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Bullitt County Public Schools |
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Science Core Content 4.1 / POS |
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Science - High School |
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SC-HS-1.1.1 Clasify Elements
The learner will be able to
classify or make generalizations about elements from data of observed patterns in atomic structure and/or position on the periodic table.
The periodic table is a consequence of the repeating pattern of outermost electrons.
DOK 2
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| Strand |
Scope |
Source |
Activities |
| Structure and Transformation of Matter |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-1.1.2 Atomic Necleus
The learner will be able to
understand that the atom's nucleus is composed of protons and neutrons that are much more massive than electrons. When an element has atoms that differ in the number of neutrons, these atoms are called different isotopes of the element.
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| Strand |
Scope |
Source |
Activities |
| Structure and Transformation of Matter |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-1.1.3 Solids Liquids Gasses
The learner will be able to
understand that solids, liquids and gases differ in the distances between molecules or atoms and therefore the energy that binds them together. In solids, the structure is nearly rigid; in liquids, molecules or atoms move around each other but do not move apart; and in gases, molecules or atoms move almost independently of each other and are relatively far apart. The behavior of gases and the relationship of the variables influencing them can be described and predicted.
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| Strand |
Scope |
Source |
Activities |
| Structure and Transformation of Matter |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-1.1.4 conducting materials
The learner will be able to
understand that in conducting materials, electrons flow easily; whereas, in insulating materials, they can hardly flow at all. Semiconducting materials have intermediate behavior. At low temperatures, some materials become superconductors and offer no resistance to the flow of electrons.
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| Strand |
Scope |
Source |
Activities |
| Structure and Transformation of Matter |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-1.1.5 intermolecular/Intramocelula
The learner will be able to
explain the role of intermolecular or intramolecular interactions on the physical properties (solubility, density, polarity, conductivity, boiling/melting points) of compounds.
The physical properties of compounds reflect the nature of the interactions among molecules. These interactions are determined by the structure of the molecule including the constituent atoms.
DOK 2
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| Strand |
Scope |
Source |
Activities |
| Structure and Transformation of Matter |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-1.1.6 Reaction rates
The learner will be able to
"" identify variables that affect reaction rates;
" predict effects of changes in variables (concentration, temperature, properties of reactants, surface area and catalysts) based on evidence/data from chemical reactions.
Rates of chemical reactions vary. Reaction rates depend on concentration, temperature and properties of reactants. Catalysts speed up chemical reactions.
DOK 3
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| Strand |
Scope |
Source |
Activities |
| Structure and Transformation of Matter |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-1.1.7 Ionic Covalent Bonding
The learner will be able to
" construct diagrams to illustrate ionic or covalent bonding;
" predict compound formation and bond type as either ionic or covalent (polar, nonpolar) and represent the products formed with simple chemical formulas.
Bonds between atoms are created when outer electrons are paired by being transferred (ionic) or shared (covalent). A compound is formed when two or more kinds of atoms bind together chemically.
DOK 2
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| Strand |
Scope |
Source |
Activities |
| Structure and Transformation of Matter |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-1.1.8 Importance Chemical Reaction
The learner will be able to
"" explain the importance of chemical reactions in a real-world context;
" justify conclusions using evidence/data from chemical reactions.
Chemical reactions (e.g., acids and bases, oxidation, combustion of fuels, rusting, tarnishing) occur all around us and in every cell in our bodies. These reactions may release or absorb energy.
DOK 3
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| Strand |
Scope |
Source |
Activities |
| Structure and Transformation of Matter |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-1.2.1 Motion
The learner will be able to
"" select or construct accurate and appropriate representations for motion (visual, graphical and mathematical);
" defend conclusions/explanations about the motion of objects and real-life phenomena from evidence/data.
Objects change their motion only when a net force is applied. Newton's Laws of motion are used to describe the effects of forces on the motion of objects. Conservation of mechanical energy and conservation of momentum may also be used to predict motion.
