves different ways of
thinking by:
• Questioning, researching, modeling,
simulating, and testing multiple
solutions to a problem.
Activities
•
.
All the Forensic Labs require
the use of modern technology
o Digital microscope
o Digital camera
o Stereomicroscope
o Fiberglass brushes &
magnetic fingerprint
powders
o Chromatography
o DNA analysis
apparatus- digital
pipettes, gel
electrophoresis, PCR
o Calipers
o Laser rule
o Computers
o Scientific calculator
Assessments
Lab Reports
Skill testing on the
use of the equipment
SE3.1
Demonstrate an understanding of how
scientific discoveries and technological
innovations affect our lives and society by:
Researching a current problem, identifying
possible solutions, and evaluating the
impact of each solution.
Updated December 26, 2012
VHS Science Curriculum, Page 94
•
Forensic Murder Mystery
or Wildlife Murder
Mystery Project
Project Report and
Presentation
Page 10 of 14
VCS Curriculum
Course: Forensics
Grade Level: 9-12
Topic: Interrelationships (SF)
Essential Learning
#
Suggested
Activities
Components
Assessments
SF
Students develop an
understanding of
dynamic relationships
among scientific,
cultural, social, and
personal perspectives.
[11]
SF1.1 3.1
•
Investigate the influence of
societal and/or cultural beliefs on
science and personal choices.
•
•
•
VCS
•
Become aware of careers in
forensic science.
Research into the controversy
over the O.J. Simpson murder
case. Explain the errors made
by the CSI during evidence
collection.
Research Project InnocenceWhen did it begin, by whom, its
purpose and its status as of
today.
Research a famous case of hair
analysis being used to
determine if someone was
under the influence of drugs or
toxins during their lifetime.
Report and
presentation
Report and
presentation
Explore careers in forensic science
http://www.criminology.fsu.edu/fac
ulty/nute/FScareers.html
www.campusexplorer.com/Forensi
cs
Invite guest speakers and do
internet searches on careers of
interest.
Updated December 26, 2012
VHS Science Curriculum, Page 95
Page 11 of 14
VCS Curriculum
Course: Forensics
Grade Level: 9-12
Topic: History and Nature of Science (SG)
Essential Learning
SG
#
SG1.1
Components
•
Students develop an
understanding of the
history and nature of
science.
Demonstrate an understanding of
changes in historical perspectives
of science by identifying and
describing how historical
perspectives of science (i.e.
cultural, political, religious,
philosophical) have impacted the
advancement of science.
VCS
•
Understand that scientific
knowledge changes over time,
building on prior knowledge.
SG 2.1
•
Demonstrate an understanding of
the bases of the advancement of
scientific knowledge by:
o
o
Updated December 26, 2012
Using an account of an event to
recognize the processes of
science used by historically
significant scientists (e.g.,
Goodall, Watcon & Crick,
Newton)
Describing the importance of
logical arguments (e.g.
Einstein, Hawking, Newton)
VHS Science Curriculum, Page 96
Suggested
Activities
Students should explore the history
of forensic science found at:
Assessments
Written and Oral
Reports
http://www.all-about-forensicscience.com/index.html
http://www.crimezzz.net/forensic_h
istory/index.htm
Weekly reading and reflection of a
current Science news article.
Students should explore original
writing by and about forensic
scientists such as: Alphonse
Bertillon, Mathieu Orfila, Sir Francis
Galton, Luke May, etc.
Written and Oral
Reports
http://www.all-about-forensicscience.com/index.html
Page 12 of 14
VCS Curriculum
Course: Forensics
Grade Level: 9-12
Topic: History and Nature of Science (SG)
Essential Learning
#
SG 2.1
cont.
.
SG3.1
Updated December 26, 2012
Suggested
Activities
Develop an understanding that the Forensic Murder Mystery Case Project
Components
•
advancement of scientific
knowledge embraces innovation
and requires empirical evidence,
repeatable investigations, logical
arguments, and critical review in
striving for the best possible
explanations of the natural world.
•
Develop an understanding that
scientific knowledge is ongoing
and subject to change as new
evidence becomes available
through experimental and/or
observational confirmation(s).
•
Use experimental or
observational data to evaluate a
hypothesis.
•
Investigate instances when
scientists’ observations were not
in accord with prevailing ideas of
the time.
VHS Science Curriculum, Page 97
Assessments
Project Report
and presentation
Forensic Murder Mystery Case Project
Project Report
and presentation
Study the history of forensic science to
find examples.
http://www.crimezzz.net/forensic_hist
ory/index.htm
Written or oral
report
Page 13 of 14
VCS Curriculum
Course: Forensics
Grade Level: 9-12
Topic: History and Nature of Science (SG)
Essential Learning
#
SG4.1
Updated December 26, 2012
Components
Demonstrate an understanding that
advancements in science depend on
curiosity, creativity, imagination, and a
broad knowledge base by recognizing the
role of these factors on scientific
advancements.
VHS Science Curriculum, Page 98
Suggested
Activities
Research into past and modern day
forensic scientists to find out what
types of personalities they had/have.
Assessments
Written or oral
report
Page 14 of 14
VCS Curriculum
Course: Earth Science
Grade Level: 10-12
Prerequisite: Geometry or concurrent enrollment in Algebra II
or permission of instructor
Topic: Inquiry and Process Skills (SA)
Essential Learning
SA1
#
Components
SA1.1
EVERY ACTIVITY DONE IN
SCIENCE SHOULD HAVE THESE
PROCESSES IMBEDDED.
• Asking questions about
experiences and their
surroundings.
• Observing their environment and
noticing details.
• Describing in understandable
detail different objects and
phenomena.
• Making predictions based on
prior knowledge.
• Selecting and accurately using
appropriate metric measurements
tools.
• Applying generalizations to
items by noticing similarities and
differences.
• Classifying items into logical
organized groupings
• Analyzing data
Students develop an
understanding of the
processes of science used
to investigate problems,
design and conduct
repeatable scientific
investigations, and
defend scientific
arguments.
Updated December 26, 2012
VHS Science Curriculum, Page 99
Suggested
Activities
Assessments
 Problem and Hypothesis
based learning activities
 Teacher made investigations
 Student developed
Written lab
investigations
reports or
 Use other sources from the
illustrations.
internet and library to help
encourage inquiry.
 Use computers to collect
and analyze data.
Page 1 of 13
VCS Curriculum
Course: Earth Science
Grade Level: 10-12
Prerequisite: Geometry or concurrent enrollment in Algebra II
or permission of instructor
Topic: Inquiry and Process Skills (SA)
Essential Learning
SA1 cont.
#
SA1.2
Components
•
•
•
Developing models
Making logical inferences
Effectively communicating
findings and ideas to others.
Design and conduct scientific
investigations to answer questions about
the chemistry by:
•
•
•
•
•
•
•
•
•
Updated December 26, 2012
Reviewing pertinent literature
Creating testable hypotheses
Controlling experimental
variables
Using a control or comparison
group when appropriate.
Making qualitative and
quantitative observations.
Collecting and recording data
Organizing data into charts and
graphs
Analyzing data statistically (i.e.
mean, median, mode)
Using this information to
VHS Science Curriculum, Page 100
Suggested
Activities
Hands-on based learning labs and
investigations either found or
developed by the instructor or
developed by the student which
analyze and use the scientific
method.
 Science Fair Experiments
and projects.
www.alaskasciencefair.org
Alaska Region Junior Science and
Humanities Symposium
http://www.uaf.edu/cnsm/ashsss/
Assessments
Public
presentation of
project
research or
investigation.
Page 2 of 13
VCS Curriculum
Course: Earth Science
Grade Level: 10-12
Prerequisite: Geometry or concurrent enrollment in Algebra II
or permission of instructor
Topic: Inquiry and Process Skills (SA)
Essential Learning
SA2
Students develop an
understanding that the
processes of science
require integrity, logical
reasoning, skepticism,
openness,
communication, and peer
review.
#
SA 2.1
&
VCS
Updated December 26, 2012
Components
•
•
•
communicate conclusions.
Comparing results to others
Suggesting further
experimentation
Applying conclusion to other
problems
Analyzing reports of scientific
investigations from an informed
scientifically literate viewpoint to
identify bias and determining if
evidence logically supports the
conclusions by considering:
• Appropriate sample size
• Adequacy of experimental
controls
• Replication of findings.
• Alternative interpretations of the
data.
VHS Science Curriculum, Page 101
Suggested
Activities
Hands-on based learning labs and
investigations either found or
developed by the instructor or
developed by the student.
 Science Fair Experiments
and projects.
www.alaskasciencefair.org
 Alaska Region Junior
Science and Humanities
Symposium
http://www.uaf.edu/cnsm/as
hsss/
Assessments
Public
presentation of
project
research or
investigation.
Journal of field
experiences.
Page 3 of 13
VCS Curriculum
Course: Earth Science
Grade Level: 10-12
Prerequisite: Geometry or concurrent enrollment in Algebra II
or permission of instructor
Topic: Geology Content (SD-SG)
Essential Learning
SD
Student demonstrates an
understanding of
geochemical cycles by
creating and using a model
to explain the processes (i.e.,
formation, sedimentation,
erosion, reformation) of the
rock cycle.
Describe their
interrelationships (i.e., water
cycle, carbon cycle, oxygen
cycle).
SD2
Student demonstrates an
understanding of the forces
that shape Earth.
Recognize the dynamic
Updated December 26, 2012
#
Components
[10,11]
SD1.1
Classify minerals by their physical characteristics.
List and describe the types and composition of
igneous rocks and how they are formed.
Identify eight different types of rocks and
minerals found in the Valdez area
[11]
SD1.2
[10.11]
SD2.1
Suggested
Activities
Assessments
These are to be developed by
the instructor of the course.
Use of the many quality
internet sources is suggested
for all of the competencies.
List factors that affect the rate of chemical
weathering
Discuss the influence of running water on erosion
and stream deposition.
Discuss the influence of wind on erosion and the
formation of deserts.
List and discuss three possible causes of
glaciation.
List and describe glacial movement, erosion, and
VHS Science Curriculum, Page 102
Page 4 of 13
VCS Curriculum
Course: Earth Science
Grade Level: 10-12
Prerequisite: Geometry or concurrent enrollment in Algebra II
or permission of instructor
Topic: Geology Content (SD-SG)
Essential Learning
interaction of erosion and
deposition including human
causes.
#
Components
Suggested
Activities
Assessments
deposition.
Understand and be able to discuss the Pleistocene
glaciation including its origins, effect on the
Earth, and how it has influenced the development
of our species.
Discuss the processes that result in development
of shorelines.
Understand how and where fossils are formed and
how they aid the determination of the age of rock
formations.
These are to be developed by
the instructor of the course.
Use of the many quality
internet sources is suggested
for all of the competencies.
Understand and be able to list and discuss four
ways to date rock and fossil formations.
List and discuss three reasons for the demise of
the dinosaurs and the pros and cons of each
argument.
Discuss sea floor spreading and structures of the
deep ocean basins.
Updated December 26, 2012
VHS Science Curriculum, Page 103
Page 5 of 13
VCS Curriculum
Course: Earth Science
Grade Level: 10-12
Prerequisite: Geometry or concurrent enrollment in Algebra II
or permission of instructor
Topic: Geology Content (SD-SG)
Essential Learning
SD2
Describe how the theory of
plate tectonics explains the
dynamic nature of its
surface.
#
[10.11]
SD2.2
Components
Suggested
Activities
Assessments
Draw a cross-sectional model of the Earth’s
interior.
List and draw a diagram of three types of
volcanoes.
Discuss volcanism in Alaska including location
and types of volcanoes, their origin, and eruptions
in the modern era (1600 to present).
Understand and discuss basic seismological issues
(e.g. four types of seismic waves, wave reflection
and refraction, and the effect of the Earth’s
interior on seismic wave detection.
These are to be developed by
the instructor of the course.
Use of the many quality
internet sources is suggested
for all of the competencies.
Calculate earthquake intensities, magnitudes and
locations given raw data.
Identify p,s, and surface waves in a seismological
recording.
Discuss agents and types of metamorphism.
List and discuss the four major eras of Earth’s
geologic history.
Updated December 26, 2012
VHS Science Curriculum, Page 104
Page 6 of 13
VCS Curriculum
Course: Earth Science
Grade Level: 10-12
Prerequisite: Geometry or concurrent enrollment in Algebra II
or permission of instructor
Topic: Geology Content (SD-SG)
Essential Learning
#
Components
Suggested
Activities
Assessments
Understand the basic principles of orogeny.
