During kindergarten, students actively participate in science activities using their senses to learn about the world around them. The students compare objects, study solids and liquids, explore magnetism, motion and hot vs. cold. They compare living and non-living things. Students recognize how weather affects plants, animals, habitats and their interactions. An exploration of the Earthís surface, sky and rotation will be made. They will recognize and identify ways that technology and science are used around them to make life easier and help our environment.
 
 

STUDENTS WILL:

1. actively participate in science activities T
2.observe and ask questions about the world around them. (example: Where does rain come from?) T
3. show an interest in and willingness to investigate unfamiliar objects and events. E
4. use their senses and simple instruments to make observations. (example: magnifying glasses, balance scales) T
5. safely conduct simple experiments to answer questions T
6. use non-standard units of measurement to compare objects E
7. use scientific thinking skills. (example: observing, communicating, and comparing) E
 
 

STUDENTS WILL:

1.use sensory descriptors to describe objects. (example: sweet, sour, rough, smooth) T
2. explore objects in terms of physical attributes E
3. find similarities and differences of various objects T
4. study water in solid and liquid form E
5. observe physical changes in matter. (example: melting, freezing, bending, tearing) E
6. explore magnetism, describe its effect on various materials, observe that magnetic force can pass through various materials and that some magnets have useful applications E
7. describe the motion of various objects found in their world. (example: cars, swings) E
8. explore vibration and sound E
9. determine which of two objects is hotter or colder T
10. explain how thermal energy can be produced from many other forms of energy. (example: burning, rubbing objects together) E
 
 

STUDENTS WILL:
1. sort living from non-living things T
2. describe the basic needs of living organisms T
3. recognize similarities and differences in diverse species E
4. compare size, shape and structure of living things. (example: grasses to trees, birds to mammals) T
5. describe changes that are part of common life cycles. (example: seed to flower to fruit to seed). T
6. recognize that offspring of plants and animals are similar, but not identical to their parents or one another. (example: pets and plants) .E
7. explore ways in which organisms react to changing conditions. (example: animalsí coats change in the winter; people sweat in hot weather and shiver in cold weather) E
8. describe the flow of energy in a simple food chain E
9. describe ways that plants and animals depend on each other E
10. explore the habitat E
11. explain the importance of conserving water or other resources at home and school. E
 
 

STUDENTS WILL:
1. explore how shadows are made T
2. describe major features of the Earthís surface. (example: rivers, deserts, mountains, valleys, oceans) E
3. compare rocks, soil, and sand E
4. describe simple Earth patterns in daily life. (example: weather observations). E
5. describe what causes day and night E
6. identify observable objects in the day and night skies T
 
 

STUDENTS WILL:
1. recognize technology in school, home and community. (example: computer, pencil refrigerator, Velcro, fire truck) E
2. describe ways technology makes life easier for people. E
3. care for the environment around the school. (example: litter, paper) T
4. recognize ways to reuse various materials T
5. explore how science helps bring water and energy to the home
and school. E
6. identify how science is used to make everyday products. (example: paper, pencils, desks) E
 
 

During first grade, students observe, describe and compare properties of matter. They investigate and explore motion and different sources of energy. Comparison of plants and animals and their life cycles are studied. The basic components of our solar system and the Earthís sky will be observed, identified and recorded. The impact of weather, pollution, recycling, and effects on the environment are also investigated. First graders will become aware of uses of technology and science in our environment.
 
 

STUDENTS WILL:
1. recognize that people contribute to scientific knowledge E
2. ask questions and explore the world around them. T
3. use investigations in science to produce knowledge T
4. enhance observations by using senses and simple instruments to identify differences in properties T
5. measure length, mass, and volume using nonstandard and standard units when appropriate E
6. conduct simple experiments safely to answer questions about familiar objects and events E
7. use scientific thinking skills. (example: observing, communicating, classifying, comparing E
 
 

STUDENTS WILL:
1. observe and describe how objects in the world vary greatly in their properties T
2. compare relative mass of objects. (example: which object is heavier, lighter). T
3. create mixtures and separate them based on differences in properties. (example: separate rocks and sand using a screen) T
4. experiment with water to determine how common materials interact with it. (example: floating, sinking, dissolving). T
5. observe how some substances dissolve more easily in hot water rather than cold T
6. observe physical changes in matter. (example: making popcorn) T
7. investigate how moving objects exhibit different types of motion.
(example: straight, circular, back and forth). T
8. describe how pushes or pulls can change motion of an object. T
9. demonstrate and describe motion as a change in position T
10. describe motions of common objects in terms of speed and direction T
11. explore how the movement of objects influence other objects.
(example: collision of marbles) T
12. explore how an object that possesses energy can do work on some other object. (example: explain that sound and light, wind, and springs can do work on objects and thus possess energy.). E
13. explore heat sources and the effect on matter T
14. associate sounds with vibrating objects. T
15. investigate sources of energy. (example: moving water, food) .T
16. explains how the sun applies heat and light to Earth T
17. describe how energy is transferred through a system or cycle. (example: an aquarium, terrarium, water cycle). E
 
 

STUDENTS WILL:
1. describe life needs of green plants. (example: minerals, air, water, light, and a place to grow) T
2. classify plants according to parts. (example: seeds, roots, stems, fruit) M
3. analyze plants according to characteristics. (example: edible/non-edible, flowering/non-flowering). T
4. describe life needs of animals, including people. (example: food, air, water, place to live) M
5. classify animals according to physical characteristics. (example: body shape, appendages) T
6. observe and care for pets and plants T
7. trace and compare the life cycle of various organisms. (example: frogs, grasshoppers, dogs) T
8. describe physical similarities and differences between traits of parents and their offspring. T
9. describe various forms of information left by prehistoric animals and their habitats T
10. explore how organisms are dependent upon each other for survival T
11. describe how seasonal changes impact life processes of plants
and animals T
12. identify characteristics of plants and animals that allow them to live in specific environments T
13. describe a variety of habitats. T
14. describe factors that affect air and water quality T
15. explain what happens when factors are eliminated from plant growth. (example: no water, sunshine) T
 
 

STUDENTS WILL:
1. describe how night and day are caused by the rotation of the Earth T
2. explain that the sun is the source of heat and light that warms the land, air, and water. M
3. describe the relationship of seasonal changes and weather to the activities and life processes of plants and animals .T
4. describe the effects of weather on the Earth. (example: erosion, floods, tornadoes). E
5. record position and apparent shape of moon over a period of time. E
6. describe what can be observed in the sky by the unaided eye in the day and at night. (example: sun, moon, stars) M
7. observe and identify the basic components of the solar system. (example: sun, planets) T
 
 

STUDENTS WILL:

During second grade, students utilize investigations to understand and apply scientific processes. Properties of matter, physical/chemical changes in matter, sources of energy, and forces that move objects are explored. Students examine structures and functions of plants and animals, classification, growth, change, and their relationships. Students measure and record weather data and its effect on living things and their surroundings. They identify stars and basic constellations. They explore the use of technology, apply it to daily life, and model ways to solve environmental problems.
 
