|
Bullitt County Public Schools Science Enduring Knowledge - Understandings |
| Physical Science |
|
Structure and Transformation of Matter A basic understanding of matter is essential to the conceptual development of other big ideas in science. In the elementary years of conceptual development, students will be studying properties of matter and physical changes of matter at the macro level through direct observations, forming the foundation for subsequent learning. During the middle years, physical and chemical changes in matter are observed, and students begin to relate these changes to the smaller constituents of matter-namely, atoms and molecules. By high school, students will be dealing with evidence from both direct and indirect observations (microscopic level and smaller) to consider theories related to change and conservation of matter. The use of models (and an understanding of their scales and limitations) is an effective means of learning about the structure of matter. Looking for patterns in properties is also critical to comparing and explaining differences in matter. Motion and Forces Whether observing airplanes, baseballs, planets, or people, the motion of all bodies is governed by the same basic rules. In the elementary years of conceptual development, students need multiple opportunities to experience, observe, and describe (in words and pictures) motion, including factors ( pushing and pulling) that affect motion. At the middle level, qualitative descriptions of the relationship between forces and motion will provide the foundation for quantitative applications of Newton's Laws. These ideas are more fully developed at the high school level along with the use of models to support evidence of motion in abstract or invisible phenomena such as electromagnetism. |
|
SC-06-1.1.1 Substances / Mixtures
The learner will be able to explain how or why mixtures can be separated using physical properties. A mixture of substances often can be separated into the original substances by using one or more of it's characteristic physical properties. Strategies for separating mixtures should be explored and explained. DOK 2 .
|
|
SC-06-1.1.2 Chemical Changes
The learner will be able to identify and describe evidence of chemical and physical changes in matter. In chemical reactions, the total mass is conserved. Substances are often classified into groups if they react in similar ways. The patterns that allow classification can be used to infer or understand real life applications for those substances. DOK 2 .
|
|
SC-06-1.2.1 Motion / Fricton Effects
The learner will be able to describe friction and make inferences about it's effects on the motion of an object. When an unbalanced force (friction) acts on an object, the change in speed or direction depends on the size and direction of the force. DOK 3 .
|
| Earth / Space Science |
|
The Earth and the Universe The Earth system is in a constant state of change. These changes affect life on earth in many ways. Development of conceptual understandings about processes that shape the Earth begin at the elementary level with understanding what Earth materials are and that change occurs. At the middle level, students investigate how these changes occur. Finally, at the high school level, most of the emphasis is on why these changes occur. An understanding of systems and their interacting components will enable students to evaluate supporting theories of earth changes. At the heart of elementary students' initial understanding of the Earth's place in the universe is direct observation of the earth-sun-moon system. Students can derive important conceptual understandings about the system as they describe interactions resulting in shadows, moon phases, and day and night. The use of models and observance of patterns to explain common phenomena is essential to building a conceptual foundation and supporting ideas with evidence at all levels. In middle school, students begin to look beyond what can be directly observed as they explore the earth-sun-moon system, as well as the rest of our solar system, employing the concept of scale within their models. Patterns play an important role as students seek to develop a conceptual understanding of gravity in their world and in the universe. High school is the time to bring all of the ideas together to look at the universe as a whole. Students will use evidence to evaluate and analyze theories related to the origin of the universe and all components of the universe. |
|
SC-06-2.3.1 Solar System / Objects Moti
The learner will be able to explain and predict phenomena (e.g., day, year, moon phases, eclipses) based on models/representations or data related to the motion of objects in the solar system (e.g., earth, sun, moon). Observations and investigations of patterns indicate that most objects in the solar system are in regular and predictable motion. Evaluation of this data explains such phenomena as the day, the year, phases of the moon, and eclipses. DOK 3 .
|
|
SC-06-2.3.2 Rock Cycle
The learner will be able to explain cause and effect relationships in the Rock cycle. Materials found in the lithosphere and mantle are changed in a continuous process called the rock cycle, which can be investigated using a variety of models. Cause and effect relationships should be explored in order to draw conclusions and make evidence-based predictions of the continually changing materials. DOK 2 .
|
|
SC-06-2.3.3 Land Forms
The learner will be able to compare constructive and destructive forces on Earth in order to make predictions about the nature of landforms. Landforms are a result of a combination of constructive and destructive forces. Collection and analysis of data indicates that constructive forces include crustal deformation, faulting, volcanic eruption and deposition of sediment, while destructive forces include weathering and erosion. DOK 2 .