DOK 3
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| Strand |
Scope |
Source |
Activities |
| Motion and Forces |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-1.2.2 electricity and magnetism
The learner will be able to
"" explain the relationship between electricity and magnetism;
" propose solutions to real life problems involving electromagnetism.
Electricity and magnetism are two aspects of a single electromagnetic force. Moving electric charges produce magnetic forces or "fields" and moving magnets produce electric forces or "fields". This idea underlies the operation of electric motors and generators.
DOK 3
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| Strand |
Scope |
Source |
Activities |
| Motion and Forces |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-1.2.3 electric force
The learner will be able to
will understand that the electric force is a universal force that exists between any two charged objects. Opposite charges attract while like charges repel.
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| Strand |
Scope |
Source |
Activities |
| Motion and Forces |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-2.3.1 Planetary Motion
The learner will be able to
"" explain phenomena (falling objects, planetary motion, satellite motion) related to gravity;
" describe the factors that affect gravitational force.
Gravity is a universal force that each mass exerts on every other mass.
DOK 3
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| Strand |
Scope |
Source |
Activities |
| The Earth and The Universe |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-2.3.3 Origin Heavy Elements
The learner will be able to
explain the origin of the heavy elements in planetary objects (planets, stars).
Some stars explode at the end of their lives, and the heavy elements they have created are blasted out into space to form the next generation of stars and planets.
DOK 2
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| Strand |
Scope |
Source |
Activities |
| The Earth and The Universe |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-2.3.4 Stars Life Cycles
The learner will be able to
understand that stars have life cycles of birth through death that are analogous to those of living organisms. During their lifetimes, stars generate energy from nuclear fusion reactions that create successively heavier chemical elements.
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| Strand |
Scope |
Source |
Activities |
| The Earth and The Universe |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-2.3.5 Earths Formation
The learner will be able to
understand that the Sun, Earth and the rest of the solar system formed approximately 4.6 billion years ago from a nebular cloud of dust and gas.
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| Strand |
Scope |
Source |
Activities |
| The Earth and The Universe |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-2.3.6 Gelogic Time
The learner will be able to
"" compare the limitations/benefits of various techniques ( radioactive dating, observing rock sequences and comparing fossils) for estimating geological time;
" justify deductions about age of geologic features.
Techniques used to estimate geological time include using radioactive dating, observing rock sequences and comparing fossils to correlate the rock sequences at various locations.
DOK 3
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| Strand |
Scope |
Source |
Activities |
| The Earth and The Universe |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-2.3.7 Convection Earths Mantle
The learner will be able to
"" explain real-life phenomena caused by the convection of the Earth's mantle;
" predict the consequences of this motion on humans and other living things on the planet.
The outward transfer of Earth's internal heat drives convection circulation in the mantle. This causes the crustal plates to move on the face of the Earth.
DOK 3
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| Strand |
Scope |
Source |
Activities |
| The Earth and The Universe |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-2.3.8 Volcanoes/Earthquakes
The learner will be able to
predict consequences of both rapid (volcanoes, earthquakes) and slow (mountain building, plate movement) earth processes from evidence/data and justify reasoning.
The Earth's surface is dynamic; earthquakes and volcanic eruptions can be observed on a human time scale, but many processes, such as mountain building and plate movements, take place over hundreds of millions of years.
DOK 3
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| Strand |
Scope |
Source |
Activities |
| The Earth and The Universe |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-2.3.2 Big Bang
The learner will be able to
"" describe the current scientific theory of the formation of the universe (Big Bang) and its evidence;
" explain the role of gravity in the formation of the universe and it's components.
The current and most widely accepted scientific theory of the mechanism of formation of the universe (Big Bang) places the origin of the universe at a time between 10 and 20 billion years ago, when the universe began in a hot dense state. According to this theory, the universe has been expanding since then. Early in the history of the universe, the first atoms to form were mainly hydrogen and helium. Over time, these elements clump together by gravitational attraction to form trillions of stars.