 

STUDENTS WILL:
1. understand that scientific inquiry has produced much knowledge about the world and that much is still unknown................................................... T
2. investigate scientific contributions made by people everywhere in the world............................................................................................................... E
3. use investigations in science to answer different questions............. T
4. repeat observations of investigations to improve accuracy.................. T
5. measure length, volume, mass and temperature in appropriate units..... T
6. make predictions based on observations rather than random guesses. .T
7. conduct simple experiments safely to answer questions........................ ..T
8. recognize unexpected or unusual quantitative data............................. .E
9. use scientific thinking skills. (example: observing, communicating, classifying, comparing, predicting)........................................... T
 
 

STUDENTS WILL:
1. investigate and describe basic properties of solids, liquids, and gases... .....T
2. classify objects by their physical properties............................................... ....T
3. classify matter by its state................................................................................. ..T
4. explain how many things are made of smaller pieces, different amounts, and various shapes............................................................................................ ..E
5. investigate and understand processes associated with changes in matter from one state to another. (example: condensation, evaporation, melting, freezing, expanding, contracting)............................................................... .T
6. describe supporting evidence for physical changes................................. .T
7. recognize that some changes in matter can be reversed and some cannot. .T
8. predict the effects of force on objects............................................................ ..T
9. describe how force can be used to make objects move.............................. .T
10. explore forces that move objects. (example: gravitation, magnetic, electrostatic).................................................................................................... .T
11. describe how things can move or be made to move.................................. .T
12. explore ways to make objects move faster or slower or in a different direction.............................................................................................................. .T
13. discuss and make predictions about moving things. (example: insects, birds, fans).......................................................................................................... .T
14. explain how heat can be produced in many ways........................................ .T
15. explain that natural and artificial magnets have certain characteristics and how they attract specific metals............................................................. .E
16. explore how light can pass through some objects and not others.............. T
17. explain that light travels in a straight line unless it strikes an object. (example: describe the casting of shadows, and the effects of prisms)..... T
18. investigate and understand how electricity passing through circuits can produce heat, light, sound, and magnetic effects...................................... ...T
19. investigate sources of energy. (example: moving water, food,
wind, sun)............................................................................................................ ...T
 
 

STUDENTS WILL:
1. describe similarities and differences of plants........................................ .M
2. describe similarities and differences of animals..................................... .M
3. compare characteristics of extinct animals with those that are
living today..................................................................................................... T
4. compare plants and animals in their immediate surroundings with those in other habitats.................................................................................................... T
5. describe how plants go through a series of orderly changes in their life cycle. (example: flowering plants undergo many changes from the formation of a flower to the development of the fruit)............................. T
6. classify and analyze living things by structure and function. (example: birdís beak and what the bird eats)............................................................. T
7. describe how some animals (frogs and butterflies) go through distinct stages during their lives while others generally resemble their parents throughout most of their lives. T
8. identify behavioral and physical characteristics of plants and animals that help them survive in their habitat T
9. explain reasons for the disappearance of extinct species. (example: theories about why dinosaurs disappeared) E
10. explain how living things are part of a system. (example: examine owl pellets). .T
11. describe how green plants produce oxygen and food, provide useful products, and benefits in the environment........................... .E
12. describe how seasonal changes affect plants, animals, and their surrounding. (example: migration, hibernation, camouflage, adaptation, dormancy)...................................................................................................... .....T
13. identify factors that may cause habitats to change over time .T
 
 

STUDENTS WILL:
1. investigate and describe basic types and patterns of weather. (example: high and low temperature, wind, precipitation, storms). T
2. describe the uses and importance of measuring and recording weather data T
3. describe how weather and seasonal changes affect plants, animals, and their surroundings T
4. describe how weathering and erosion affect land surfaces T
5. observe stars in relation to Earth and the universe. (example: number, brightness, basic constellations) .T
 
 

STUDENTS WILL:
1. describe how technology contributes to solving problems T
2. explain how technology is applied to daily life. T
3. analyze the impact and interactions of human activities on the environment T
4. model the ways to recycle, reuse, and reduce consumption of natural resources T
5. investigate and describe ways science is used to solve problems T
6. explain scientific findings which have generated solutions to various environmental and social concerns. (example: water pollution, fire hazards, malnutrition). T
 
 
 
 

During third grade, students utilize investigations to understand and apply scientific processes. They describe properties of matter, examine simple machines, forms of energy, basic structures and functions of plants and animals. Structures, properties, and geological features of Earth are described. Students describe the universe, the processes of Earthís systems, and Earthís place in it. Students study the impact of science and technology on the environment and society.
 
 

STUDENTS WILL:
1. use investigations in science to serve different purposes. (example: exploring the world) T
2. explore characteristics of scientific ways of thinking T
3. understand that science involves asking and answering questions and comparing the results to what is already known T
4. describe scientific contributions made by people worldwide E
5. make specific predictions and observations concerning a situation or phenomenon T
6. gather, chart, and graph data T
7. use appropriate standard and metric measures to collect, record, and report data T
8. communicate results of scientific experiments T
9. recognize variables in the outcome of events T
10. use appropriate scientific equipment for investigations T
11. use proper safety procedures in all investigations T
 
 

STUDENTS WILL:
1. describe physical properties of objects T
2. relate composition to physical properties E
3. use appropriate technology to investigate and understand that objects are made of smaller parts E
4. demonstrate and explain that materials can change from one state to another T
5. explore how different materials can be made by physically combining substances. (example: students make paste) T
6. investigate simple machines. (example: lever, pulley, wheel, and axle, inclined plane, wedge, screw). T
7. identify types, examples, and functions of simple machines T
8. explain the cause and effect of motion E
9. investigate different sources of energy including natural forms of energy as well as renewable and nonrenewable energy sources E
10. describe the sunís ability to produce energy in the forms of light and heat T
11. demonstrate how light, heat, motion, magnetism, and sound can cause changes E
 
 

STUDENTS WILL:
1. identify the basic structures and functions of plants T
2. identify basic structures and functions of animals. T
3. explain how behavioral and physical adaptations allow animals to respond to life needs. (example: finding shelter, defending themselves, hibernation, and camouflage) T
4. describe similarities and differences of offspring within families E
5. explain reasons for the extinction of species. (example: theories about why dinosaurs disappeared) E
6. describe cause and effect relationships in living systems E
7. describe how species depend on one another and on the environment for survival E
8. investigate and understand how environments support a diversity of plants and animals that share limited resources E
9. describe ways humans impact air, water, and habitat quality. E
 
 

STUDENTS WILL:
1. describe the major components of soil, its origin, and its importance to plants and animals T
2. identify geological features. (example: mountains, valleys, bodies of water) T
3. identify rocks and minerals using physical characteristics to compare and classify. E
4. describe sequences of natural events. (example: day and night, seasonal changes, phases of the moon). T
5. describe the water cycle and its relationship to life on Earth. (example: origin of energy that drives the water cycle, water supplies, and water conservation) E
6. model the way natural forces affect the surface of the earth. (example: waves, wind, water, earthquakes, volcanoes) E
7. describe how the Earth is one of several planets that orbit the sun, and the moon orbits Earth T
8. describe how the appearance of the moon changes over time T
 