SE
Student demonstrates an
understanding of how to
integrate scientific
knowledge and technology
to address problems.
[10]
SE1.1
Identify that progress in
science and invention is
highly interrelated to what
else is happening in society
SF
[10]
SF1.1Students demonstrate an
SF3.1
understanding of the
dynamic relationships among
scientific, cultural, social,
and personal perspectives.
Updated December 26, 2012
Demonstrate understanding by discussing how
geological processes have influenced modern man
and his ancestors.
Understand and be able to discuss the formation
of the fossil record and a brief history of its study
in the 19th and 20th century.
Understand and be able to discuss the influence of
earthquakes on man, and in particular, Prince
William Sound.
These are to be developed by
the instructor of the course.
Use of the many quality
internet sources is suggested
for all of the competencies.
Understand and be able to discuss how geological
processes have influenced modern man and his
ancestors.
VHS Science Curriculum, Page 105
Page 7 of 13
VCS Curriculum
Course: Earth Science
Grade Level: 10-12
Prerequisite: Geometry or concurrent enrollment in Algebra II
or permission of instructor
Topic: Geology Content (SD-SG)
Essential Learning
#
Components
Suggested
Activities
Assessments
Analyze the competition for
resources by various user
groups to describe these
interrelationships.
SG
Students demonstrate an
understanding of the bases of
the advancement of scientific
knowledge.
[10]
SG2.1
Demonstrate understanding by discussing the
history and current theory of plate tectonics.
Use an account of an event
to recognize the processes of
science used by historically
significant scientists (i.e.
Alfred Wegner)
Updated December 26, 2012
VHS Science Curriculum, Page 106
Page 8 of 13
VCS Curriculum
Course: Earth Science
Grade Level: 10-12
Prerequisite: Geometry or concurrent enrollment in Algebra II
or permission of instructor
Topic: Astronomy Content (SD-SG)
Essential Learning
SD1
Student demonstrates an
understanding of the theories
regarding the origin and
evolution of the universe by
describing phenomena in the
universe (i.e., black holes,
nebula).
#
[11]
SD4.1
Components
Suggested
Activities
Assessments
Locate sky objects by their right ascension and
declination on the celestial sphere.
Identify some bright stars and constellations
visible each season.
Explain the apparent daily and annual motions of
the Sun.
These are to be developed by
the instructor of the course.
Use of the many quality
internet sources including
NASA is suggested for all of
the competencies.
Define a sidereal day and a solar day and explain
why they are different.
Define the Zodiac.
Describe spectra and stellar classes of(e.g.
emission, absorption, continuous).
Explain properties determined from a star’s
spectrum(chemical composition, surface
temperature, radial velocity).
Use the H-R diagram to explain the relationship of
a star’s mass to its luminosity and temperature.
Compare red giants and white dwarfs with our
Sun in terms of mass, diameter, and density.
Updated December 26, 2012
VHS Science Curriculum, Page 107
Page 9 of 13
VCS Curriculum
Course: Earth Science
Grade Level: 10-12
Prerequisite: Geometry or concurrent enrollment in Algebra II
or permission of instructor
Topic: Astronomy Content (SD-SG)
Essential Learning
#
Components
Suggested
Activities
Assessments
Define 4 types of binary star systems.
Define the astronomical unit, AU.
Define the solar constant, and explain why it is
important to know if it is truly constant with time.
Sketch the structure of the Sun, including its
physical dimensions.
Describe the origin, properties, and cylical nature
of sunspots, and explain how sunspot variations
are related to solar activity.
These are to be developed by
the instructor of the course.
Use of the many quality
internet sources including
NASA is suggested for all of
the competencies.
Compare and contrast the origin and nature of
solar granules, faculae, plages, flares, and
prominences.
SD4
Student demonstrates an
understanding of the theories
regarding the origin and
evolution of the universe by
describing the Big Bang
Updated December 26, 2012
[11]
SD4.4
List the stages in the life cycle of a star like our
Sun according to modern theory of stellar
evolution.
Explain the importance of the H-R diagram to
theories of stellar evolution.
VHS Science Curriculum, Page 108
Page 10 of 13
VCS Curriculum
Course: Earth Science
Grade Level: 10-12
Prerequisite: Geometry or concurrent enrollment in Algebra II
or permission of instructor
Topic: Astronomy Content (SD-SG)
Essential Learning
#
Theory and exploring the
evidence that supports it.
Components
Suggested
Activities
Assessments
List the three main steps in the birth of a star.
Compare and contrast what happens in the
advanced stages of evolution for stars of large and
small mass.
Describe the origins of the different chemical
elements and the importance of supernovas to new
generations of stars.
SE
Student demonstrates and
understanding that solving
problems involves different
way of thinking by
questioning, researching,
modeling, simulating, and
testing multiple solutions to
a problem.
[11]
SE2.1
Explain how maps of our Galaxy in different
wavelength regions are constructed.
Compare and contrast the properties of spiral,
elliptical, and irregular galaxies.
These are to be developed by
the instructor of the course.
Use of the many quality
internet sources including
NASA is suggested for all of
the competencies.
Evaluate the evidence for the two different models
of galaxy formation and evolution.
Give the observed characteristics of quasars and a
model that explains them.
State the Hubble Law.
Explain the significance of the Hubble constant.
Updated December 26, 2012
VHS Science Curriculum, Page 109
Page 11 of 13
VCS Curriculum
Course: Earth Science
Grade Level: 10-12
Prerequisite: Geometry or concurrent enrollment in Algebra II
or permission of instructor
Topic: Astronomy Content (SD-SG)
Essential Learning
#
Components
Suggested
Activities
Assessments
Compare and contrast the future of the universe
according to the open, flat, and closed models of
the universe.
Describe evidence supporting the nebular theory
of the formation of the solar system.
SE
Researching a current
problem, identifying possible
solutions, and evaluating the
impact of each solution.
[11]
SE3.1
SF
Student demonstrates an
[11]
understanding of the
SF1.1dynamic relationships among SF3.1
scientific, cultural, social,
and personal perspective by
investigating the influences
of societal and/or cultural
beliefs on science.
Cross referenced with SA3.1
grade 11.
Updated December 26, 2012
Describe and evaluate the data from current space
probes including the Galileo mission to Jupiter
and the Mars Observer mission.
Explain a scientific theory of the origin and
evolution of intelligent life on Earth.
List factors involved in estimate of the statistical
chances for extraterrestrial life.
VHS Science Curriculum, Page 110
Page 12 of 13
VCS Curriculum
Course: Earth Science
Grade Level: 10-12
Prerequisite: Geometry or concurrent enrollment in Algebra II
or permission of instructor
Topic: Astronomy Content (SD-SG)
Essential Learning
SG
Student demonstrates an
understanding that scientific
knowledge is ongoing and
subject to change.
#
[11]
SG3.1
Components
Suggested
Activities
Assessments
Outline the development of our understanding of
the solar system, including the contributions of
Ptolemy, Coperniucus, Galileo, Tycho Brahe,
Kepler, and Newton.
Investigate instances when
scientists’ observations were
not in accord with prevailing
ideas of the time.
Updated December 26, 2012
VHS Science Curriculum, Page 111
Page 13 of 13
VCS Curriculum
Course: Anatomy & Physiology
Grade Level: 11-12
Topic: Inquiry and Process Skills
Essential Learning
SA1
#
SA1.1
Students develop an
understanding of the
processes of science
used to investigate
problems, design and
conduct repeatable
scientific investigations,
and defend scientific
arguments.
SA1.2
Updated December 26, 2012
Components
Suggested
Activities
Assessments
EVERY ACTIVITY DONE IN
SCIENCE SHOULD HAVE THESE
PROCESSES EMBEDDED.
Develop an understanding of the
processes of science by:
• Asking questions about
experiences and their
surroundings.
• Observing their environment and
noticing details.
• Describing in understandable
detail different objects and
phenomena.
• Making predictions based on
prior knowledge.
• Selecting and accurately using
appropriate metric measurements
tools.
• Applying generalizations to items
by noticing similarities and
differences.
• Classifying items into logical
organized groupings
• Analyzing data
• Developing models
• Making logical inferences
VHS Science Curriculum, Page 112
Hands-on based A & P labs and
investigations either found or
developed by the instructor or
developed by the student.
Lab & or
Research
Reports
Page 1 of 11
VCS Curriculum
Course: Anatomy & Physiology
Grade Level: 11-12
Topic: Inquiry and Process Skills
Essential Learning
SA1 cont.
#
SA1.2
cont.
Components
•
•
•
•
•
•
•
•
•
Updated December 26, 2012
Assessments
Effectively communicating
findings and ideas to others.
Design and conduct scientific
investigations to answer questions about
anatomy & physiology by:
•
•
•
•
Suggested
Activities
Related A&P Labs
SPARKVue Labs
Lab Reports
Review pertinent literature
Creating testable hypotheses
Control experimental variables
Use a control or comparison
group when appropriate.
Make qualitative and quantitative
observations.
Collect and record data
Organize data into charts and
graphs
Analyze data statistically (i.e.
mean, median, mode)
Use this information to
communicate conclusions.
Compare results to others
Suggest further experimentation
Apply conclusion to other
problems
VHS Science Curriculum, Page 113
Page 2 of 11
VCS Curriculum
Course: Anatomy & Physiology
Grade Level: 11-12
Topic: Inquiry and Process Skills
Essential Learning
#
Components
Suggested
Activities
Assessments
Recognize and analyze multiple
explanations and models, using this
information to revise their own
explanation or model if necessary.
VCS
Apply safety procedures in the
laboratory:
• recognize and avoid potential
hazards.
• safely manipulate materials and
equipment needed for scientific
investigations.
SA2
Students develop an
understanding that the
processes of science
require integrity, logical
reasoning, skepticism,
openness,
communication, and
peer review.
SA 2.1 +
VCS
Updated December 26, 2012
Analyze reports of scientific
investigations from an informed
scientifically literate viewpoint to
identify bias and determine if evidence
logically supports the conclusions by
considering:
• Appropriate sample size
• Adequacy of experimental
controls
• Replication of findings.
• Alternative interpretations of the
data.
VHS Science Curriculum, Page 114
 Science Safety Laboratory
Skills Checkup activities
 Science Safety Contract
 Practicing Aseptic Techniques
Lab
Skin Care Product Claims Analysis
Project
Page 3 of 11
VCS Curriculum
Course: Anatomy & Physiology
Grade Level: 11-12
Topic: Change over Time
Essential Learning
#
SC1
SC1.1
Students develop an
understanding of
how science
explains changes in
life forms over
time, including
genetics, heredity,
the process of
natural selection,
and biological
evolution.
VCS
Suggested
Activities
Components
•
Recognize that all organisms have
chromosomes made of DNA and that
DNA determines traits.
•
Analyze the molecular basis of
heredity and relate the structure of
DNA to characteristics of an
organism.
o DNA Replication
o Protein synthesis (transcription,
o
translation, mutation)
Gene regulation
•
DNA Model Kits
(CAROLINA’s© Inquires in
Science Protein Synthesis Kit)
•
www.dnai.org/index.html DNA
BioInteractive site
•
DNA Transcription & Translation
Model Kits
http://www.pbs.org/wgbh/aso/tryit
/dna/index.html PBS has an
interactive tutorial for replication
and protein synthesis.
•
•
Updated December 26, 2012
VHS Science Curriculum, Page 115
Assessments
Written lab
reports or
illustrations.
Textbook and
online
assessments
http://wps.aw.co
m/bc_martini_ea
p_4/
Online DNA Structure &
Replication tutorial
http://www.phschool.com/science/
biology_place/biocoach/dnarep/int
ro.html
Page 4 of 11
VCS Curriculum
Course: Anatomy & Physiology
Grade Level: 11-12
Topic: Structures, Functions, & Development
Essential Learning
SC2
#
SC2.1
Suggested
Activities
Components
Describe the structure–function
relationship (i.e. joints, lungs).
Students develop an
understanding of the
structure, function,
behavior,
development, life
cycles, and diversity
of living organisms.
Real or virtual study/dissections of
a mammal (CAT) studying the
anatomical and physiological
structures and functions of each
body system
o
o
o
SC2.2
SC2.3
Updated December 26, 2012
Explain that cells have specialized
structures in which chemical reactions
occur.
State the function of major physiological
systems (i.e. circulatory, excretory,
digestive, respiratory, reproductive,
nervous, immune, endocrine,
musculoskeletal, and integumentary).