DOK 2
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| Strand |
Scope |
Source |
Activities |
| Earth: History |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-3.4.1 Role of DNA
The learner will be able to
explain the role of DNA in protein synthesis.
Cells store and use information to guide their functions. The genetic information stored in DNA directs the synthesis of the thousands of proteins that each cell requires. Errors that may occur during this process may result in mutations that may be harmful to the organism.
DOK 3
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| Strand |
Scope |
Source |
Activities |
| Unity and Diversity |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-3.4.2 Cell Functions
S
The learner will be able to
understand that most cell functions involve chemical reactions. Food molecules taken into cells react to provide the chemical constituents needed to synthesize other molecules. Both breakdown and synthesis are made possible by a large set of protein catalysts, called enzymes. The breakdown of some of the food molecules enables the cell to store energy in specific chemicals that are used to carry out the many functions of the cell.
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| Strand |
Scope |
Source |
Activities |
| Unity and Diversity |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-3.4.3 Cell Regualtion
The learner will be able to
"" describe cell regulation (enzyme function, diffusion, osmosis, homeostasis);
" predict consequences of internal/external environmental change on cell function/regulation.
Cell functions are regulated. Regulation occurs both through changes in the activity of the functions performed by proteins and through selective expression of individual genes. This regulation allows cells to respond to their internal and external environments and to control and coordinate cell growth and division.
DOK 2
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| Strand |
Scope |
Source |
Activities |
| Unity and Diversity |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-3.4.4 Photosynthesis
The learner will be able to
understand that plant cells contain chloroplasts, the site of photosynthesis. Plants and many microorganisms (e.g., Euglena) use solar energy to combine molecules of carbon dioxide and water into complex, energy-rich organic compounds and release oxygen to the environment. This process of photosynthesis provides a vital link between the Sun and energy needs of living systems.
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| Strand |
Scope |
Source |
Activities |
| Unity and Diversity |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-3.4.5 Reproduction
The learner will be able to
"" explain the relationship between sexual reproduction (meiosis) and the transmission of genetic information;
" draw conclusions/make predictions based on hereditary evidence/data (pedigrees, punnet squares).
Multicellular organisms, including humans, form from cells that contain two copies of each chromosome. This explains many features of heredity. Transmission of genetic information through sexual reproduction to offspring occurs when male and female gametes, that contain only one representative from each chromosome pair, unite.
DOK 3
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| Strand |
Scope |
Source |
Activities |
| Unity and Diversity |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-3.4.6 Nucleic Acids
The learner will be able to
understand that in all organisms and viruses, the instructions for specifying the characteristics are carried in nucleic acids. The chemical and structural properties of nucleic acids determine how the genetic information that underlies heredity is both encoded in genes and replicated.
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| Strand |
Scope |
Source |
Activities |
| Unity and Diversity |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-3.4.7 Clasify Organisms
The learner will be able to
classify organisms into groups based on similarities;
" infer relationships based on internal and external structures and chemical processes.
Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based on similarities that reflect their relationships. Species is the most fundamental unit of classification. Different species are classified by the comparison and analysis of their internal and external structures and the similarity of their chemical processes.
DOK 2
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| Strand |
Scope |
Source |
Activities |
| Unity and Diversity |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-3.4.8 Nervous System
The learner will be able to
understand that multicellular animals have nervous systems that generate behavior. Nerve cells communicate with each other by secreting specific molecules. Specialized cells in sense organs detect light, sound and specific chemicals enabling animals to monitor what is going on in the world around them.
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| Strand |
Scope |
Source |
Activities |
| Unity and Diversity |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-3.5.1 Species Change over time
The learner will be able to
"" predict the impact on species of changes to 1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, or (4) natural selection;
" propose solutions to real-world problems of endangered and extinct species.
Species change over time. Biological change over time is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life and (4) natural selection. The consequences of change over time provide a scientific explanation for the fossil record of ancient life forms and for the striking molecular similarities observed among the diverse species of living organisms. Changes in DNA (mutations) occur spontaneously at low rates. Some of these changes make no difference to the organism, whereas others can change cells and organisms. Only mutations in germ cells have the potential to create the variation that changes an organism's future offspring.