 

STUDENTS WILL:
1. investigate how people invent new ways of doing things, new ways of solving problems, and new ways of getting work done E
2. explore how new ideas and inventions affect people E
3. explore how science has improved transportation, health, sanitation, and communication E
4. investigate how designing a solution may have constraints. (example: cost, materials, time, space, safety) E
5. investigate how natural events and human influences can affect the survival of species E
6. describe and explain the interrelationship of populations, resources, and environments E
7. investigate the relationship between the use of different natural resources and the effect of their use on the environment E
8. discuss possible solutions to local environmental concerns. E
9. analyze trash and estimate the percentages of recyclable and non-recyclable materials E

During 4th grade, students utilize investigations to understand and apply the scientific process. Physical science students explore states of matter, simple and compound machines, forces, current and static electricity, magnets and magnetic fields. Life science students investigate plant structures and adaptations, three systems of the human body, vertebrates and invertebrates, food chains and webs. In Earth/space science, students explain the Earthís weather, geography, and its place in the solar system. Throughout these studies, innovations in science and their global implications are discussed.
 
 

STUDENTS WILL:
1. use investigations in science to serve different purposes. (example: verifying previous results) T
2. identify characteristics of scientific ways of thinking. T
3. identify men and women who have revolutionized scientific thinking E
4. explore the scientific process as identifying a problem, developing a hypothesis, experimenting, collecting data, and drawing conclusions T
5. develop questions to formulate hypotheses and use data to make
predictions T
6. make distinctions among predictions, observations, and conclusions. T
7. use appropriate standard and metric measures to collect, record, and report data in graphical representations. T
8. recognize numerical data that are contradictory or unusual in experimental results T
9. recognize the effect of manipulated variables on the outcomes
of events T
10. use appropriate scientific equipment for investigations. T
11. use proper safety procedures in all investigations M
 
 

STUDENTS WILL:
1. describe ways in which the properties of matter may vary. (example: solubility, density, baking soda interaction with vinegar) E
2. explain how physical properties remain the same as the mass is changed. (example: block of salt will taste the same as a grain of salt) T
3. describe observable physical and chemical changes in common
materials. T
4. differentiate between the states of matter when matter changes. (example: from a solid to liquid) M
5. explain how different materials can be made by physically combining substances. (example: ferroconcrete, Fiberglas) E
6. investigate the way sources of energy do work T
7. describe how machines make work easier, trading force for distance T
8. analyze simple and complex machines to determine how the machines make work easier. T
9. experiment with forces acting at a distance E
10. identify the electrical characteristics of various substances. (example: as conductors, insulators, or semiconductors). E
11. describe various types of circuit networks. (example: parallel
and series) E
12. describe the relationship between magnets and magnetic fields. T
13. describe the relationship between static electricity and current
electricity. T
14. explain that objects possess energy by virtue of their motion called kinetic energy, and position called potential energy T
 
 

STUDENTS WILL:
1. understand basic structures and their functions in common plants (example: leaves, stems, roots, flowers) M
2. describe how component parts make up the human body system. (example: digestive, skeletal, muscular systems). M
3. differentiate between vertebrates and invertebrates T
4. describe behavioral and structural adaptations plants and animals make to survive in a given environment T
5. explain how the size of a population is dependent upon the available resources within its community. T
6. examine how the fossil record, which has occurred over time, provides evidence of change in organisms T
7. describe the organization of living communities. T
8. model the flow of energy through food webs. T
9. identify habitats and niches. T
10. describe various influences human activity can have on ecosystems T
11. describe important South Dakota natural resources T
 
 

STUDENTS WILL:
1. describe unique properties of Earth as a planet T
2. describe geographic features of the ocean floor. E
3. describe how weather conditions and phenomena occur and can be predicted T
4. describe the causes for Earthís seasons T
5. recognize air as a permanent substance that surrounds us, takes up space, and is felt as wind T
6. explain the use of weather instruments in predicting and recording weather T
7. identify the positive and negative impact of weather on the
environment T
8. explain the relationship between the rotation of Earth on its axis and the day/night cycle. T
9. describe the motions of Earth, sun, and moon.
(example: revolution and rotation) T
10. describe relative size, position and makeup of Earth, moon, and sun T
11. describe how Earth is part of the solar system M
12. compare stars and planets. (example: appearance, movement) E
13. distinguish appearance from fact regarding the movement of objects across the sky. T
 
 

STUDENTS WILL:
1. describe how people continue to invent new ways of doing things, solving problems, and getting work done T
2. investigate how new ideas and inventions often affect people E
3. plot on a graph over a period of time the consumption of various
resources T
4. explain how inventions have changed peopleís lives. (example: television, electric lights) T
5. research conservation practices and pollution problems T
6. apply scientific knowledge and processes of one domain of science to other fields of study. (example: environmental studies) E
7. design possible solutions to local environmental concerns E
8. describe human influences on plant and animal survival T
9. describe the relationship between the use of natural resources and the effects of that use on the environment E
 
 
 
 

During 5th grade, students utilize investigations to understand and apply the scientific process. Physical science students explore matter, forces, machines, energy, sound, light, and electrical circuits. Life science students explore classification systems, life processes of plants and animals, food chains and ecosystems. Earth/space science students study the Earth, components of the solar system and the universe. Throughout these studies, innovations in science and their global implications are discussed.
 
 

STUDENTS WILL:
1. use investigations in science to serve different purposes. (example: comparing results) T
2. identify and model characteristics of scientific thinking T
3. explain how scientific theory, hypothesis generation, and experimentation are interrelated T
4. explore various cultural and historical perspectives on the evolution of scientific knowledge E
5. understand that scientific knowledge increases and changes over time T
6. formulate hypotheses based on cause and effect relationships and use observed patterns to make predictions T
7. make predictions, utilize observations, and draw conclusions M
8. define variables that must be held constant in a specific experimental situation T
9. collect, record, and report data using the appropriate graphical representation. (example: graphs, charts, and diagrams) T
10. recognize numerical data that are contradictory or unusual in experimental results T
11. use appropriate scientific equipment for investigations T
12. use proper safety procedures in all investigations M
 
 