VHS Science Curriculum, Page 116
http://bio.bd.psu.edu/cat/
http://anatomycorner.com/main/2
011/06/13/added-cat-virtualdissection/
http://tutorials.maconstate.edu/C
ATDISSECTION/default.htm
Review cell structure & function:
www.cellsalive.com
program for study of:
o cell structure & function
o build a cell virtual model
o compare plant, animal, bacteria
cells
o types of human cells (fat,
muscle, cardiac, etc.)
ADAM Essentials CD-Rom High
School Suite- contains “The Inside
Story”- a multimedia intro to the
human body plus internet access to
important health and medical sites
Also contains: Life’s
Assessments
Lab report
Concept maps
Online formative
quizzes
http://wps.aw.co
m/bc_martini_ea
p_4/
Teacher
generated
formative and
summative
quizzes and tests
generated with
TestGen
Chp. 4 Online
histology slides
and quizzes at:
http://wps.aw.co
m/bc_martini_ea
p_4
ADAM
Page 5 of 11
VCS Curriculum
Course: Anatomy & Physiology
Grade Level: 11-12
Topic: Structures, Functions, & Development
Essential Learning
#
VCS
Explore the organizational structures of
the body from the molecular to the
organism level
•
•
•
•
•
.
•
•
•
•
VCS
Distinguish between anatomy and
physiology
Investigate the structure of the major
body systems and relate the functions
Investigate the major body cavities and
the subdivisions of each cavity.
Apply correct anatomical terminology of
body parts and regions
Describe the parts of a homeostatic
mechanism and explain how they
function together
Properly use the terms that describe
relative positions, body sections, and
body regions
Describe cellular structure, each type of
organelle, and explain its function
Explain the role of metabolism
Explain the structure and function of the
four major tissue types and tell where
each is located in the body
Explore the integumentary, skeletal,
muscular systems and relate the
structures of the various parts to the
functions they serve
•
Updated December 26, 2012
Suggested
Activities
Components
Relate the functions of the
integumentary system and explain the
physiological mechanisms that make the
functions of this system possible
VHS Science Curriculum, Page 117
Greatest Mysteries, Nine
Month Miracle,
Cardiovascular Module.
•
Anatomical Terms, Sections, &
Regions Lab
•
Histology Lab
•
Real Tissue Identification Labusing fresh chicken wing
Assessments
Essentials
Quizmeistertests
knowledge of
all 12 systems.
Lab reports
Construct a flow
chart describing
the step-by-step
process involved
in molecular and
cellular repair of
a broken bone
Choose a disease
in abnormal
cells and tissues.
Prepare a
Powerpoint
presentation
comparing them
Teacher
generated
quizzes and tests
Construct a model of skin layers,
labeling the functions of each layer and using TestGen
software
identifying the functions of the skin
Integumentary system lab
Online quizzes
Page 6 of 11
VCS Curriculum
Course: Anatomy & Physiology
Grade Level: 11-12
Topic: Structures, Functions, & Development
Essential Learning
#
Components
•
VCS
cont.
•
•
Illustrate the skeletal system and relate
the physiological mechanisms that help
the skeletal system fulfill its function.
Illustrate the various kinds of muscles,
including the major anterior and
posterior muscles of the body
Explain the physiology of muscle
contraction
Suggested
Activities
Skeletal system & Articulations Lab
Construct a flow chart describing the
step-by-step process involved in the
molecular and cellular repair of a
broken bone
Case Studies found at:
http://wps.aw.com/bc_martini_eap_4/4
0/10466/2679440.cw/index.html
Physiology of the Muscular System
Lab
Textbook InterActive Physiology CD
tutorials
• Muscle Anatomy Review
• Neuromuscular Junction
• Sliding-filament Theory
• Contraction of Motor Units
• Contraction of Whole Muscle
• Muscle metabolism
VCS
Investigate, compare and contrast
methods of body control by the nervous
and endocrine systems
•
Updated December 26, 2012
Compare and contrast the central and
peripheral nervous systems
VHS Science Curriculum, Page 118
Assessments
for Chps. 5, 6, &
7 at
http://wps.aw.co
m/bc_martini_ea
p_4/
Lab Reports
ADAM
Essentials
Quizmeistertests
knowledge of
all 12 systems.
Online quizzes
for Chps. 8, 9, &
10
http://wps.aw.co
m/bc_martini_ea
p_4/
Textbook InterActive Physiology CD
tutorials
•
•
Nervous system Anatomy Review
Endocrine system Anatomy
review
Online formative
quizzes
Page 7 of 11
VCS Curriculum
Course: Anatomy & Physiology
Grade Level: 11-12
Topic: Structures, Functions, & Development
Essential Learning
#
Components
•
•
•
•
•
•
VCS
Describe the structure and function of
neurons and their supporting glial cells
Investigate the physiology of
electrochemical impulses and neural
integration
Investigate organs used by the body for
perception of external stimuli and to
maintain homeostasis
Investigate the major organs of the endocrine
system and demonstrate the relation of each
structure to hormonal regulation of
homeostasis
Investigate and analyze the general and
special senses
Analyze diseases as related to each system
Investigate the structure and function of
the cardiovascular system with an
emphasis on the blood, heart, the
lymphatic system and immunity
•
•
•
•
•
•
Updated December 26, 2012
Describe the molecular and cellular
components of the blood
Describe the functions of the blood
Diagram the anatomy and flow of blood
through the heart
Describe the structure of blood vessel
and label the major arteries and veins
Describe the physiological basis of
circulation and blood pressure
Describe the role of the cardiovascular
system in maintaining homeostasis
VHS Science Curriculum, Page 119
Suggested
Activities
Cat Dissection Lab
Reflex Physiology Lab
Assessments
http://wps.aw.co
m/bc_martini_ea
p_4/
Special Senses Lab- including cow
eyeball dissection
The Virtual Stroke Lab
Virtual Neuroscience Lab #1:
Cocaine Study found at:
http://www.mind.ilstu.edu/teachers/ne
w_modules.php
ADAM Essentials CD Tutorial
program
Teacher
generated
formative and
summative
quizzes and tests
generated with
TestGen
Lab Report
Cat Dissection Lab
Textbook InterActive Physiology CD
tutorials
•
•
•
Circulatory system
Lymphatic system
The Heart
NIH Curriculum- Emerging and
Re-Emerging Infectious Diseases
lessons.
http://science.education.nih.gov/cus
tomers.nsf/HSDiseases.htm
Online quizzes
for Chps. 11, 12,
13, & 14
http://wps.aw.co
m/bc_martini_ea
p_4/
Lab Report
Page 8 of 11
VCS Curriculum
Course: Anatomy & Physiology
Grade Level: 11-12
Topic: Structures, Functions, & Development
Essential Learning
#
•
•
VCS
•
•
•
Updated December 26, 2012
Describe the major organs of the
lymphatic system
Demonstrate an understanding of the
immune response
Investigate the structure and function of
the reproductive system and its
association with the growth and
development of organisms.
•
SC2.4
Suggested
Activities
Components
Identify the structures and related
functions of the male and female
reproductive system
Compare and contrast the hormonal
regulations found in the reproductive
system
Indicate the duration and relate the
major events at each stage of gestation
Investigate congenital disorders; their
physiological, biochemical, hormonal,
and chromosomal causes
Trace the pathways of the digestive,
circulatory, and excretory systems.
VHS Science Curriculum, Page 120
Assessments
Bio-Rad’s ELISA Immunology Lab
and animation at:
http://www3.biorad.com/LifeScience/jobs/2004/040522/04-0522_ELISA.html
Cat Dissection Lab
Textbook InterActive Physiology CD
tutorials
•
Reproductive system
ADAM Essentials CD Tutorial
program
Create drawings of major events at
each stage of gestation
Research congenital disorders and
the causes
Cat Dissection Lab
Lab Report
Online quizzes
for Chps. 19 &
20
http://wps.aw.co
m/bc_martini_ea
p_4/
Teacher
generated
formative and
summative
quizzes and tests
generated with
TestGen
Lab Report
Page 9 of 11
VCS Curriculum
Course: Anatomy & Physiology
Grade Level: 11-12
Topic: Structures, Functions, & Development
Essential Learning
#
+VCS
Components
Investigate the structures of the body
associated with the absorption and
excretion of materials from the
molecular, cellular, organ, and system
levels of function.
•
•
•
•
•
•
Updated December 26, 2012
Analyze the major organs of the
digestive system
Observe the gross anatomy of each
organ within the digestive and urinary
systems
Describe mechanisms of digestion and
absorption within the body
Relate how nutrition, metabolism, and
body temperature are interrelated
Describe the role of the urinary system
in body waste management
Examine the physiological basis for the
elimination of water and salts through
the skin and lungs.
VHS Science Curriculum, Page 121
Suggested
Activities
Textbook InterActive Physiology CD
tutorials
•
•
Digestive system
Urinary system
Trace a particular food item through the
digestive tract, listing biochemical
reactions, enzymes and resultant
substances formed.
Assessments
Online quizzes
for Chps. 15, 16,
17, & 18
http://wps.aw.co
m/bc_martini_ea
p_4/
Teacher
generated
formative and
summative
quizzes and tests
generated with
TestGen
Page 10 of 11
VCS Curriculum
Course: Anatomy & Physiology
Grade Level: 11-12
Topic: Interrelationships (SF)
Essential Learning
#
SF
Students develop an
understanding of
dynamic relationships
among scientific,
cultural, social, and
personal perspectives.
[11]
SF1.1 3.1
•
VCS
•
Updated December 26, 2012
Suggested
Activities
Components
Investigate the influence of societal
and/or cultural beliefs on science and
personal choices.
Become aware of careers in science.
VHS Science Curriculum, Page 122
•
Fieldtrip to local hospital to
explore careers requiring
anatomy & physiology.
•
Invite guest speakers and do
internet searches on careers of
interest.
•
Internships with local hospital
Assessments
Report or
presentation
Page 11 of 11
VCS Curriculum
Course: Biotechnology
Grade Level: 11-12 (1 Semester)
Topic: Inquiry and Process Skills
Essential Learning
SA1
#
SA1.1
Students develop an
understanding of the
processes of science
used to investigate
problems, design and
conduct repeatable
scientific investigations,
and defend scientific
arguments.
Updated December 26, 2012
Suggested
Activities
Components
Assessments
EVERY ACTIVITY DONE IN
SCIENCE SHOULD HAVE THESE
PROCESSES EMBEDDED.
Develop an understanding of the
processes of science by:
• Asking questions about
experiences and their
surroundings.
• Observing their environment and
noticing details.
• Describing in understandable
detail different objects and
phenomena.
• Making predictions based on
prior knowledge.
• Selecting and accurately using
appropriate metric measurements
tools.
• Applying generalizations to items
by noticing similarities and
differences.
• Classifying items into logical
organized groupings
• Analyzing data
• Developing models
• Making logical inferences
VHS Science Curriculum, Page 123
All of the Bio-Rad Labs are
designed for inquiry learning.
http://www.bio-rad.com/
•
•
•
•
•
•
•
•
•
Lab Reports
DNA Extraction Lab
(Genes in a Bottle)
Restriction digest and
analysis of Lambda DNA
pGLO Bacterial
Transformation
Green Fluorescent Protein
Chromatography
Comparative Proteomics:
Protein Profiler
ELISA Immuno Explorer
PV92 PCR Informatics
Biofuel Enzyme
GMO Investigation
Page 1 of 11
VCS Curriculum
Course: Biotechnology
Grade Level: 11-12 (1 Semester)
Topic: Inquiry and Process Skills
Essential Learning
#
Components
•
SA1 cont.
SA1.2
VCS
Suggested
Activities
Assessments
Effectively communicating
findings and ideas to others.
Apply safety procedures in the
laboratory:
• recognize and avoid potential
hazards.
• safely manipulate materials and
equipment needed for scientific
investigations.
 Science Safety Laboratory
Skills Checkup activities
 Science Safety Contract
 Sterile/Aseptic Techniques Lab
SA2
Students develop an
understanding that the
processes of science
require integrity, logical
reasoning, skepticism,
openness,
communication, and
peer review.
SA 2.1 +
VCS
Updated December 26, 2012
Analyze reports of scientific
investigations from an informed
scientifically literate viewpoint to
identify bias and determine if evidence
logically supports the conclusions by
considering:
• Appropriate sample size
• Adequacy of experimental
controls
• Replication of findings.
• Alternative interpretations of the
data.