|
| Biological Science |
|
Unity and Diversity All matter is comprised of the same basic elements, goes through the same kinds of energy transformations, and uses the same kinds of forces to move. Living organisms are no exception. Elementary students begin to observe the macroscopic features of organisms in order to make comparisons and classifications based upon likenesses and differences. Looking for patterns in the appearance and behavior of an organism leads to the notion that offspring are much like the parents, but not exactly alike. In middle school, students begin to compare, contrast, and classify the microscopic features of organisms-the cells, as well as investigate reproduction as the essential process to the continuation of all species. Expected patterns of genetic traits are predicted. Distinctions are made between learned behaviors and inherited traits. At the high school level, an in-depth study of the specialization and chemical changes occurring at the cellular level builds upon the foundational ideas developed earlier to investigate DNA and effects of alterations in DNA for an individual organism as well as for a species. Emphasis at every level should be placed upon the understanding that while every living thing is composed of similar small constituents that combine in predictable ways, it is the subtle variations within these small building blocks that account for both the likenesses and differences in form and function that create the diversity of life. Biological Change The only thing certain is that everything changes. Elementary students build a foundational knowledge of change by observing slow and fast changes caused by nature in their own environment, noting changes that humans and other organisms cause in their environment, and observing fossils found in or near their environment. At the middle school level, students study relationships among populations and ecosystems that contribute to the success or demise of a specific population or species. Students construct basic explanations that can account for the great diversity among organisms. The stage is set for high school students to evaluate the role natural selection plays in the diversity of species. Modern ideas of evolution provide a scientific explanation for three main sets of observable facts about life on earth: the enormous number of different life forms we see about us, the systematic similarities in anatomy and molecular chemistry we see within that diversity, and the sequence of changes in fossils found in successive layers of rock that have been formed over more than a billion years (Science for All Americans, p. 67) |
|
SC-06-3.4.1 Multicellular Organisms
The learner will be able to describe the relationship between cells, tissues, and organs in order to explain their function in multicellular organisms. Specialized cells perform specialized functions in multicellular organisms. Groups of specialized cells cooperate to form tissues. Different tissues are, in turn, grouped together to form larger functional units called organs. Examination of cells, tissues, and organs reveals that each type has a distinct structure and set of functions that serve the organism. DOK 3 .
|
|
SC-06-3.4.2 Organism / Behavior
The learner will be able to make inferences about the factors influencing behavior based on data/evidence of various organism's behaviors. Behavior is one kind of response an organism may make to an internal or environmental stimulus. Observations of organisms, data collection/analysis, support generalizations/conclusions that a behavioral response is a set of actions determined in part by heredity and in part from experience. A behavioral response requires coordination and communication at many levels including cells, organ systems, and organisms. DOK 2 .
|
|
SC-06-3.5.1 Bilological Adaptations
The learner will be able to explain that biological change over time accounts for the diversity of species developed through gradual processes over many generations. Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment. DOK 2 .
|
|
SC-06-3.5.2 Organisms / Changing Eviron
The learner will be able to understand that regulation of an organism's internal environment involves sensing the internal environment and changing physiological activities to keep conditions within the range required to survive. Maintaining a stable internal environment is essential for an organism's survival.
|
| Unifying Ideas |
|
Energy Transformations Energy transformations are inherent in almost every system in the universe-from tangible examples at the elementary level, such as heat production in simple earth and physical systems to more abstract ideas beginning at middle school, such as those transformations involved in the growth, dying and decay of living systems. The use of models to illustrate the often invisible and abstract notions of energy transfer will aid in conceptualization, especially as students move from the macroscopic level of observation and evidence (primarily elementary school) to the microscopic interactions at the atomic level (middle and high school levels). Students in high school expand their understanding of constancy through the study of a variety of phenomena. Conceptual understanding and application of the laws of thermodynamics connect ideas about matter with energy transformations within all living, physical, and earth systems. Interdependence It is not difficult for students to grasp the general notion that species depend on one another and on the environment for survival. But their awareness must be supported by knowledge of the kinds of relationships that exist among organisms, the kinds of physical conditions that organisms must cope with, the kinds of environments created by the interaction of organisms with one another and their physical surroundings, and the complexity of such systems. Elementary learners need to become acquainted with ecosystems that are easily observable to them by beginning to study the habitats of many types of local organisms. Students begin to investigate the survival needs of different organisms and how the environment affects optimum conditions for survival. In middle school, students should be guided from specific examples of the interdependency of organisms to a more systematic view of the interactions that take place among organisms and their surroundings. At the high school level, the concept of an ecosystem should bring coherence to the complex array of relationships among organisms and environments that students have encountered. Students growing understanding of systems in general will reinforce the concept of ecosystems. Stability and change in ecosystems can be considered in terms of variables such as population size, number and kinds of species, productivity, and the effect of human intervention. (adapted from Benchmarks for Science Literacy) |
|
SC-06-4.6.1 Climate / Oceans
The learner will be able to describe or explain the cause and effect relationships between oceans and climate. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat. DOK 2 .
|
|
SC-06-4.6.2 Solar Energy
The learner will be able to describe " the effect of the Suns' energy on the Earth system; " the connection/relationship between the Sun's energy and seasons. The Sun is the major source of energy for Earth. The water cycle, winds, ocean currents, and growth of plants are affected by the Sun's energy. Seasons result from variations in the amount of the Sun's energy hitting Earth's surface. DOK 3 .
|
|
SC-06-4.6.3 Heat Travel / Transfer
The learner will be able to understand that, on its own, heat travels only from higher temperature object/region to lower temperature object or region. Heat will continue to flow in this manner until the objects reach the same temperature. For example, a cup of hot water will continue to cool down until it comes to the same temperature as the surrounding area. Usually when heat is transferred to or from an object, the temperature changes. The temperature increases if heat is added and the temperature decreases if the heat is removed.
|
|
SC-06-4.7.1 Ecosystem / Populations
The learner will be able to describe the consequences of change in one or more abiotic factors on a population within an ecosystem. The number of organisms an ecosystem can support depends on the resources available and abiotic factors (e.g., quantity of light and water, range of temperatures, soil composition). DOK 2 .
|