STUDENTS WILL:
1. explain that matter takes up space and has mass. M
2. explore that matter is made up of elements and molecules. (example: carbon dioxide, water) T
3. classify matter on the basis of physical properties. (example: mass, density, magnetism, physical state, and the ability to conduct heat, electricity and sound) T
4. identify changes that can occur in the physical properties of the ingredients in a solution. (example: sugar dissolving in water) T
5. explore solutions T
6. describe the effect of various external energies on the states of matter. (example: temperature, mechanical, chemical). E
7. measure characteristic properties of substances that remain constant. (example: boiling and melting points) T
8. explain how materials made by chemically combining two or more substances may have properties that differ from the original materials T
9. explain that every object in the universe has mass and therefore gives rise to a gravitational force on every other object T
10. dentify forces in specific situations that require objects to interact, change directions, or stop E
11. analyze the structure and design of simple and complex machines to determine how the machines make work easier T
12. demonstrate that temperature change can produce phase changes in matter M
13. demonstrate how to measure heat flow into a body T
14. explore the production, consumption, transformation, and conservation of electrical, mechanical, heat, light, and chemical energy T
15. explain how sound is transmitted and used as a means of communication E
16. explore characteristics of light, including visible spectrum, light waves, reflection, refraction, and diffraction E
17. identify quantities important to the flow of current in electric circuits: (example: volts measure electric potential, amperes measure electric current; ohms measure resistance to current flow) E
 
 

STUDENTS WILL:
1. describe basic process of photosynthesis in plants. M
2. use distinguishing characteristics of organisms to understand the five kingdoms of living things T
3. differentiate between vascular and nonvascular plants E
4. invent classification systems that serve specific purposes. T
5. associate physical characteristics with family lineage. (example: height, hair color, eye color) E
6. describe parts and basic life processes involved with reproduction in plants. (example: pollination, stamen, pistil, sepal, embryo,
spore, seed) M
7. understand that special relationships enable some organisms to survive. (example: adaptation, parasitism, mutation) T
8. describe how changes in habitat can harm and/or help the survival
of organisms T
9. describe biotic and abiotic characteristics of various ecosystems. (example: prairie, ocean, desert) T
10. model the flow of energy in food webs and pyramids T
11. recognize that changes in habitat may harm or help organisms. (example: irrigation, land drainage, erosion, earthquakes, fires) M
12. describe how natural events and/or human influences can affect survival of species T
13. analyze relationships among organisms in aquatic and terrestrial food chains. (example: producer, consumer, decomposer, herbivore, carnivore, omnivore, predator-prey) T
 
 

STUDENTS WILL:
1. describe the basic structure of Earthís interior. T
2. describe geological features of Earth. (example: ice caps, folds, faults) M
3. investigate and describe how Earthís surface is constantly changing T
4. relate natural forces to fast and slow changes in Earthís surface. [example: effects of plate tectonics (earthquakes and volcanoes), weathering and erosion]. T
5. differentiate between weather and climate T
6. examine topographical maps and explain how they represent
landforms. T
7. understand the transfer of solar energy and how it is used T
8. describe the variety of components of the solar system T
9. explain how patterns of stars remain the same even though patterns appear to move across the sky T
10. understand that the apparent size of a light source is related to the distance from the source T
11. describe the relative scale of Earth to the sun, planets, and moon T
12. investigate historical contributions in understanding Earth-moon-sun system E
 
 

STUDENTS WILL:
1. explain how people continue to invent new ways of doing things, solving problems, and getting work done T
2. describe the effect new ideas and inventions have on people T
3. investigate the improvements science has made in transportation, health, sanitation, and communication T
4. investigate why the benefits of science and technology are not available to all people. E
5. plot on a graph over a period of time the consumption of various resources and explain the changes E
6. evaluate a product or design based on constraints E
7. propose solutions to waste disposal problems, e.g., reuse,
reduce, recycle E
8. identify how and why natural resources are unevenly distributed throughout the world, and how they can be distributed through transportation E
9. evaluate the importance of plant and animal species in relation to human survival E
10. analyze environmental changes made by people and describe how the changes have affected plants and animals E
11. compare and contrast conservation practices in different communities E
 
 

During sixth grade, students gain experience and competencies in science through laboratory investigations including variables, trials, measurement and data interpretation. Physical science includes the study of the structure of matter, types and sources of energy and the basic concepts of electricity. Life science focuses on cells, the structure and function of the human body, and ecosystems. Earth/space science centers on the Earth, how it changes and its position and motion in our solar system. Current issues relating to the impact of science and technology on society are threaded throughout the general science curriculum.
 
 

STUDENTS WILL:
1. explain how scientific knowledge and processes have evolved over time. E
2. base conclusions on scientific evidence obtained from a variety of sources. T
3. understand the need for continual re-evaluation of scientific knowledge. T
4. discuss the limitations of scientific study. T
5. examine the scientific contributions of various cultures. E
6. describe the limits of accuracy inherent in a particular measuring device or measurement
procedure. T
7. manipulate one variable over time with many repeated trials to test an hypothesis. T
8. construct & interpret graphs from data to make predictions. T
9. use research methods to investigate practical and/or personal scientific problems
and questions. T
10. use appropriate scientific equipment for investigations. T
11. use proper safety procedures in all investigations. T
 
 

STUDENTS WILL:
1 understand that all matter is made up of atoms containing electrons, protons, and neutrons. T
2. classify materials as elements, compounds, or mixtures. T
3. analyze the relationship among mass, weight, volume, and density. T
4. compare and contrast mixtures, compounds, and elements. T
5. investigate and describe how matter can change. T
6. describe how push/pull forces acting on objects can either reinforce, oppose, or have no effect on each other. T
7. demonstrate how all forces have magnitude and direction. E
8. describe and graphically represent motion of objects in terms of direction and/or position in relation to time. T
9. investigate and describe types and sources of energy. T (example: potential/kinetic, mechanical, heat, electrical/nuclear)
10. identify types of energy transformations. (example: mechanical to electrical, chemical
to light) T
11. explain basic concepts of electricity. (example: sources, relationship to magnetism,
types of current and circuits, and ways to measure electricity) T
12. explain how electric circuits are a means of transferring energy. T
 
 

STUDENTS WILL:
1. describe basic cell structures and related functions. T
2. describe structure and function of the human skeletal, muscular, digestive, respiratory,
circulatory, and reproductive systems. T
3. identify basic parts of plant and animal cells. (example: nucleus, cytoplasm, chloroplast,
cell membrane, cell wall) T
4. understand that cells are the building blocks of living things. T
5. identify the basic life processes that occur in cells. (example: growth, energy,
reproduction, waste elimination). E
6. describe the difference between a hybrid and a purebred organism. E
7. describe the reproduction process for various organisms and its importance to the survival
of given species. T
8. investigate how variation in each species is due to the exchange and interaction of
genetic information as it is passed from parent to offspring. T
9. investigate how the fossil record that has occurred over time provides evidence of changes
in the kinds of plants and animals in the environment. T
10. investigate the process of energy transformation in photosynthesis. T
11. analyze how organisms depend on other organisms and on the nonliving components of
the environment. E
12. describe the roles of producers, consumers and decomposers in a system. T
13. analyze energy use in food webs and food pyramids. T
14. model cycles in ecosystems. (example: water, carbon dioxide/oxygen, nitrogen) T
 
 