VHS Science Curriculum, Page 124
Genetically Modified Foods Project
(updated from original lesson by
Tom Creegan, CSU)
Project Report
and Presentation
Page 2 of 11
VCS Curriculum
Course: Biotechnology
Grade Level: 11-12
Topic: Change over Time
Essential Learning
#
Suggested
Activities
Components
Assessments
SC1
SC1.1
Students develop an
understanding of how
science explains changes
in life forms over time,
including genetics,
VCS
heredity, the process of
natural selection, and
biological evolution.
Recognize that all organisms have
chromosomes made of DNA and that
DNA determines traits.
Analyze the molecular basis of heredity
and relate the structure of DNA to
characteristics of an organism.
o DNA Replication
o Protein synthesis (transcription, translation,
•
DNALC.org for videos and 3-D
Animation Library
•
DNA Transcription &
Translation Model Kits
DNA Extraction Lab or virtual
lab at:
http://learn.genetics.utah.edu/co
ntent/labs/extraction/
•
mutation)
o Gene regulation
•
DNA Scissors
•
DNA Goes to the Races Dry
Lab
Learn Genetics Gel
Electrophoresis Virtual Lab
http://learn.genetics.utah.edu/co
ntent/labs/gel/
Comparative Proteomics Lab
pGLO Bacterial Transformation
Lab
•
•
•
Written lab
reports or
illustrations.
SC1.2
Examine issues related to genetics:
o Assess the application of DNA
technology to forensics, medicine,
and agriculture.
Updated December 26, 2012
VHS Science Curriculum, Page 125
•
•
•
Forensic DNA Fingerprinting Lab
Cloning & Sequencing Lab
GMO Investigation Lab
Page 3 of 11
VCS Curriculum
Course: Biotechnology
Grade Level: 11-12
Topic: Change over Time
Essential Learning
#
SC1.3 +
VCS
.
Updated December 26, 2012
•
•
•
Suggested
Activities
Biofuel enzyme Lab
Microbes and Health Lab
Comparative Proteomics Lab
Analyze and explain the role of genetics
and environment in health and disease.
•
•
Microbes and Health Lab
ELISA Immunology Lab
Explain how the processes of natural
selection can cause speciation and
extinction.
www.dnai.org/index.html DNA
BioInteractive site for
Components
Infer evolutionary pathways from
evidence:
o Development of the theory
o Origin and history of life
o Fossil and biochemical evidence
o Mechanisms of evolution
o Applications (pesticide and antibiotic
resistance)
VHS Science Curriculum, Page 126
Assessments
Lab Reports and
teacher
generated
formative &
summative
quizzes and tests
Lab Reports
Human Identifications
• Genes & Medicine
www.dnai.org/index.html DNA
BioInteractive site for
Human Identifications
• Recovering the Romanovs
• Human Origins
Page 4 of 11
VCS Curriculum
Course: Biotechnology
Grade Level: 11-12
Topic: Cells and Unity/Diversity of Life
Essential Learning
SC2
Students develop an
understanding of the
structure, function,
behavior,
development, life
cycles, and diversity
of living organisms.
#
Components
Suggested
Activities
Assessments
VCS
Relate the variety of living organisms to
their evolutionary relationships.
• DNA Analysis
• Biochemical analysis
• Evo devo
Activities that allow students to
Lab Report
compare organism relationships
such as those indicated by DNA or
protein sequence analysis. (Bio-Rad Student designed
research project
Protein Profiler Lab)
SC2.2
Explain that cells have specialized
structures in which chemical reactions
occur.
DNA Extraction & Precipitation Lab
Cloning & Sequencing Lab
Analysis of Precut Lambda DNA Lab
pGLO Bacterial Transformation Lab
SC2.3
State the function of major physiological
systems (i.e. circulatory, excretory,
digestive, respiratory, reproductive,
nervous, immune, endocrine,
musculoskeletal, and integumentary).
Updated December 26, 2012
VHS Science Curriculum, Page 127
Lab Reports
Bio-Rad’s ELISA Immunology Lab
Page 5 of 11
VCS Curriculum
Course: Biotechnology
Grade Level: 11-12
Topic: Transfer and Transformation of Matter & Energy (SC3)
Essential Learning
SC3
#
Components
Suggested
Activities
Assessments
SC3.1
Describe the carbon and nitrogen cycle
within an ecosystem and how the
continual input of energy from sunlight
keeps the process going.
Students develop an
understanding that all
organisms are linked
to each other and their
physical environments
through the transfer
and transformation of
matter and energy.
Biofuel Enzyme Lab- Can Enzymes
solve Global Warming?
Lab Report
Explore ecological relationships:
o abiotic factors & biomes
o abiotic and biotic
interaction
o niche
o feeding relationships
o symbiotic relationships
pGLO Transformation Lab
Lab Report
Green Fluorescent Protein
Chromatography Lab
Student
generated
research project
Analyze the potential impacts of changes
within an ecosystem. (e.g., habitat
loss/gain, climate change, human
activities, cataclysms)
Secrets of the Rainforest Lab
ELISA Immunology Lab
Lab Report
Relate the carbon cycle to global climate
change.
SC3.2
Updated December 26, 2012
VHS Science Curriculum, Page 128
Student
generated
research project
Page 6 of 11
VCS Curriculum
Course: Biotechnology
Grade Level: 11-12
Topic: Transfer and Transformation of Matter & Energy (SC3)
Essential Learning
#
SC3.3
Components
Identify dynamic factors that affect
population size:
o carrying capacity
o limiting factors (density
o
o
o
Updated December 26, 2012
dependent and density
independent)
biodiversity
productivity
succession
VHS Science Curriculum, Page 129
Suggested
Activities
Assessments
pGLO Bacterial Transformation Lab
Lab Report
Comparative Proteomics -Protein
Profiler Lab
(From Finches to Fishes curriculum
found at explorer.bio-rad.com)
Student
generated
research project
Page 7 of 11
VCS Curriculum
Course: Biotechnology
Grade Level: 11-12
Topic: Science, Technology, and Society
Essential Learning
SE1
Students develop
an understanding
of how scientific
knowledge and
technology are
used in making
decisions about
issues,
innovations, and
responses to
problems and
everyday events.
#
SE1.1
Demonstrate an understanding of how to
integrate scientific knowledge and
technology to address problems by:
• Identifying that progress in science
and invention depends heavily on
what else is happening in society.
•
All biotechnology labs demonstrate
these components
Assessments
Research
projects
Lab Reports
Research how social, economic, and
political forces strongly influence
which technology will be developed
and used.
SE2.1
Demonstrate an understanding that solving
problems involves different ways of
thinking by:
• Questioning, researching, modeling,
simulating, and testing multiple
solutions to a problem.
SE3.1
Demonstrate an understanding of how
scientific discoveries and technological
innovations affect our lives and society by:
Researching a current problem, identifying
possible solutions, and evaluating the
impact of each solution.
Updated December 26, 2012
Suggested
Activities
Components
VHS Science Curriculum, Page 130
Page 8 of 11
VCS Curriculum
Course: Biology
Grade Level: 10-12
Topic: Interrelationships (SF)
Essential Learning
#
Components
Suggested
Activities
Assessments
SF
Students develop an
understanding of
dynamic relationships
among scientific,
cultural, social, and
personal perspectives.
[10]
SF1.1 3.1
[11]
SF1.1 3.1
•
•
VCS
•
Updated December 26, 2012
Analyze the competition for
resources by various user groups
to describe these
interrelationships.
Investigate the influence of
societal and/or cultural beliefs on
science and personal choices.
Become aware of careers in
science.
VHS Science Curriculum, Page 131
Secrets of the Rainforest Lab
Forensic DNA Fingerprinting Lab
Lab Reports
Cloning and Sequencing Lab
Student
generated
research projects
GMO Investigator Lab
ELISA Immunology Lab
Crime Scene Investigator PCR Basics
Lab
http://www.biotechinstitute.org/student
s/careers
Page 9 of 11
VCS Curriculum
Course: Biotechnology
Grade Level: 11-12
Topic: History and Nature of Science (SG)
Essential Learning
SG
#
SG1.1
Demonstrate an understanding of
changes in historical perspectives of
science by identifying and describing
how historical perspectives of science
(i.e. cultural, political, religious,
philosophical) have impacted the
advancement of science.
VCS
Understand that scientific knowledge
changes over time, building on prior
knowledge.
SG 2.1
Develop an understanding that the
advancement of scientific knowledge
embraces innovation and requires
empirical evidence, repeatable
investigations, logical arguments, and
critical review in striving for the best
possible explanations of the natural
world.
Students develop an
understanding of the
history and nature of
science.
•
•
Updated December 26, 2012
Suggested
Activities
Components
Explain the importance of
innovations (i.e.-microscope,
immunization, computer)
Use an account of an event to
recognize the processes of science
used by historically significant
scientists
VHS Science Curriculum, Page 132
Assessments
Report
Biotechnology history & timeline
http://www.biotechinstitute.org/teac
hers/resources/timeline
•
Weekly reading and
reflection of a current
Science news article.
All Biotechnology labs incorporate
these components
Journal entry
Lab Reports
http://www.biotechinstitute.org/teacher
s/heroes
Page 10 of 11
VCS Curriculum
Course: Biotechnology
Grade Level: 11-12
Topic: History and Nature of Science (SG)
Essential Learning
#
SG3.1
Components
Develop an understanding that scientific
knowledge is ongoing and subject to
change as new evidence becomes
available through experimental and/or
observational confirmation(s).
Use experimental or observational data to
evaluate a hypothesis.
Suggested
Activities
All Biotechnology labs incorporate
these components
Assessments
Written or oral
report
Lab Report
.
SG4.1
Updated December 26, 2012
Demonstrate an understanding that
advancements in science depend on
curiosity, creativity, imagination, and a
broad knowledge base by recognizing the
role of these factors on scientific
advancements.
VHS Science Curriculum, Page 133
Lab Report
Page 11 of 11
VCS Curriculum
Course: Chemistry
Grade Level: 11-12
Prerequisite: Geometry, Biology
Topic: Inquiry and Process Skills (SA)
Essential Learning
#
Components
Suggested
Activities
Assessments
SA1
SA1.1
Students develop an
understanding of the
processes of science
used to investigate
problems, design and
conduct repeatable
scientific
investigations, and
defend scientific
arguments.
SA1.2
EVERY ACTIVITY DONE IN
SCIENCE SHOULD HAVE
INQUIRY PROCESSES
IMBEDDED.
Design and conduct scientific
investigations to answer questions
about the chemistry by:
•
•
•
•
•
VCS.1
•
•
•
Updated December 26, 2012
Review pertinent literature
Create testable hypotheses
Control experimental
variables
Use a control or comparison
group when appropriate.
Make qualitative and
quantitative observations.
Collect and record data
VCS – Use metric system for
science measurements, units
of length, mass, volume and
temperature.
Organize data into charts and
VHS Science Curriculum, Page 134
Activities from the Chemistry
laboratory investigations or other
resource materials, or online.
Teacher/student made
investigations.
Work problems using scientific
notation and significant digits.
Presentation of
project
research or
investigation.
Quiz on
understanding
and use of
metric
measurement
and scientific
notation.
Page 1 of 12
VCS Curriculum
Course: Chemistry
Grade Level: 11-12
Prerequisite: Geometry, Biology
Topic: Inquiry and Process Skills (SA)
Essential Learning
#
•
•
•
•
•
SA2
Students develop an
understanding that the
processes of science
require integrity,
logical reasoning,
skepticism, openness,
communication, and
peer review.
SA 2.1 &
VCS
Updated December 26, 2012
Suggested
Activities
Components
graphs
Analyze data statistically (i.e.
mean, median, mode)
Use this information to
communicate conclusions.
Compare results to others
Suggest further
experimentation
Apply conclusion to other
problems
Recognize and analyze multiple
explanations and models, use this
information to revise the explanation
or model if necessary.
Apply safety procedures in the
laboratory and in field studies:
• recognize and avoid potential
hazards.
• safely manipulate materials
and equipment needed for
scientific investigations.
VHS Science Curriculum, Page 135
Hands-on based learning labs and
investigations that use the scientific
method.
• Chemistry lab activities.
• Science Fair Experiments
and projects.
http://www.alaskasciencefai
r.org/
• Alaska Region Junior
Science and Humanities
Symposium
http://www.uaf.edu/cnsm/as
hsss/
•
•
•
Science Safety Laboratory
Skills Checkup activities
Science Safety Contract
Practicing acceptable
laboratory techniques
Assessments
Written lab
reports or
illustrations.
Safety skills
quiz.
Lab Technique
practical.