DOK 3
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| Strand |
Scope |
Source |
Activities |
| Bilogical Change |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-3.5.2 patterns of adaptive behavio
The learner will be able to
predict the success of patterns of adaptive behaviors based on evidence/data;
" justify explanations of organism survival based on scientific understandings of behavior.
The broad patterns of behavior exhibited by organisms have changed over time through natural selection to ensure reproductive success. Organisms often live in unpredictable environments, so their behavioral responses must be flexible enough to deal with uncertainty and change. Behaviors often have an adaptive logic.
DOK 3
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| Strand |
Scope |
Source |
Activities |
| Bilogical Change |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-4.6.1 Matter/Energy/Liv Systems
The learner will be able to
"" explain the relationships and connections between matter, energy, living systems and the physical environment;
" give examples of conservation of matter and energy.
As matter and energy flow through different organizational levels (e.g., cells, organs, organisms, communities) and between living systems and the physical environment, chemical elements are recombined in different ways. Each recombination results in storage and dissipation of energy into the environment as heat. Matter and energy are conserved in each change.
DOK 3
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| Strand |
Scope |
Source |
Activities |
| Energy Transormations |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-4.6.2 wave behavior
The learner will be able to
predict wave behavior and energy transfer;
" apply knowledge of waves to real life phenomena/investigations.
Waves, including sound and seismic waves, waves on water and electromagnetic waves, can transfer energy when they interact with matter. Apparent changes in frequency can provide information about relative motion.
DOK 3
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| Strand |
Scope |
Source |
Activities |
| Energy Transormations |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-4.6.3 electromagnetic waves
The learner will be able to
understand that electromagnetic waves, including radio waves, microwaves, infrared radiation, visible light, ultraviolet radiation, x-rays and gamma rays result when a charged object is accelerated.
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| Strand |
Scope |
Source |
Activities |
| Energy Transormations |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-4.6.4 biochemical cycles
The learner will be able to
"" describe the components and reservoirs involved in biogeochemical cycles ( water, nitrogen, carbon dioxide and oxygen);
" explain the movement of matter and energy in biogeochemical cycles and related phenomena.
The total energy of the universe is constant. Energy can change forms and/or be transferred in many ways, but it can neither be created nor destroyed. Movement of matter between reservoirs is driven by Earth's internal and external sources of energy. These movements are often accompanied by a change in physical and chemical properties of the matter. Carbon, for example, occurs in carbonate rocks such as limestone, in the atmosphere as carbon dioxide gas, in water as dissolved carbon dioxide and in all organisms as complex molecules that control the chemistry of life.
DOK 3
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| Strand |
Scope |
Source |
Activities |
| Energy Transormations |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-4.6.5 Carbon Molecules
The learner will be able to
describe and explain the role of carbon-containing molecules and chemical reactions in energy transfer in living systems.
Living systems require a continuous input of energy to maintain their chemical and physical organization since the universal tendency is toward more disorganized states. The energy for life primarily derives from the Sun. Plants capture energy by absorbing light and using it to break weaker bonds in reactants (such as carbon dioxide and water) in chemical reactions that result in the formation of carbon-containing molecules. These molecules can be used to assemble larger molecules (e.g., DNA, proteins, sugars, fats). In addition, the energy released when these molecules react with oxygen to form very strong bonds can be used as sources of energy for life processes.
DOK 3
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| Strand |
Scope |
Source |
Activities |
| Energy Transormations |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
Classroom
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Unit Assessment Resources |
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SC-HS-4.6.6 heat / atoms
The learner will be able to
understand that heat is the manifestation of the random motion and vibrations of atoms.
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| Strand |
Scope |
Source |
Activities |
| Energy Transormations |
Master |
Bullitt County Public Schools, Core Content for Assessment 4.1 |
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Unit Assessment Resources |
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