STUDENTS WILL:
1. describe the spheres of Earth and their composition. (example: lithosphere,
hydrosphere, atmosphere) T
2. explain how the resources of Earth support a variety of life. T
3. analyze the role of water in all three states in shaping Earth. T
4. investigate and describe major geologic processes that have shaped the South Dakota landscape. T
5. understand the organization of the solar system and the relationships among the various bodies that comprise it. (example: sun, moon, Earth, other planets, and their moons, meteors, asteroids, and comets) T
6. describe how Earthís motions and tilt on its axis lead to daily and seasonal changes. T
7. analyze the mechanics of day and night and the phases of the moon. T
8. relate the lunar orbit to the phases of the moon and to the gravitational effects it produce on Earth. T
9. compare revolution and rotation of other planets to Earthís. T
 
 

STUDENTS WILL:
1. discuss science issues. (example: cloning, aging, farming, mining, timber) T
2. determine how science helps drive research and provides knowledge for better understanding. T
3. investigate how cultural backgrounds and beliefs of different groups can affect
scientific thinking. T
4. explain how society and need can affect the direction taken by science. T
5. determine scientific advancements that have had an impact on the environment. T
6. determine the importance of public access to scientific discoveries. T
7. identify ways that medical technologies have affected life.
(example: X-rays, vaccines, stethoscopes) E
8. investigate the possible consequences of various alternative decisions for technological-related issues. T
9. discuss a solution for a problem or a need. T
10. describe the role of technology in developing natural resources. E
 
 
 

During seventh grade, students gain experience and competencies in science through laboratory investigations testing hypotheses through repeated trials, interpreting data and understanding the need for continued re-evaluation. Physical science includes the study of properties of matter, energy, and light. Life science focuses on cell specialization, classification of plants and animals, and population interactions. Earth/space science includes the atmosphere, pollution and the bodies of the solar system. Discussion of the impact of science and technology on society and the environment are threaded throughout the general science curriculum.
 
 

STUDENTS WILL:
1. analyze societal response to major scientific findings or theories. (example: Einsteinís, Galileoís, Madame Curieís) E
2. understand the need for continual re-evaluation of scientific knowledge. T
3. describe the limitations of scientific study. T
4. investigate uses of hypotheses in science. (example: evaluating relevance of data, determining data to be obtained, interpreting old and new data directly, identifying the need for new information) E
5. evaluate the conclusions to scientific investigations. E
6. determine the limits of accuracy inherent in a particular measuring device or procedure. T
7. control variables to test hypotheses by repeated trials. T
8. identify sources of experimental error. E
9. interpret to make predictions and/or justify conclusions. T
10. use research methods to investigate practical and/or personal scientific problems
and questions. T
11. demonstrate appropriate use of apparatus and technologies for investigations. T
12. use proper safety procedures in all investigations. T
 
 

STUDENTS WILL:
1. describe how the particle theory of matter aids in understanding the structure of matter. T
2. classify matter based on observable properties. T
3. investigate how to use the periodic table of elements as a tool to describe elements. E
4. analyze the differences in particle motion in solids, liquids, and gases.
(example: intermolecular bonds in solids restrict the molecules to vibratory motion) E
5. apply the Law of Conservation of Matter and Energy to investigate and understand
changes in matter. E
6. understand that the differentiation between homogeneous mixtures (solutions and
heterogeneous mixtures is a matter of scale. E
7. describe the physical effects of heat transfer, chemical reaction, and mechanical energy on matter. E
8. investigate and describe scientific principles and technological applications of work,
force, and motion. E
9. describe mechanical advantage in relation to work, force, and motion. E
10. differentiate between distance, displacement, speed, velocity, and acceleration. T
11. identify Newtonís Laws of Motion. T
12. compare and contrast the fundamental forces. (example: gravity, electrical, magnetic,
nuclear) T
13 describe methods of heat transfer. (example: conduction, radiation, convection) E
14. relate waves to the transfer of energy. (example: earthquake waves, sound waves,
water waves, and electromagnetic waves) E
15. explain the physical interactions of light and matter. (example: transmission,
refraction, reflection, polarization) T
16. explain basic principles of electricity and magnetism including static, current, circuits,
magnetic fields, and electromagnetism. T
17. describe characteristics of sound waves. (example: wave length, frequency,
amplitude, intensity, loudness) E
 
 

STUDENTS WILL:
1. relate types of cells to their specialized structure and function. (example: nerve cells,
muscle cells) T
2. demonstrate how structures and functions of cells, tissues, organs, and body systems relate to each other. T
3. compare and contrast plant and animal cells. T
4. recognize the need for organized classification systems in the study of plant and animal life. E
5. describe factors that determine species. (example: reproductive viability, physical characteristics, genetic code) E
6. compare and contrast sexual and asexual reproduction in plants and animals.
(Mitosis, Meiosis) E
7. identify limiting factors that impact animal and plant populations. E
8. identify population disturbances and various other factors that threaten or enhance species survival. E
9. describe processes by which matter and energy flow through an ecosystem. T
10. explain the effects of environmental changes on dynamic equilibrium in physical and
biological systems. E
11. explain different relationships among living organisms. (example: competition,
symbiosis, producer/ consumer/ decomposer, predator/prey) T
12. investigate interactions among populations in a biological community. (example:
relationships among producers, consumers, and decomposers in food chains and food webs) T
13. model cycles in ecosystems. (example: water, carbon dioxide/oxygen, nitrogen) T
 
 

STUDENTS WILL:
1. investigate the origin and evolution of the atmosphere. E
2. describe how the interrelationship of geologic processes, biologic processes, and human
activity affects the atmosphere. E
3. describe the effects of pollution on watersheds, river systems, and oceans. E
4. analyze how freshwater resources are influenced by geologic processes and by human
activities. T
5. compare and contrast characteristics of the sun, planets, their moons, comets, meteors,
and asteroids. T
6. describe the role of gravity in the solar system. E
7. compare masses within the solar system using composition, size, and orbital motion. T
 
 

STUDENTS WILL:
1. discuss science issues. (example: cloning, aging, farming, mining, timber) T
2. investigate how science helps drive research and provides knowledge for better
understanding. T
3. describe how cultural backgrounds and beliefs of different groups can affect scientific
thinking. T
4. describe how society and need can affect the direction taken by science. T
5. describe scientific advancements that have had an impact on the environment. T
6. explain the importance of public access to scientific
discoveries. T
7. analyze health recommendations concerning nutrition and drugs. E
8. determine the risks associated with natural and biological hazards. E
9. describe the possible consequences of various alternative decisions for
technological-related issues. T
10. design a solution or product for a problem or a need considering constraints. (example:
cost, time, materials, environmental/societal trade-off) T
 
 
 
 
 
 

During eighth grade, students gain experience and competencies in science by continually analyzing the limitations of scientific study. Physical science includes atomic structure, chemical reactions and energy. Life science focuses on cell reproduction, genetics, and ecosystem dynamics. Earth/space science centers on the Earthís history, climate changes, and the origin and evolution of the solar system. Discussion of ethical issues related to science and technology are threaded throughout the general science curriculum.
 