Page 2 of 12
VCS Curriculum
Course: Chemistry
Grade Level: 11-12
Prerequisite: Geometry, Biology
Topic: Inquiry and Process Skills (SA)
Essential Learning
SA3
Students demonstrate
an understanding that
interactions with the
environment provide
an opportunity for
understanding
scientific concepts.
#
SA3.1
Updated December 26, 2012
Components
Analyze reports of scientific
investigations from an informed
scientifically literate viewpoint to
identify bias and determine if
evidence logically supports the
conclusions by considering:
• Appropriate sample size
• Adequacy of experimental
controls
• Replication of findings.
• Alternative interpretations of
the data.
VHS Science Curriculum, Page 136
Suggested
Activities
Research projects that can be
entered in the Science and
Engineering Fair or the Science
Symposium.
Assessments
Public
presentation
and evaluation
of research.
Teacher designed field trips and
Journal of field
field exploration, like, water quality experiences.
monitoring, air quality monitoring,
etc.
Page 3 of 12
VCS Curriculum
Course: Chemistry
Grade Level: 11-12
Prerequisite: Geometry, Biology
Topic: Concepts of Physical Science/Matter and Energy (SB)
Essential Learning
#
Components
SB1
SB1.1
Students develop an
understanding of the
characteristic properties
of matter and the
relationship of these
properties to their
structure and behavior.
Use the periodic table to describe atoms in
terms of their base components (i.e., protons,
neutrons, electrons).
Suggested
Activities
Use chemical symbols, formulas, and
names. Introduction to General
Chemistry computer activities.
Understand periodicity of the modern
periodic table as based on electrons
using lab activities and computer
applications.
http://www.learner.org/interactives/per
iodic/periodic_table.html
Predict properties of an element (i.e.,
reactivity, metal, non-metal), use the periodic
table ,and verify the predictions through
experimentation.
Assessments
Online selfassessments
found here:
http://www.learn
er.org/interactive
s/periodic/
Distinguish physical and chemical
properties and changes using lab
activities.
Lab reports and
quizzes.
Recognize components of atomic
structure and compare different models
using lab activities.
http://education.jlab.org/itselemental/
Test over the
periodic table,
element groups,
orbital and
notation styles.
Differentiate metal and non-metal
chemistry and preparation of important
group members with lab and computer
applications.
Updated December 26, 2012
VHS Science Curriculum, Page 137
Page 4 of 12
VCS Curriculum
Course: Chemistry
Grade Level: 11-12
Prerequisite: Geometry, Biology
Topic: Concepts of Physical Science/Matter and Energy (SB)
Essential Learning
#
Components
Suggested
Activities
Assessments
SB2
SB2.1
Students develop an
understanding that
energy appears in
different forms, can be
transformed from one
form to another, can be
transferred or moved
from one place or
system to another, may
be unavailable for use,
and is ultimately
conserved by:
Demonstrate energy (e.g., nuclear, chemical,
thermal) transfers and transformations by
comparing useful energy to total energy
(entropy).
Use the kinetic theory to explain states
of mater and energy changes. Lab
activity.
http://phet.colorado.edu/en/simulation/
states-of-matter
Use the collision theory to do problems
with reaction rates, equilibrium, and
entropy. Lab activity.
http://www.kscience.co.uk/animations/
collision.htm
List the characteristics of oxidationreduction reactions and be able to
balance the equations of such reactions
using lab activities and computer
applications.
http://www.kentchemistry.com/movies
files/chemguy/advanced/ChemguyRed
ox.htm
Updated December 26, 2012
Lab quizzes and
reports.
VHS Science Curriculum, Page 138
Redox test.
Page 5 of 12
VCS Curriculum
Course: Chemistry
Grade Level: 11-12
Prerequisite: Geometry, Biology
Topic: Concepts of Physical Science/Matter and Energy (SB)
Essential Learning
#
Components
Suggested
Activities
Assessments
SB3
SB3.1
Students develop an
understanding of the
interactions between
matter and energy and
the effects of these
interactions on systems
by:
Recognize that a chemical reaction has taken
place.
Write and balance chemical equations
using lab and computer activities.
Quizzes on
balancing
equations.
Do stoichiometry problems.
http://www.lsua.us/chem1001/stoichio
metry/stoichiometry.html
Describe the behavior of electrons in chemical
bonding.
Compare and identify covalent and
ionic bonds as well as compounds
using lab activities.
http://www.teachersdomain.org/resour
ce/lsps07.sci.phys.matter.covalentbond
/
http://www.teachersdomain.org/resour
ce/lsps07.sci.phys.matter.ionicbonding
/
Predict how an atom can interact with other
atoms based on its electron configuration and
verifying the results.
Identify solutions, do molarity and
molality problems using lab activities.
Worksheets on
covalent and
ionic bonding.
Quizzes and
worksheet.
Describe acid-base reactions and the
models on which they are based.
Lab practicum
Updated December 26, 2012
VHS Science Curriculum, Page 139
Page 6 of 12
VCS Curriculum
Course: Chemistry
Grade Level: 11-12
Prerequisite: Geometry, Biology
Topic: Concepts of Physical Science/Matter and Energy (SB)
Essential Learning
#
Components
Suggested
Activities
Perform neutralization reactions.
Assessments
on neutralization
reactions.
Recognize hydrocarbon and organic
reactions.
SB3.2
Explain that in chemical and nuclear
reactions, energy is transferred into and out of
a system.
Recognize that radioactivity is the result of
the decay of unstable nuclei.
Research applications of nuclear reactions in
which a small amount of matter is converted
directly into a huge amount of energy (i.e.,
E=MC2)
Updated December 26, 2012
VHS Science Curriculum, Page 140
Use the kinetic theory to explain states
of matter and energy changes.
Identify nuclear chemistry,
distinguishing fusion and fission.
Research the applications using the
internet, and a variety of print
materials.
Draw and
illustration to
differentiate
between fission
and fusion.
Present research
to class.
Page 7 of 12
VCS Curriculum
Course: Chemistry
Grade Level: 11-12
Prerequisite: Geometry, Biology
Topic: Science, Technology and Society (SE)
Essential Learning
#
Components
Suggested
Activities
Assessments
SE1
SE1.1
Identify that progress in science and invention Students should research how social
Oral
is highly interrelated to what else is happening and economic forces strongly influence presentation of
which technology will be developed
the research.
in society.
and used, connect this to the field of
chemistry with the development of
Research how social, economic, and political
new materials and medications. Use
forces strongly influence which technology
information discussed in text and in
will be developed and used.
current events.
SE2.1
Question, research, model, simulate, and test
multiple solutions to a problem.
Students develop an
understanding of how
scientific knowledge and
technology are used in
making decisions about
issues, innovations, and
responses to problems
and everyday events.
SE2
Students develop and
understanding that
solving problems
involves different ways
of thinking,
perspectives, and
curiosity that lead to the
exploration of multiple
paths that are analyzed
using scientific,
technological and social
merits.
Updated December 26, 2012
VHS Science Curriculum, Page 141
Review the scientific problems that
have been discussed in class
brainstorm any new problems that the
students have heard. Discuss how these
problems could be addressed. Research
and design possible solutions to the
problems. Simulate the solutions and
test each one.
Present the
solutions in class
for peer review
and to discuss
the different
ways people
decided to solve
the same
problem.
Page 8 of 12
VCS Curriculum
Course: Chemistry
Grade Level: 11-12
Prerequisite: Geometry, Biology
Topic: Science, Technology and Society (SE)
Essential Learning
SE3
Students develop an
understanding of how
scientific discoveries
and technological
innovations affect and
are affected by our lives
and cultures by:
#
SE3.1
Updated December 26, 2012
Components
Research a current problem, identify possible
solutions, and evaluate the impact of each
solution.
VHS Science Curriculum, Page 142
Suggested
Activities
Discuss the impact on individuals, the
society, and the environment of each
solution from the above tests.
Assessments
Participation in
the testing and
discussion.
Page 9 of 12
VCS Curriculum
Course: Chemistry
Grade Level: 11-12
Prerequisite: Geometry, Biology
Topic: Cultural, Social, Personal Perspectives & Science (SF)
Essential Learning
SF
Students develop an
understanding of
dynamic relationships
among scientific,
cultural, social, and
personal perspectives.
#
SF1.1 3.1
Components
Analyze the competition for resources by
various user groups to describe these
interrelationships.
Suggested
Activities
Identify which resources; associated
with the field of chemistry, different
user groups compete for. Then discuss
the relationship of this competition.
(i.e., oil and natural gas shipping and
refining, etc.)
Field trip to PetroStar refinery or have
a shipper representative come be a
guest speaker.
Investigate the influence of societal and/or
cultural beliefs on science and personal
choices.
Updated December 26, 2012
VHS Science Curriculum, Page 143
Explore chemistry related careers and
possible reasons why different sexes
and nationalities tend to choose to go
into such careers.
Chemistry text, internet and guest
speakers.
Assessments
Students develop
questions before
the field trip or
guest speaker
and write
answers after the
experience.
Report on a
career that is
related to
chemistry.
Page 10 of 12
VCS Curriculum
Course: Chemistry
Grade Level: 11-12
Prerequisite: Geometry, Biology
Topic: History and Nature of Science/Scientific Advances (SG)
Essential Learning
#
Components
Suggested
Activities
Assessments
SG2
SG2.1
Students develop an
understanding that the
advancement of
scientific knowledge
embraces innovation and
requires empirical
evidence, repeatable
investigations, logical
arguments, and critical
review in striving for the
best possible
explanations.
Describe an event to recognize the processes
of science utilized by historically significant
scientists.
Describe the importance of logical arguments.
Analyze the basic assumptions of the
kinetic molecular theory and its
applications; Ideal Gas Equation,
Combined Gas Law, Graham’s Law, ...
SG3
Students develop an
understanding that
scientific knowledge is
ongoing and subject to
change as new evidence
becomes available
through experimental
and/or observational
confirmations.
SG3.1
Updated December 26, 2012
Analyze the development of the
current atomic theory; Democritus and
Dalton’s early contributions, Thomas
and Millikan and the discovery of the
electron, Rutherford and Chadwick
discovering the nucleus, proton and
neutron, the Bohr model, and the
quantum mechanical model.
Use experimental or observational data to
evaluate a hypothesis.
Teacher or student developed activities
that are created to answer a question.
Investigate instances when scientists’
observations were not in accord with
prevailing ideas of the time.
Discuss the chemists throughout
history who made discoveries that
were not socially accepted.
VHS Science Curriculum, Page 144
Students do a
short paper or
multi-media
presentation on a
scientist that is
historically
significant in the
field of
chemistry.
Present in class
and discuss.
Page 11 of 12
VCS Curriculum
Course: Chemistry
Grade Level: 11-12
Prerequisite: Geometry, Biology
Topic: History and Nature of Science/Scientific Advances (SG)
Updated December 26, 2012
VHS Science Curriculum, Page 145
Page 12 of 12
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: Inquiry and Process Skills (SA)
Essential Learning
#
Suggested
Activities
Assessments
EVERY ACTIVITY DONE IN SCIENCE
SHOULD HAVE THESE PROCESSES
EMBEDDED.
SA1
Students develop an
understanding of the
processes of science
used to investigate
problems, design and
conduct repeatable
scientific investigations,
and defend scientific
arguments.
Components
SA1.1 +
VCS
Updated December 26, 2012
Develop an understanding of the processes of Problem and Hypothesis based
science by learning how to use the scientific
learning activities found on:
method to solve biological problems.
• STEM Student Research
• Ask questions about experiences and
Handbook projects
their surroundings.
• PASCO SPARK Labs• Observe their environment and
inquiry based
notice details.
• Describe in understandable detail
different objects and phenomena.
• Make predictions based on prior
knowledge.
• Select and accurately using
appropriate metric measurements
tools.
• Apply generalizations to items by
noticing similarities and differences.
• Classify items into logical organized
groupings
• Analyze data
• Develop models
• Make logical inferences
• Effectively communicate findings
and ideas to others.
VHS Science Curriculum, Page 146
Science
Process Skills
Pre & Post Test
Written lab
reports or
illustrations.
Journal of field
experiences.
Page 1 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: Inquiry and Process Skills (SA)
Essential Learning
SA1 cont.
#
SA1.2
Components
Design and conduct scientific
investigations to answer questions about
marine biology by:
•
•
•
•
•
•
•
•
•
•
•
•
Review pertinent literature
Creating testable hypotheses
Control experimental variables
Use a control or comparison
group when appropriate.
Make qualitative and quantitative
observations.