 

STUDENTS WILL:
1. explain how scientific theory, hypothesis generation, and experimentation are interrelated. T
2. analyze the scientific contributions of various men and women within specific fields
of science. E
3. describe how scientific knowledge and processes have evolved and will continue to evolve over time T
4. analyze the limitations of scientific study. T
5. analyze uses of hypotheses in scientific investigations. (example: evaluating relevance of data, determining data to be obtained, and interpreting old and new data, identifying the need for further information) T
6. understand the limits of accuracy inherent in a particular measuring device or procedure. T
7. control variables to test hypotheses by repeated trials, and by identifying sources of experimental error. T
8. interpret data to justify predictions or conclusions. T
9. use research methods to investigate practical and/or personal scientific problems and
questions. T
10. select appropriate scientific equipment and technologies for investigations and experiments. T
11. use proper safety procedures in all investigations. T
 
 

STUDENTS WILL:
1. analyze the characteristics of types of matter based on physical and chemical properties. (example: elements, compounds, mixtures, acids, bases, salts, organic, inorganic, solids, liquids, and gases) T
2. describe the relationship between the organization and the predictive nature of the periodic table. T
3. investigate various models of atomic structure including Lewis, Bohr and electron-cloud
(quantum) models. E
4. classify types of elements using atomic electron configuration. T
5. create equations which describe chemical reactions. E
6. observe and describe factors that affect the rates of reactions. (example: temperature, nature of
reactants, catalysts, and surface area) E
7. relate the Law of Conservation of Matter and Energy to atomic theory. T
8. explain how Newtonís laws of motion applies to the way the world works. (example: inertia, acceleration, gravitation, and action/reaction) T
9. relate change of speed and direction to unbalanced forces acting on an object. T
10. relate force to pressure in fluids. E
11. relate variables to the speed of sound waves. (example: wavelength, frequency, density and state of medium) T
12. investigate and understand states and forms of energy using temperature scales and
heat transfer. T
13. describe states and forms of energy. (example: mechanical, chemical, electrical) T
14. describe ways energy is transferred by means of heat flow, light, and sound. T
15. differentiate among reflection, refraction, and diffraction of water, light, and sound waves. T
 
 

STUDENTS WILL:
1. relate structures and functions of cells, tissues, organs, and body systems to each other. T
2. model the process of cell division and reproduction. (example: mitosis and meiosis) T
3. analyze the workings of the immune system as it protects the human body from foreign organisms. (example: viruses, bacteria, fungi) E
4. compare the complexity of human systems to those of other organisms. (example: frogs, earthworms) (include classification systems which is a ëTí) E
5. describe structure and function of the human immune system. E
6. investigate the lineage of organisms for traits and features. (example: family genealogy, bloodline of a registered pet) E
7. investigate the role of probability in the study of heredity. T
8. investigate the role of DNA in the transmission of traits and characteristics in organisms. T
9. recognize the impact of selective breeding, natural selection, genetic defects, and environmental adaptations on the development and survival of species. T
10. investigate how organisms adapt to biotic and abiotic factors in a biome. T
11. describe the physical and chemical processes of photosynthesis and its importance to plant and animal life. T
12. describe interactions that exist among members of a biological population. (example: competition, cooperation, social hierarchy, territorial imperative) T
13. describe ways in which organisms within an ecosystem are dependent on one another and on nonliving components of the environment. (example: energy flow in food chains, food webs, and food pyramids. T
14. analyze the relationships among ecosystem dynamics and human activity. (example: change in habitat size, quality, structure) E
15. investigate the complex relationships in terrestrial and freshwater ecosystems to predict changes within the systems. T
 
 

STUDENTS WILL:
1. analyze the role of plate tectonics in shaping Earth. E
2. investigate and understand that many aspects of Earthís history can be inferred by
studying rocks and fossils. T
3. analyze the effects of density differences and energy transfer on the activities of the
atmosphere, oceans, and Earthís interior. E
4. analyze how energy transfer between the sun, Earth, and Earthís atmosphere drive weather
and climate on Earth. T
5. predict the potential impact of human activities on long-range changes in surface and climate
of Earth. (example: rain forest, clear cutting, El Nino) E
6. investigate theories related to the origin and evolution of the solar system, a galaxy, and
the universe. T
7. describe the origin of stars and of stellar systems. E
8. describe the components of the universe. E
9. relate the discovery of the speed of light to how distance is measured in the universe. E
10. investigate apparent relationships among various components of the universe. E
 
 

STUDENTS WILL:
1. analyze the ethical issues of science. (example: cloning, aging, farming, mining, timber) T
2. explain how science helps drive research and provides knowledge for better understanding. T
3. determine how cultural backgrounds and beliefs of different groups can affect
scientific thinking. T
4. analyze how society and need can affect the direction taken by science. T
5. analyze scientific advancements that have had an impact on the environment. T
6. analyze the importance of public access to scientific discoveries. T
7. explain the importance of testing technology and products of technology in a controlled
setting before submission to the general public. E
8. analyze the possible consequences of various alternative decisions for technological
related issues. T
9. investigate and discuss public policy decisions relating to the environment. E
 
 
 

COURSE DESCRIPTIONS

31001/31002 Physical Science (9th grade required)
Physical Science will give the student an understanding of mechanics, electricity, heat, light, nuclear energy and chemistry through hands-on student experiments.

32001/32002 Biology I (10th grade) (Prerequisite: Successful completion of Algebra I)
Biology I is a survey course of basic biological concepts that involves the study of living systems and their interrelationships with other disciplines. Extensive outside scientific readings are incorporated. Inquiry of lab elements emphasized.

32021/32022 Applied Biology/Chemistry (10th grade)
Designed to apply basic biological principles to practical situations that occur in today's society. The emphasis on using problem solving activities and lab investigation will give the student an opportunity to apply Bio Chemistry to real life situations.

33021/33022 Chemistry I (11th-12th grade) (Prerequisite: Completion of Algebra I and currently taking Geometry or Algebra II)
This is a problem solving chemistry course that incorporates both lab work and textbook concepts.

33011 Botany (11th-12th grade) (One semester) (Prerequisite: Biology)
This semester course is an introduction to botany. Botany will cover origin, plant physiology, growth, metabolism, reproduction and genetics of plants. Laboratory experiences will be used to supplement the learning process with emphasis on collection, identification, and dissection of plants.

33012 Biology II (11th-12th grade) (One semester) (Prerequisite: Biology)
This course stresses physiological phenomenon and anatomy of the human body. Computer software is utilized. Elements of exercise physiology, anatomy, and nutrition are included. Research and composition will demonstrate an APA scientific paper on disease, ailments, therapies, or medical techniques.

33061/33062 Mineralogy (11th-12th grade)
Mineralogy is an exploratory science course that is designed to integrate hands on experience with innovative nontraditional textbook/classroom procedures. This class will provide a positive experience for the student while learning skills and disciplines in cabochon and silversmithing (jewelry making). A second component of the class will cover the history of the earth, dynamic forces that form and rebuild its surface, the oceans, atmospheric science, and basics of archeology. Laboratory experiences will be designed to emphasize collecting, identifying, and shaping of Black Hills minerals and techniques used in archeological excavations. The final component of the class will give the student an understanding of ecosystems, population, soil, water, pollution, pests and pest control, energy resources, and man's environmental impact. Inquiry and lab elements are emphasized. A lab fee is required. Other special projects will be at additional cost to the student.

34001/34002 Physics (11th-12th grade) (Prerequisite: Geometry and Algebra II)
The study of physics includes the study of mechanics, heat, light, sound, electricity and nuclear energy. The major emphasis is on mechanics and electricity. Physics is a mathematical, laboratory, and problem-solving course.
 
 

Abbreviations Used:Applied Biology (App Bio.), Biology (Bio.), Botany (Bot.) Chemistry (Chem),Mineralogy (Min.), Physics (Phys.), Physical Science (PS)

GRADES 9-12 NATURE OF SCIENCE STANDARDS

STUDENTS WILL:
1. analyze how societal, cultural, and personal beliefs influence scientistsí investigations and interpretations. (Bio. Bot. ,Chem, Phys., PS) T
2. analyze evidence that supports or refutes past or current scientific theories, hypotheses, and/or explanations about a specific topic. (Bio, Chem, PS, Phys,) T
3. analyze how new discoveries may either modify existing theories or result in establishing a new paradigm. (Min, Bio, Chem, PS, Phys,) T
4. compare different scientific explanations for the same observations about natural phenomena. (Min, Bio., Bot., Chem, Phys, PS) T
5. explain how observation and evidence are essential for reaching a conclusion.
(PS, Bio., Bot., App Bio, Chem, Phys, Min) M
6. analyze how new knowledge and methods emerge from investigations and from public communication among scientists. (PS, Bio., Bot., App Bio Chem, Phys, Min) M
7. differentiate among facts, predictions, theory, and law/principles in scientific investigations. (PS, App Bio, Chem, Phys, PS, Min,) M
8. apply basic science process skills. (example: observing, classifying, measuring,
communicating, predicting, inferring) (PS, App Bio, Chem, Phys, PS, Min,) M
9. identify questions and concepts to guide the development of hypotheses and of scientific investigations including the analysis of primary sources of information.
Bio., Bot.,Chem,Phys, T
10. select and use appropriate instruments to extend observations and measurements.
(Min, Chem, Phys, App Bio,) T
11. manipulate multiple variables with repeated trials. (Phys, Chem, PS,) T
12. apply appropriate mathematical techniques in evaluating experimental data. (Bio., Bot., PS, Chem, Phys.) T
13. formulate and revise scientific explanations and models.
(PS, Bio., Bot., App Bio, Chem, Phys, Min) T
14. use written, oral, and technological communication skills to explain scientific phenomena and concepts. (PS, Bio., Bot., App Bio, Chem, Phys, Min T
15. use safe and effective laboratory techniques. PS, Bio., Bot., App Bio, Chem, Phys, Min T
 

GRADES 9-12 PHYSICAL SCIENCE STANDARDS

STUDENTS WILL:
1. relate macroscopic and microscopic characteristics of the four states of matter.
PS, Chem, Phys,) T
2. differentiate between physical and chemical properties used to describe matter.
(PS, Chem, Phys) M
3. trace the changing model of the atom. (example: the Bohr to the wave-mechanical model)
(PS, Chem, Phys) M
4. use the periodic table to determine reactivity, to write formulas, to identify types of compounds formed, and to determine valence and oxidation number. (PS, Chem) T
5. analyze how placement of elements on the periodic table is a function of atomic structure.
(PS) T
(Chem) M
6. explain characteristics of atoms and of relationships that exist among them. (PS, Chem) T
7. compare characteristics of isotopes of the same element. (PS) T
(Chem) M
8. analyze different types of stoichiometric relationships. (Chem) M
9. differentiate between acids and bases. (PS, Chem) M
10. compare the roles of electrons in covalent, ionic, and metallic bonding.
(Bio., Bot., PS, Chem ) M
11. describe factors that affect reaction rates including temperature, concentration, surface
area, and catalysts. (Bio., Bot., Chem, PS) M
12. apply calorimetry to investigate heat of reaction. (Chem) T
13. analyze the properties and interactions of acids, bases, and salts. (PS) T
(Chem) M
14. describe factors that affect solubility and rate of solution. (example: nature of solute and solvent, temperature, agitation, surface area, pressure of gases) (PS) T
(Chem) M
15. analyze energy transfer as matter changes from one form to another. (PS, Chem) T
16. analyze physical and chemical processes involving atoms, molecules, and ions that result in endothermic and exothermic changes. (PS, Chem) T
17. explain how molar quantities are changed based upon the intended chemical reaction.
(PS, Chem) T
18. analyze how phases of matter are explained by kinetic theory and by forces of attraction between particles. (PS, Chem, Phys) T
19. apply the kinetic molecular theory to solve quantitative problems involving pressure, volume, and temperature in ideal gases.( PS) T
(Chem) M
20. use models to make predictions about chemical bonds, chemical reactivity, and polarity of molecules. (PS, Chem) T
21. demonstrate the relationships between force and motion in Newtonís laws. (PS, Phys) M
22. solve graphically and analytically vector problems related to force. (Phys,) M
23. relate gravitational or centripetal force to projectile or uniform circular motion. (PS) T
(Phys) M
24. apply quantitative relationships among mass, velocity, force, and momentum. (PS) T
(Phys) M
25. apply the quantitative relationships among force, distance, work, time, and power to solve problems or to describe situations. (PS) T
(Phys) M
26. explain how extremely large and extremely small quantities and very rapidly moving objects
are not necessarily described by the same laws that Newtonian physics describe. (Phys) T
27. explain the sources of intramolecular and intermolecular forces in matter. (PS,Chem, Phys) T
28. calculate the force on a charged particle at rest and/or in motion. (Phys) T
29. determine if an object is in equilibrium and distinguish among stable, neutral and unstable equilibria. (Chem, Phys) T
30. describe mathematically the relationships among potential energy, kinetic energy, and work.
(PS, Phys,) M
31. describe how energy can be transferred and transformed to produce useful work and to calculate the efficiency of selected systems. (PS, Phys) M
32. explain methods of heat transfer. (example: conduction, radiation, convection) (PS, Phys) M
33. relate conservation of matter and energy to the flow of energy through food webs.
(Bio., Bot.,) M
34. describe the use of isotopic dating in determining the age of fossils.
(Bio., Bot., Chem, Min,PS) M
35. interpret wave phenomena using models of transverse and longitudinal waves. (PS, Phys) M
36. analyze the different frequencies and wavelengths in the electromagnetic spectrum. (PS) T
(Phys) M
37. investigate how light behaves in the fundamental processes of reflection, refraction, and image formation. (example: manipulate prisms, mirrors, lenses) (PS, Phys) M
38. use single and multiple slits and diffraction gratings to demonstrate the wave properties
of light. (PS, Phys) T
 