Collect and record data
Organize data into charts and
graphs
Analyze data statistically (i.e.
mean, median, mode)
Use this information to
communicate conclusions.
Compare results to others
Suggest further experimentation
Apply conclusion to other
problems
Suggested
Activities
Hands-on based learning labs and
investigations either found or
developed by the instructor or
developed by the student.
 Alaska State High School
Science Symposium
www.uaf.edu/cnsm/ashsss/
 OceanGLOBE
http://www.msc.ucla.edu/oc
eanglobe/
 NOAA Learning Objects
http://www.montereyinstitut
e.org/noaa/
 PASCO SPARKVue
Inquiry labs
Assessments
Lab Reports
Labstract
Research Project
GLOBE
protocol
assessments
http://classic.glo
be.gov/fsl/html/t
empl.cgi?for_tea
chers&lang=en
Lab Report
Presentation
Updated December 26, 2012
VHS Science Curriculum, Page 147
Page 2 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: Inquiry and Process Skills (SA)
Essential Learning
#
VCS
SA2
Students develop an
understanding that the
processes of science
require integrity, logical
reasoning, skepticism,
openness,
communication, and
peer review.
SA3
Students demonstrate an
understanding that
interactions with the
environment provide an
opportunity for
understanding scientific
concepts.
SA 2.1
+ VCS
SA3.1
Updated December 26, 2012
Suggested
Activities
Components
Apply safety procedures in the laboratory
and in field studies:
• recognize and avoid potential
hazards.
• safely manipulate materials and
equipment needed for scientific
investigations.
•
Evaluate the credibility of cited sources
when conducting scientific investigation.
• Appropriate sample size
• Adequacy of experimental controls
• Replication of findings.
• Alternative interpretations of the
data.
•
Conduct research and communicate results
as a part of a management strategy to solve a
local environmental problem (e.g. fish and
game management, building permits, mineral
rights, land use policies).
VHS Science Curriculum, Page 148
•
•
•
Assessments
Science Safety Laboratory
Skills Checkup activities
Science Safety Contract
Safety skills
quiz.
STEM Student Research
Projects
Science Fair Experiments and
projects.
http://www.alaskasciencefair.o
rg/
Alaska State High School
Science Symposium
http://www.uaf.edu/cnsm/ashs
ss/
Public
presentation and
evaluation of
research.
Monitoring the port for invasive
aquatic organisms, record
temperature and salinity changes
Research Report
Study Plot
project Report
Share data with
Cordova, other
AK coastal
communities &
Maine
Page 3 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: Concepts of Physical Science (SB)
Essential Learning
SB
Students develop an
understanding of the
concepts, models,
theories, universal
principles, and facts
that explain the
physical world.
#
VCS
Components
Suggested
Activities
Understands that solutions are
homogeneous mixtures of two or more
substances.
NOAA Learning Object Activities:
Ocean Pollutionhttp://www.montereyinstitute.org/noaa
/lesson13.html
Understands how the dissolving process
results from the random motion of solute
particles among particles of solvent (e.g.,
solid/liquid, liquid/liquid, gas/liquid)
Chemosynthesis & Hydrothermal Vent
lifehttp://www.montereyinstitute.org/noaa
/lesson05.html
Assessments
Lab Reports
Teacher
generated
formative and
summative
quizzes and tests
WebQuests
Understands how the nature of a solute
determines the physical and chemical
properties of the solution (e.g., acid,
base, electrolyte, non-electrolyte)
Understands solute concentration (e.g.,
grams per liter, parts per million, percent
composition, dilute, concentrated)
Understands that different substances
have different abilities to dissolve in a
particular solvent (e.g., soluble,
insoluble, precipitate, hard water, soft
water, “like dissolves like”, soap,
detergents, miscibility)
Ocean Acidification: Acid Test The
Other CO2 Problem
http://www.nrdc.org/oceans/acidificati
on/aboutthefilm.asp
Jeopardy
Lab Reports
Ocean Acidification: Acid Test The
Other CO2 Problem –Outake
Chemistry
http://www.nrdc.org/oceans/acidificati
on/aboutthefilm.asp
Teacher
generated
formative and
summative
quizzes and tests
NOAA Learning Object- Ocean
Currents
http://www.montereyinstitute.org/noaa
/lesson08.html
Understands wave properties and their
Updated December 26, 2012
VHS Science Curriculum, Page 149
Page 4 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: Concepts of Physical Science (SB)
Essential Learning
#
relationship to one another (e.g.,
wavelength, frequency, wave speed)
Understands wave behaviors (e.g.,
interference, diffraction, refraction,
reflection, Doppler effect, polarization,
light as particle/wave)
Understands how waves are generated
and transfer energy when they interact
with matter (e.g., echolocation, ear, eye,
photosynthesis)
Updated December 26, 2012
Suggested
Activities
Components
VHS Science Curriculum, Page 150
NOAA Learning Object- Waves
http://www.montereyinstitute.org/noaa
/lesson09.html
www.NatGeoEd.org/marine-ecologyunit
www.aoos.org
Assessments
Lab Reports
Teacher
generated
formative and
summative
quizzes and tests
Page 5 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: Concepts of Life Science (SC)
Essential Learning
SC1
Students develop an
understanding of
how science explains
changes in life forms
over tie, including
genetics, heredity,
the process of
natural selection and
biological evolution.
#
VCS
Understands how organisms are classified
into a hierarchy of groups and subgroups
based on similarities that reflect their
evolutionary relationships
Understands the benefits and limitations
of biological classification and naming
systems (e.g., binomial nomenclature,
five-kingdom system).
Understands a variety of ways in which
organisms can be classified (e.g.,
structure, function, biochemistry,
behavior, nutritional needs, embryonic
development, cellular/ molecular makeup,
genetic system, ecological interactions).
Understands how organisms can be
classified on the basis of homologous
structures in adult organisms presumed to
be inherited from a common ancestor
(e.g., evidence from embryology, fossils).
Understands how organisms can be
classified on the basis of similar mutant
variations in biochemical common to
Updated December 26, 2012
Suggested
Activities
Components
Assessments
Marine Biology lessons, powerpoints,
activities, labs, WebQuests, Quizzes,
Tests, Jeopardy game found at:
http://www.usc.edu/org/coseewest/curricula.html#teachmarinebio
Teacher
generated
quizzes, Tests
Various lessons and activities found
at:
Organelle
matching game
http://oceanexplorer.noaa.gov/edu/welc
ome.html
NOAA Learning Object Activities:
http://www.montereyinstitute.org/noaa/
Monterey Bay Aquarium Research
Institute Videos & lessons:
http://www.mbari.org/education/
True/false cut-up
strips
Marine Jeopardy
game
Lab and Activity
questions
WebQuests
Alaska ShoreZone programhttp://alaskafisheries.noaa.gov/shorezon
e/
Alaska Seabird Portal
www.aoos.org
VHS Science Curriculum, Page 151
Page 6 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: Concepts of Life Science (SC)
Essential Learning
#
SC2
Students develop an
understanding of the
structure, function,
behavior,
development, life
cycles, and diversity
of living organisms
Components
Suggested
Activities
Assessments
living organisms.
Understands how organisms can be
classified on the basis of similar DNA
sequences presumed to be inherited from
a common ancestor.
Understands the relationships between
organizational levels of multi-cellular
organisms
Understands similarities and differences
between unicellular and multi-cellular
organisms.
Understands organizational levels of
multi-cellular organisms (e.g., cells,
tissues, organs, organ systems).
Understands how cellular specialization,
division of labor, interdependence, and
coordination in multi-cellular organisms
contributes to a stable (homeostatic)
internal environment, despite changes in
the outside environment.
Understands how organ systems transport
materials, provide cells with nutrients,
Updated December 26, 2012
VHS Science Curriculum, Page 152
Page 7 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: Concepts of Life Science (SC)
Essential Learning
#
Components
Suggested
Activities
Assessments
water, and energy, and remove toxic
waste products.
Understands how sensory, feedback and
regulatory mechanisms function to
maintain homeostatic conditions within
multi-cellular organisms.
Understands how the idea of evolution
explains the diversity and unity of life on
earth
Understands biological evolution as the
process of adaptive change in life forms
that occurs over time in a response to a
changing environment.
Understands natural selection and how it
determines the differential survival of
populations in a changing environment.
Understands how a diversity of species
and variation within a species increases
the likelihood that some members of a
population will survive changes in the
environment.
Understands that genetic variation within
Updated December 26, 2012
VHS Science Curriculum, Page 153
Page 8 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: Concepts of Life Science (SC)
Essential Learning
#
Components
Suggested
Activities
Assessments
a species is due to mutation (both
favorable and unfavorable) and
recombination of genes through sexual
reproduction.
Understands how natural selection acts on
the phenotype rather than the genotype of
an organism and often retains lethal
alleles in the gene pool through
heterozygous individuals.
Understands how new species arise
through reproductive and geographic
isolation.
Understands fossil evidence for biological
diversity and unity, episodic speciation,
and species extinction.
Understands the use of energy in cellular
systems
Understands how the light energy is
captured by chlorophyll in green plants
and converted to chemical energy during
photosynthesis (e.g., chemical reactants
are carbon dioxide and water, chemical
Updated December 26, 2012
VHS Science Curriculum, Page 154
Page 9 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: Concepts of Life Science (SC)
Essential Learning
#
Components
Suggested
Activities
Assessments
products are glucose and oxygen).
SC3
Student
demonstrates an
understanding that
all organisms are
linked to each other
and their physical
environments
through the transfer
and transformation
of matter and energy
Understands how chemical energy stored
in glucose is made available to plant and
animal cells by the process of respiration.
(e.g., chemical reactants are glucose and
oxygen, chemical products are carbon
dioxide and water; aerobic and anaerobic
respiration, takes place in plants in the
absence of chlorophyll or light).
Understands the role of cellular organelles
in photosynthesis and respiration
Understands that the amount of life an
environment can support is limited by the
availability of matter and energy and the
ability of the ecosystem to recycle its
resources
Understands how the sun’s energy is
captured by living things, converted into
matter through photosynthesis, and
released for use through cellular
respiration.
Understands how matter and energy are
passed from one organism to another for
Updated December 26, 2012
VHS Science Curriculum, Page 155
Page 10 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: Concepts of Life Science (SC)
Essential Learning
#
Components
Suggested
Activities
Assessments
growth and metabolic processes (e.g.,
food webs, food chains, biomass,
producers, consumers, decomposers).
Understands how the amount of usable
matter and energy decreases during each
successive energy change along the food
chain; unusable energy is dissipated into
the environment as heat (e.g., trophic
levels of energy, organisms, and biomass).
Understands how oxygen, water, carbon,
nitrogen and water are cycled between the
biotic and abiotic environment (e.g.,
evaporation, condensation, nitrogen-fixing
bacteria, photosynthesis in green plants,
cellular respiration, decomposers).
.
Understands carrying capacity and factors
that limit the size and growth of
populations within an ecosystem (e.g.,
amount of sunlight, availability of
resources, rainfall, competition, predation
within food web, parasitism, rate of
decomposition).
Understands factors that interfere with the
flow of matter, energy and resources
Updated December 26, 2012
VHS Science Curriculum, Page 156
Page 11 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: Concepts of Life Science (SC)
Essential Learning
#
Components
Suggested
Activities
Assessments
through an ecosystem (e.g., air/water
pollution, destruction of habitats,
disruption in a food chain or recycling
process).
Updated December 26, 2012
VHS Science Curriculum, Page 157
Page 12 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: Concepts of Earth Science (SD)
Essential Learning
SD
Students develop an
understanding of the
concepts, processes,
theories, models,
evidence, and
systems of earth and
space sciences.
#
Components
Suggested
Activities
Assessments
VCS
Understands the concept of plate tectonics and
the effects of the movement of crustal plates
Understands tectonic forces (e.g., release of
thermal energy, convection currents) that cause
movement of lithospheric plates.
Understands structural, geophysical and
paleontological evidence for plate tectonics (e.g.,
mountain building, sea floor topography,
earthquakes, magnetic reversals, marine fossils at
high elevations, and cross continental).