GRADES 9-12 LIFE SCIENCE STANDARDS

STUDENTS WILL:
1. analyze taxonomic groupings and major characteristics of the six kingdoms. (Bio., Bot.) T
2. compare and contrast life functions of monerans, protists, fungi, plants, and animals including humans. (Bio., Bot.) T
3. analyze Bio., Bot.chemical principles essential for life, including water chemistry, structure and
function of macromolecules, and nature of enzymes. (Bio., Bot.) T
4. relate cellular functions to specialized structures within cells. (example: transport of materials, protein synthesis, energy capture release) (Bio., Bot.) T
5. analyze the basic physical and chemical processes of photosynthesis and its importance to
plant and animal life.(Bio., Bot.) M
6. analyze factors that can affect cellular activities.(Bio., Bot.) T
7. analyze relationships of the structures and of functions of different cells, tissues, organs, and systems. (Bio., Bot.) T
8. understand the basis for modern classification systems. (example: structural similarities in organisms, fossil record interpretation, comparison of DNA sequences in organisms) (Bio) T
9. describe common mechanisms of inheritance and of protein synthesis including cell division,
sex cell formation, cell specialization, prediction of inheritance of traits, effects of genetic recombination and mutation, and events involved in construction of proteins.(Bio., Bot.). M
10. identify how a gene exists as a series of base pairs in a DNA molecule. (Bio., Bot.) M
11. explain the transfer of information from parents to offspring through genes within DNA molecules. (Bio., Bot.) M
12. identify the genetics in common inheritance-linked diseases and deformities. (Bio., Bot.) M
13. analyze factors in the production of genetic changes in an organism and/or its off-spring. (example: radiation, chemicals, chance, evolution) (Bio., Bot.) T
14. explore and describe how new species emerge. (Bio., Bot.) T
15. describe how natural selection leads to adaptations. (Bio., Bot.) T
16. describe how variation of traits, reproductive strategies, and environmental pressures
impact the survival of populations.(Bio., Bot.) T
17. analyze evidence found in fossil records to describe how populations change over time.
(Bio., Bot.) M
(Min) T
18. understand dynamic equilibrium within populations, communities, and ecosystems.
(Bio., Bot.) T
19. analyze interactions within and among populations, including carrying capacities, limiting factors, and growth curves. (Bio., Bot.) M
20. analyze interactions resulting in a flow of energy and matter through a system.
(example: food chains, food webs, food pyramids, nutrient cycling)(Bio., Bot.) T
21. explain behavior and interdependence of organisms in their natural environment.(Bio., Bot.) T
22. analyze the effects of natural events and of human influences on ecosystems. (Bio., Bot.) T
23. describe Biotic and abiotic factors that affect the ability of the environment
to support life. (Bio., Bot.) T
24. describe possible environmental limiting factors to overpopulation of certain organisms.
(Bio., Bot.) M
25. describe the stages or events by which a damaged ecosystem may move toward restoration
of its original equilibrium or of a new equilibrium. (Bio., Bot.) M
26. describe factors that might limit the dynamic equilibrium of ecosystems.
(example: disasters, climate change, introduction of new species, human activities) (Bio., Bot.) T
 

GRADES 9-12 EARTH/SPACE SCIENCE STANDARDS

STUDENTS WILL:
1. explain changes occurring within the lithosphere, hydrosphere, and/or atmosphere of Earth.
(Min) T
2. analyze energy transfer and its effects on global climate. (Chem, Phys, Min) T
3. investigate how human activity has changed the land, ocean, and atmosphere of Earth.
(example: forest cover, chemical usage) (Bio., Bot., Min) T
4. analyze geochemical cycles in Earth system. (Min) T
5. understand various methods used to determine geological time. (Bio., Bot.,Min) T
6. investigate how interactions among Earthís crust, oceans, atmosphere, and organisms have resulted in the ongoing change of Earth system. (Bio., Bot., Min) T
7. describe the Newtonian mechanics that can be applied to the study of the motions of the solar system. (PS, Phys) T
8. explain the position and motion of our solar system in the universe. (Phys) T
9. know how to describe astronomical distance and time. (Phys) T
10. explain the formation of stars from interstellar matter. (Phys, Min) T
11. describe the physical and nuclear dynamics involved in the formation, evolution, and death
of a star. (PS, Phys) E
12. analyze and compare various scientific theories on how the universe was formed.
(example: Big Bang theory) (Bio., Bot., Min) T
13. identify the arrangement of bodies found within and outside our galaxy. (Min) T
14. describe various ways data about the universe is collected. (example: optical, radio,
and x-ray telescopes, spectrometers, space probes) (PS, Phys) T
 

GRADES 9-12 SCIENCE, TECHNOLOGY, ENVIRONMENT, AND SOCIETY STANDARDS

STUDENTS WILL:
1. analyze the impact of scientific investigations and findings on human society.
(example: issues surrounding genetic engineering) (Bio., Bot., Phys, Chem, PS) T
2. explain how progress in science and technology can be affected by social issues and by challenges.( Bio., Bot., PS) T
3. explain the relationships between the maintenance and progress of society and of scientific advancement. (PS) T
4. describe and explain scientific factors that affect population size and growth.
(example: birth and death rates, medical services, social services, quality of environment, disease, education) (Bio., Bot.) T
5. evaluate the scientific accuracy of information relevant to a specific issue regarding local,
national, and/or global agricultural practices that affect the environment. (Chem, Bio.,
Bot., PS) T
6. evaluate the impact of products made of natural materials or synthetic materials, or of a combination of the two. (PS, Bio., Bot.) T
7. describe immediate and long-term consequences of potential solutions for technological-related issues. (example: natural catastrophes, interactions of populations, resources and environment, health, disease) (Min, Bio., Bot.) T
8. evaluate factors that serve as potential constraints on technological design and use.
(example: ethics, ecology, manufacturing processes, operation, maintenance, replacement, disposal, liability) (PS, Bio., Bot., Phys, Chem) T
9. understand technological design. (example: identify appropriate problems for technological design, design a solution or product, implement a proposed design, evaluate technological designs or products, communicate the process of technological design) na
10. predict and evaluate how the characteristics of materials influence product design.
(Min, Chem, PS, Bio., Bot.) T
11. analyze the benefits, limitations, cost, and consequences involved in using, conserving, or recycling resources. (PS, Bio., Bot.) T
12. explain how people control the outputs and impacts of our expanding technological activities in the areas of communication, construction, manufacturing, power and transportation, energy sources, health technology, and biotechnology. (Bio., Bot., Phys, Chem) T
13. compare and contrast the positive and negative consequences of technology.
(example: nuclear power for generating electricity) (PS, Bio., Bot., Chem, Phys) T
14. describe possible consequences of reducing or of eliminating some of Earthís natural resources. (Min, Bio., Bot., PS) T