Marine Biology lessons, powerpoints,
activities, labs, WebQuests, Quizzes,
Tests, Jeopardy game found at:
http://www.usc.edu/org/coseewest/curricula.html#teachmarinebio
Various lessons and activities
found at:
Updated December 26, 2012
VHS Science Curriculum, Page 158
Teacher
generated
quizzes and tests
Presentations
http://oceanexplorer.noaa.gov/edu/we
lcome.html
NOAA Learning Object Activities:
http://www.montereyinstitute.org/noa
a/
Lesson 1- Plate Tectonics
Lesson 2- Mid-Ocean Ridges
Lesson 4- Subduction Zones
Understands geologic time
Lesson 7- Water Cycle
Lesson
8- Ocean Currents
Understands that many geological and biological
Lesson
9- Ocean Waves
processes occur over long periods of time (e.g.,
Lesson
10- Tides
mountain building, evolution), while others occur
Lesson
14- Hurricanes
in relatively brief periods (e.g., earthquakes,
Lesson 15- Seamounts
volcanic action, species extinction,
environmental destruction).
Monterey Bay Aquarium Research
Institute Videos & lessons:
Understands how rock formations, relative
http://www.mbari.org/education/
Understands formation of principal geological
structures that form as a result of plate tectonics
(e.g., volcanoes, mountain ranges, trenches,
ridges, faults, folds).
Lab Reports
Lab Reports
Page 13 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: Concepts of Earth Science (SD)
Essential Learning
#
Components
positioning, composition, and layering can
indicate sequences in geologic time.
Understands that geologic and meteorological
processes that are occurring now are the same
processes that occurred in the past
Suggested
Activities
Alaska ShoreZone programhttp://alaskafisheries.noaa.gov/shorez
one/
Alaska Ocean Observing System
www.aoos.org
Assessments
Research
Projects
Design a Lesson
to use this
website project
Understands how the earth’s climate changes
over time in response to changes in its oceans,
geology, atmosphere, and solar radiation.
.
Understands how the evolution of life on earth
has changed the composition of the earth’s
atmosphere through time
Knows that an oxygen-rich atmosphere favored
the development of aerobic organisms and the
production of carbon dioxide.
Understands the effect that humans have had on
the atmosphere (e.g., burning of fossil fuels,
atmospheric pollutants, destruction of ozone
layer).
Understands the physical and chemical properties
of water that make it essential to the earth system
Knows the structure of the water molecule and
how it accounts for the physical and chemical
properties of water (e.g., as a solvent, crystal
Updated December 26, 2012
VHS Science Curriculum, Page 159
Page 14 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: Concepts of Earth Science (SD)
Essential Learning
#
Components
Suggested
Activities
Assessments
formation, neutral pH).
Knows the properties of solid, liquid, and
gaseous water states (forms), and temperature
and pressure conditions required for changes in
state (e.g., density, specific heat, latent heat,
freezing point, melting point)
Understands how the earth’s water is processed
through the water cycle and the role of the water
cycle in geological and meteorological processes.
Understands water’s capacity as a solvent and its
role in earth’s processes (e.g., freezing
point/density of salt vs. fresh water, dependency
of aquatic life on dissolved oxygen).
Understands that the chemical reactions of life’s
processes take place in water and that water is
frequently a reactant or product in these
reactions.
Understands how winds and ocean currents are
produced on the earth’s surface
Understands how unequal heating of the earth’s
land masses, oceans, and air by the sun create
convection currents that distribute heat energy.
Understands conditions that result from
Updated December 26, 2012
VHS Science Curriculum, Page 160
Page 15 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: Concepts of Earth Science (SD)
Essential Learning
#
Components
Suggested
Activities
Assessments
temperature and density differences in the air and
oceans (e.g., wind, pressure systems,
vertical/horizontal ocean currents).
Understands how the earth’s rotation affects air
and ocean currents (e.g., Coriolis effect,
prevailing winds) and how its revolution causes
seasonal variation in atmospheric and ocean
conditions.
Understands how various factors affect short
term weather conditions (e.g., temperature, air
pressure, wind, humidity) and methods for
predicting weather.
Understands how various factors affect long term
climatic conditions (e.g., weather patterns,
latitude, topography, proximity to large bodies of
water, and warm/cold ocean currents).
Understands how ocean currents, climactic and
atmospheric conditions affect the distribution of
living organisms on earth (e.g., stratification of
marine organisms)
Understands that elements exist in fixed amounts
and move through the solid earth, oceans,
atmosphere, and living things as part of
geochemical cycles
Updated December 26, 2012
VHS Science Curriculum, Page 161
Page 16 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: Concepts of Earth Science (SD)
Essential Learning
#
Components
Suggested
Activities
Assessments
Understands how carbon is cycled among living
systems through photosynthesis and respiration.
Understands how nitrogen, oxygen, and water are
cycled between living and non-living systems.
Updated December 26, 2012
VHS Science Curriculum, Page 162
Page 17 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: Science, Technology, and Society
Essential Learning
SE1
Students develop
an understanding
of how scientific
knowledge and
technology are
used in making
decisions about
issues,
innovations, and
responses to
problems and
everyday events.
#
SE1.1
Suggested
Activities
Components
Demonstrate an understanding of how to
integrate scientific knowledge and
technology to address problems by:
• Identifying that progress in science
and invention depends heavily on
what else is happening in society.
•
Research how social, economic, and
political forces strongly influence
which technology will be developed
and used.
Marine Biology lessons, powerpoints,
activities, labs, WebQuests, Quizzes,
Tests, Jeopardy game found at:
http://www.usc.edu/org/coseewest/curricula.html#teachmarinebio
 Killing Me Softly: Why are Coral
reefs dying? Can I save them?
 Why do worms love dead bodies?
Various lessons and activities found
at:
http://oceanexplorer.noaa.gov/edu/welco
me.html
SE2.1
Demonstrate an understanding that solving
problems involves different ways of
thinking by:
• Questioning, researching, modeling,
simulating, and testing multiple
solutions to a problem.
Bio-Rad Biotechnology LabComparative Proteomics- students
compare various protein sources from
marine organisms to study genetic
relationships
Assessments
Lab Reports
Responses to
writing prompts
Teacher
generated
formative and
summative
assessments
Student research
report and
presentation
Select and analyze information from
various sources, including electronic
and print resources, community
resources, and personally collected
data to answer questions being
investigated. i.e. Investigate the
Updated December 26, 2012
VHS Science Curriculum, Page 163
Page 18 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: Science, Technology, and Society
Essential Learning
#
Suggested
Activities
Components
impact of ocean acidification on the
world: ACID Test: The Other Carbon
Dioxide problem
http://www.nrdc.org/oceans/acidificati
on/aboutthefilm.asp
Assessments
Lab Report
SE3.1
Demonstrate an understanding of how
scientific discoveries and technological
innovations affect our lives and society by:
Researching a current problem, identifying
possible solutions, and evaluating the
impact of each solution.
Use Alaska Ocean Observing System
website at www.aoos.org to study
cause and effect relationships between
various climatic, hydrological, and
ecological variables.
Environmental
Inquiry Research
Project
Participate in an Aquatic Invasive
Species Monitoring program
.
Updated December 26, 2012
VHS Science Curriculum, Page 164
Page 19 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: Interrelationships (SF)
Essential Learning
#
Components
Suggested
Activities
Assessments
SF
Students develop an
understanding of
dynamic relationships
among scientific,
cultural, social, and
personal perspectives.
[10]
SF1.1 3.1
•
Analyze the competition for
resources by various user groups
to describe these
interrelationships.
[11]
SF1.1 3.1
•
Investigate the influence of
societal and/or cultural beliefs on
science and personal choices.
VCS
•
Become aware of careers in
science.
Identify what resources, associated
with the field of marine biology,
different user groups compete for.
Then discuss the relationship of this
competition. (i.e., fisheries, fur,
hunting, etc.)
• AK Native Science
Curriculum Activities
Lab Report
Explore marine biology related
careers and possible reasons why
different sexes and nationalities
tend to choose to go into such
careers.
Invite guest speakers and do
internet searches on careers of
interest.
Fieldtrip to Center for Alaskan
Coastal Studies in Homer to
participate in Alaska Coastal
Ecology program at Peterson Bay
or Kasitsna Bay.
.
Updated December 26, 2012
VHS Science Curriculum, Page 165
Fieldtrip
Experience
Essay
Page 20 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: History and Nature of Science (SG)
Essential Learning
SG
#
SG1.1
•
Students develop an
understanding of the
history and nature of
science.
SG 2.1
Demonstrate an understanding of
changes in historical perspectives
of science by identifying and
describing how historical
perspectives of science (i.e.
cultural, political, religious,
philosophical) have impacted the
advancement of science.
•
Understand that scientific
knowledge changes over time,
building on prior knowledge.
•
Demonstrate an understanding of
the bases of the advancement of
scientific knowledge by:
o
o
•
Updated December 26, 2012
Suggested
Activities
Components
•
•
Weekly reading and
reflection of a current
Science news article.
•
Hands-on based learning
labs and investigations
either found or developed
by the instructor or
developed by the student.
o Science Fair
Experiments and
Projects
o Alaska State High
School Science
Symposium
•
Investigate instances when
Using an account of an event to
recognize the processes of
science used by historically
significant scientists (e.g.,
Goodall, Watcon & Crick,
Newton)
Describing the importance of
logical arguments (e.g.
Einstein, Hawking, Newton)
Develop an understanding that the
advancement of scientific
knowledge embraces innovation
VHS Science Curriculum, Page 166
Students should explore
original writing by and
about marine scientists such
as Ed Ricketts, Jacque
Costeau, etc.
Assessments
Written and Oral
Reports
Project
Presentation
Page 21 of 22
VCS Curriculum
Course: Marine Biology
Grade Level: 11-12
Topic: History and Nature of Science (SG)
Essential Learning
#
Components
and requires empirical evidence,
repeatable investigations, logical
arguments, and critical review in
striving for the best possible
explanations of the natural world.
•
.
SG3.1
•
SG4.1
Updated December 26, 2012
Suggested
Activities
Assessments
scientists’ observations
were not in accord with
prevailing ideas of the time.
Video “What Darwin Never Knew”
Written or oral
report
Develop an understanding that
scientific knowledge is ongoing
and subject to change as new
evidence becomes available
through experimental and/or
observational confirmation(s).
Use experimental or
observational data to evaluate a
hypothesis.
Various Teacher & Student generated
inquiry labs using PASCO SparkVue
Lab Report
Video/DVD “Search for Solutions”
Demonstrate an understanding that
and related activities.
advancements in science depend on
curiosity, creativity, imagination, and a
broad knowledge base by recognizing the
role of these factors on scientific
advancements.
VHS Science Curriculum, Page 167
Page 22 of 22
VCS Curriculum
Course: Physics
Grade Level: 11-12
Prerequisite: Algebra II
Topic: Inquiry and Process Skills (SA)
Essential Learning
SA1
Students develop an
understanding of the
processes of science used
to investigate problems,
design and conduct
repeatable scientific
investigations, and
defend scientific
arguments.
#
Components
SA1.2
EVERY ACTIVITY DONE IN
SCIENCE SHOULD HAVE THESE
PROCESSES IMBEDDED.
• Ask questions about experiences
and the surroundings.
• Observe the environment and
noticing details.
• Describe in understandable
detail different objects and
phenomena.
• Make predictions based on prior
knowledge.
• Select and accurately use metric
measurements tools.
• Apply generalizations to items
by noticing similarities and
differences.
• Classify items into logical
organized groupings
• Analyze data
• Develop models
• Make logical inferences
• Effectively communicate
Updated December 26, 2012
VHS Science Curriculum, Page 168
Suggested
Activities
Assessments
Problem based/hands-on learning
activities found on:
• Activities from the Physics
text and laboratory manual
or other resource materials
• Teacher made investigations
Written lab
• Student developed
reports or
investigations
illustrations.
• Use other sources from the
internet and library to help
encourage inquiry.
• Use computers to collect
and analyze data from
student experiments using
Mac Interactive Physics,
PASCO probe ware and
other software.
Page 1 of 12
VCS Curriculum
Course: Physics
Grade Level: 11-12
Prerequisite: Algebra II
Topic: Inquiry and Process Skills (SA)
Essential Learning
#
Components
Suggested
Activities
Assessments
findings and ideas to others.
SA1 cont.
SA1.2
&
VCS
Updated December 26, 2012
Design and conduct scientific
investigations to answer questions about
the chemistry by:
• Reviewing pertinent literature
• Creating testable hypotheses
• Controlling experimental
variables
• Using a control or comparison
group when appropriate.
• Making qualitative and
quantitative observations.
• Collecting and recording data
• Organizing data into charts and
graphs
• Analyzing data statistically
• Using this information to
communicate conclusions.
• Comparing results to others
• Suggesting further research
• Applying conclusion to other
problems
VHS Science Curriculum, Page 169
Hands-on based learning labs and
investigations either found or
developed by the instructor or
developed by the student which
analyze and use the scientific
method.
• Lab activities
• Science Fair Experiments
and projects
www.alaskasciencefair.org
• Alaska Region Junior
Science and Humanities
Symposium
http://www.uaf.edu/cnsm/as
hsss/
Public
presentation of
project
research or
investigation.
Page 2 of 12
VCS Curriculum
Course: Physics
Grade Level: 11-12
Prerequisite: Algebra II
Topic: Inquiry and Process Skills (SA)
Essential Learning
#
SA2
Students develop an
understanding that the
processes of science
require integrity, logical
reasoning, skepticism,
openness,
communication, and peer
review.
SA 2.1 Recognize and analyze multiple
explanations and models, use this
&
information to revise the explanation or
VCS
model if necessary.
SA3
Students demonstrate an
understanding that
interactions with the
environment provide an
opportunity for
understanding scientific
concepts.
SA3.1
Apply safety procedures in the
laboratory and in field studies:
• recognize and avoid potential
hazards.
• safely manipulate materials and
equipment needed for scientific
investigations.
Updated December 26, 2012
Suggested
Activities
Components
Analyze reports of scientific
investigations from an informed
scientifically literate viewpoint to
identify bias and determining if
evidence logically supports the
conclusions by considering:
• Appropriate sample size
• Adequacy of controls
• Replication of findings.
• Alternative interpretations of
data.
VHS Science Curriculum, Page 170
Inquiry activities that allow
students to design the way to test of
model a concept. Discuss the
similarities and differences of each.
•
•
•
Science Safety Laboratory
Skills Checkup activities
Science Safety Contract
Practicing acceptable
laboratory techniques
Hands-on based learning labs and
investigations either found or
developed by the instructor or
developed by the student.
• Science Fair Experiments
and projects.
• Alaska Region Junior
Science and Humanities
Symposium
http://www.uaf.edu/cnsm/as
hsss/
Assessments
Public
presentation
and evaluation
of research.
Safety
technique
practical.
Public
presentation of
project
research or
investigation.
Page 3 of 12
VCS Curriculum
Course: Physics
Grade Level: 11-12
Prerequisite: Algebra II
Topic: Inquiry and Process Skills (SA)
Essential Learning
#
SA3.1
Updated December 26, 2012
Components
Conduct research and communicate
results as a part of a management
strategy to solve a local environmental
problem.
VHS Science Curriculum, Page 171
Suggested
Activities
Teacher designed field trips and
field exploration like, exploring
how machines are used in water
treatment, oil spill recovery,
electricity generation and
transmission, etc.
Assessments
Journal of field
experiences.
Page 4 of 12
VCS Curriculum
Course: Physics
Grade Level: 11-12
Prerequisite: Algebra II
Topic: Matter and Energy (SB)
Essential Learning
SB1
Students develop an
understanding of the
characteristic properties of
matter and the relationship
of these properties to their
structure and behavior.
#
[10],
[11]
SB1.1
Components
Use the periodic table to describe atoms in
terms of their base components (i.e.,
protons, neutrons, electrons).
Suggested
Activities
Assessments
Text and online lessons.
Periodic table
quiz.
Lab manual experiments
Written lab
reports or
illustrations.
Predict properties of an element (i.e.,
reactivity, metal, non-metal) use the
periodic table and verify the predictions
through experimentation.
VCS
Identify the components of an atom and the
related theories
Internet sources, Interactive Physics
software, online lessons.
Analyze the general properties of matter.
Compare the structure and resulting
properties of the states of matter.
Lab manual experiments
Recognize the properties of matter
associated with heat.
Internet sources, Interactive Physics
software.
SB3
Students develop an
understanding of the
interactions between matter
and energy, including
physical, chemical, and
nuclear changes, and the
effects of these interactions
on physical systems.
[10],
[11]
SB3.2
Updated December 26, 2012
Recognize that radioactivity is a result of
the decay of unstable nuclei.
Research applications of nuclear reactions
in which a small amount of matter is
converted directly into a huge amount of
VHS Science Curriculum, Page 172
Nuclear Radiation, Geiger Counter,
Civil Defense internet and Safari
Public
presentation of
project research
or investigation.
Page 5 of 12
VCS Curriculum
Course: Physics
Grade Level: 11-12
Prerequisite: Algebra II
Topic: Matter and Energy (SB)
Essential Learning
SB2
Students develop an
understanding that energy
appears in different forms,
can be transformed from
one form to another, can be
transferred or moved from
one place or system to
another, may be unavailable
for use, and is ultimately
conserved.
#
2
energy (i.e., E=MC )
[11]
SB2.1
VCS
Suggested
Activities
Components
Demonstrate energy (e.g., nuclear,
electromagnetic, mechanical, chemical,
thermal) transfers and transformations by
comparing useful energy to total energy
(entropy).
Assessments
resources.
Internet sources, Interactive Physics
software, text/lab activities.
Public
presentation and
evaluation of
research.
Use the concepts of kinetic and potential
energy by applying the appropriate formulas Lab manual experiments
in problems.
Identify the units of measure for energy.
Text
Identify the units of work and power and be
able to solve problems involving these
concepts.
Internet sources, Interactive Physics
software
Understand the various forms and general
properties of radiant energy.
Compare the relative wavelengths and
applications of different forms of
electromagnetic radiation (i.e., visible,
infrared, microwaves, radio, x-ray)
Updated December 26, 2012
VHS Science Curriculum, Page 173
Page 6 of 12
VCS Curriculum
Course: Physics
Grade Level: 11-12
Prerequisite: Algebra II
Topic: Matter and Energy (SB)
Essential Learning
SB3
Students develop an
understanding of the
interactions between matter
and energy and the effects
of these interactions on
systems.
#
[10]
SB3.3
Components
Students develop an
understanding of motions,
forces, their characteristics
and relationships, and
natural forces and their
effects.
Lab manual experiments
Identify the characteristics common to all
waves.
Field trips or individual field research
Journal of field
to places with wave connections like;
experiences.
the radio stations, the electric
company, the telephone companies, the
hospital, etc.
Public
Teacher developed activities and ones
presentation of
developed by students.
project research
or investigation.
Recognize and conduct experiments to
demonstrate that when one thing exerts a
force on another, an equal amount of force
is exerted back on it.
[10],
[11]
SB4.1
Recognize the common types of forces, how Pasco/SparkVue labs
to measure them, and how to solve various
Lab manual experiments
problems involving forces.
Be familiar with the various types of simple
machines.
VCS
Updated December 26, 2012
Assessments
Recognize concepts related to straight line,
curved, and simple harmonic motion.
Recognize the concepts related to sound and
light waves.
SB4
Suggested
Activities
Explain that different kinds of materials
respond to electric and magnetic forces (i.e.,
conductors, insulators, magnetic and non-
VHS Science Curriculum, Page 174
Force and laws
of motion quiz.
Simple machine
quiz.
Internet sources, Interactive Physics
software
Teacher developed activities/text.
Page 7 of 12
VCS Curriculum
Course: Physics
Grade Level: 11-12
Prerequisite: Algebra II
Topic: Matter and Energy (SB)
Essential Learning
#
Components
Suggested
Activities
Assessments
magnetic materials).
[10]
SB4.2
Conduct an experiment to explore the
relationship between magnetic forces and
electric forces to show that they can be
thought of as different aspects of a single
electromagnetic force (e.g., generators and
motors)
Lab manual Experiments
Lab reports
Internet sources, Interactive Physics
software, Laser Disks
Teacher developed activities
[11]
SB4.2
Analyze the properties of magnetism and
electricity.
VCS
Examine the relationship between electricity
and magnetism.
Great sites for physics lessons:
http://www.physicsclassroom.com/
Magnetic/Electri
cal forces test.
http://www.physicsinquirylessonplans.
com/
Updated December 26, 2012
VHS Science Curriculum, Page 175
Page 8 of 12
VCS Curriculum
Course: Physics
Grade Level: 11-12
Prerequisite: Algebra II
Topic: Science, Technology and Society (SE)
Essential Learning
SE1
Students develop an
understanding of how
scientific knowledge and
technology are used in
making decisions about
issues, innovations, and
responses to problems and
everyday events.
#
[10]
SE1.1
Components
Identify that progress in science and
invention is highly interrelated to what else
is happening in society.
[11]
SE1.1
Research how social, economic, and
political forces strongly influence which
technology will be developed and used.
SE2.1
Question, research, model, simulate, and
test multiple solutions to a problem.
Suggested
Activities
Students should research how social
and economic forces strongly influence
which technology will be developed
and used, connect this to the field of
physics with the development of new
materials, machines, means of
communication and other inventions.
Use information discussed in text and
in current events.
Assessments
In class debate
on social,
economic and
political forces
effects pro and
con on research.
SE2
Students develop and
understanding that solving
problems involves different
ways of thinking,
perspectives, and curiosity
that lead to the exploration
of multiple paths that are
analyzed using scientific,
technological and social
merits.
VCS
Updated December 26, 2012
Use computers to collect and analyze data
from student experiments.
VHS Science Curriculum, Page 176
Review the scientific problems that
have been discussed in class
brainstorm any new problems that the
students have heard. Discuss how these
problems could be addressed. Research
and design possible solutions to the
problems. Simulate the solutions and
test each one.
Present the
solutions in class
for peer review
and to discuss
the different
ways people
decided to solve
the same
problem.
Page 9 of 12
VCS Curriculum
Course: Physics
Grade Level: 11-12
Prerequisite: Algebra II
Topic: Science, Technology and Society (SE)
Essential Learning
SE3
Students develop an
understanding of how
scientific discoveries and
technological innovations
affect and are affected by
our lives and cultures.
#
Components
Suggested
Activities
Assessments
SE3.1
Updated December 26, 2012
Research a current problem, identify
possible solutions, and evaluate the impact
of each solution.
VHS Science Curriculum, Page 177
Discuss the impact on individuals, the
society, and the environment of each
solution from the above tests.
Classroom
discussion and
participation.
Page 10 of 12
VCS Curriculum
Course: Physics
Grade Level: 11-12
Prerequisite: Algebra II
Topic: Cultural, Social, Personal Perspectives & Science (SF)
Essential Learning
#
Components
Suggested
Activities
Assessments
SF
[10]
Students develop an
understanding of dynamic
relationships among
scientific, cultural, social,
and personal perspectives.
SF1.1 3.1
[11]
SF1.1 3.1
VCS
Updated December 26, 2012
Analyze the competition for resources
by various user groups to describe these
interrelationships.
Identify what resources, associated
with the field of physics, different user
groups compete for. Then discuss the
relationship of this competition. (i.e.,
energy resources, electricity, etc.)
Class discussion
and
participation.
Investigate the influence of societal
and/or cultural beliefs on science and
personal choices.
Explore physics related careers and
possible reasons why different sexes
and nationalities tend to choose to go
into such careers.
Share findings
on careers with
the class. Create
a class poster on
Physics Careers.
Become aware of careers in science.
Invite guest speakers and do internet
searches on careers of interest.
VHS Science Curriculum, Page 178
Page 11 of 12
VCS Curriculum
Course: Physics
Grade Level: 11-12
Prerequisite: Algebra II
Topic: History and Nature of Science (SG)
Essential Learning
SG2
#
SG2.1
Students develop an
understanding that the
advancement of scientific
knowledge embraces
innovation and requires
empirical evidence,
repeatable investigations,
logical arguments, and
critical review in striving for
the best possible
explanations.
SG3
Components
Describe an account of an event to
recognize the processes of science
utilized by historically significant
scientists (e.g., Newton, Rutherford,
Bohr, Planck, Kepler)
Describe the importance of logical
arguments (i.e., thought experiments by
Einstein, Hawking, Newton).
Suggested
Activities
Use the internet and text resources to
research each scientist and the
processes they employed.
Discuss the importance of logic in
science and how it was used by these
scientists.
Assessments
Present finding
to class and have
a class
discussion.
Quiz on Logic
problems.
Do logic exercises.
SG3.1
Students develop an
understanding that scientific
knowledge is ongoing and
subject to change as new
evidence becomes available
through experimental and/or
observational confirmations.
Updated December 26, 2012
Use experimental or observational data
to evaluate a hypothesis.
Hypothesis Based Learning activities
and other teacher or student developed
activities.
Investigate instances when scientists’
observations were not in accord with
prevailing ideas of the time.
Discuss the physicists throughout
history who made discoveries that
were not socially accepted.
VHS Science Curriculum, Page 179
Reports on
unpopular
scientific
discoveries.
Page 12 of 12