Strand: Characteristics of Science -- Habits of Mind
S.ChS.1 Science Inquiry: Questions & Design
The learner will evaluate the importance of curiosity, honesty, openness, and skepticism in science:
Exhibit the above traits in their own scientific activities.
Recognize that different explanations often can be given for the same evidence.
Explain that further understanding of scientific problems relies on the design and execution of new experiements which may reinforce or weaken opposing explanations.
S.ChS.2 Science Inquiry: Safety
The learner will use standard safety practices for all classroom laboratory and field investigations:
Follow correct procedures for use of scientific apparatus.
Demonstrate appropriate technique in all laboratory situations.
Follow correct protocol for identifying and reporting safety problems and violations.
S.ChS.3 Science Inquiry: Lab Processes
The learner will identify and investigate problems scientifically:
Suggest reasonable hypotheses for identified problems.
Develop procedures for solving scientific problems.
Collect, organize and record appropriate data.
Graphically compare and analyze data points and/or summary statistics.
Develop reasonable conclusions based on data collected.
Evaluate whether conclusions are reasonable by reviewing the process and checking against other available information.
S.ChS.4 Science Inquiry: Data Collection & Technology
The learner will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials:
Develop and use systematic procedures for recording and organizing information.
Use technology to produce tables and graphs.
Use technology to develop, test, and revise experimental or mathematical models.
S.ChS.5 Science Inquiry: Research & Analysis
The learner will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations:
Trace the source on any large disparity between estimated and calculated answers to problems.
Consider possible effects of measurement errors on calculations.
Recognize the relationship between accuracy and precision.
Express appropriate numbers of significant figures for calculated data, using scientific notation where appropriate.
Solve scientific problems by substituting quantitative values, using dimensional analysis and/or simple algebraic formulas as appropriate.
S.ChS.6 Science Inquiry: Reporting & Reference
The learner will communicate scientific investigations and information clearly:
Write clear, coherent laboratory reports related to scientific investigations.
Write clear, coherent accounts of current scientific issues, including possible alternative interpretations of the data.
Use data as evidence to support scientific arguments and claims in written or oral presentations.
Participate in group discussion of scientific investigation and current scientific issues.
Strand: Charcteristics of Science -- The Nature of Science
S.ChS.7 Science Inquiry: System Analysis & Reference
The learner will analyze how scientific knowledge is developed. Learners will recognize that:
The universe is a vast single system in which the basic principles are the same everywhere.
Universal principles are discovered through observation and experimental verification.
From time to time, major shifts occur in the scientific view of how the world works. More often, however, the changes that take place in the body of scientific knowledge are small modifications of prior knowledge. Major shifts in scientific view typically occur after the observation of a new phenomenon or an insightful interpretation of existing data by an individual or research group.
Hypotheses often cause scientists to develop new experiments that produce additional data.
Testing, revising, and occasionally rejecting new and old theories never ends.
S.ChS.8 Science Inquiry: Science Processes
The learner will understand important features of the process of scientific inquiry.
The learner will apply the following to inquiry learning practices:
Scientific investigators control the conditions of their experiments in order to produce valuable data.
Scientific researchers are expected to critically assess the quality of data including possible sources of bias in their investigations' hypotheses, observations, data analyses, and interpretations.
Scientists use practices such as peer review and publication to reinforce the integrity of scientific activity and reporting.
The merit of a new theory is judged by how well scientific data are explained by the new theory.
The ultimate goal of science is to develop an understanding of the natural universe which is free of biases.
Science disciplines and traditions differ from one another in what is studied, techniques used, and outcomes sought.
S.ChS.9 Reading in Science
The learner will enhance reading in science by:
Reading in specific areas: Read the appropriate fraction of the total minimum of 25 grade-level appropriate books (or equivalent science articles or essays) per year from the science disciplines and participate in discussions related to curricular learning in all areas; Read both informational and fictional texts in a variety of genres and modes of discourse appropriate to the science course; Read technical texts related to the science subject areas
Discussing books: Discuss messages and themes from books within the science area; Respond to a variety of texts in multiple modes of discourse; Relate messages and themes from one subject area to messages and themes to another area; Evaluate the merit of texts within science disciplines; Examine author's purpose in writing; Recognize the features of disciplinary texts.
Building vocabulary knowledge: Demonstrate an understanding of contextual vocabulary in science; Use content vocabulary in writing and speaking; Explore understanding of new words found in science.
Establishing context: Explore life experiences related to science content or characteristics of science; Discuss in both writing and speaking how certain words are subject area related; Determine strategies for finding content and contextual meaning for unknown words.
S.GEN1 GENETIC PRINCIPLES
The learner will describe Mendelian principles.
S.GEN2 Non-Mendelian Principles
The learner will apply non-Mendelian principles of inheritance, such as incomplete dominance, polygenic inheritance and epigenesis.
The learner will analyze patterns of inheritance, then infer and predict genotypes using probability, test crosses and pedigrees.
S.GEN1 CELLULAR CHEMISTRY
The learner will relate patterns of inheritance to chromosomes and the events of meiosis.
S.GEN2 Chemistry of DNA
The learner will summarize the chemical and structural properties of DNA.
S.GEN3 DNA & Chromosomes
The learner will describe the organization of DNA on a chromosome, including DNA packing.
S.GEN1 GENETIC IMPLICATION
The learner will relate chromosome organization, transcription and translation to gene expression.
The learner will describe the different types of mutations and relate them to genetic disorders and genetic innovation.
S.GEN3 Hardy-Weinberg Theorem
The learner will use the Hardy-Weinberg theorem to determine whether and how the genetic composition of a given population is changing.
S.GEN4 Genetic Diversity
The learner will explain how the processes of mutation and gene recombination create genetic diversity.
S.GEN5 Population Evolution & Genetic Diversity
The learner will relate changes in genetic diversity and gene frequency to the evolution of populations.
S.GEN1 GENETIC APPLICATION
The learner will describe and use different genetic engineering techniques, e.g. polymerase chain reaction, DNA fingerprinting, gene splicing, gene mapping and cloning.
S.GEN2 Genetic Engineering Applications
The learner will apply genetic engineering to the fields of forensics, medicine, agriculture, pharmaceutical manufacturing and biological systematics.
S.GEN3 Genetic Disorders
The learner will interpret how genetic screening and genetic counseling is used in the detection of genetic disorders and in family planning.
S.GEN4 Genetic Engineering Risks & Benefits
The learner will analyze the risks and benefits of genetic engineering and genetic screening.
S.GEN5 Public Policy & Genetics
The learner will evaluate public policy regarding the use of genetic engineering and genetic screening.
The Guiding Sub-questions are related, relevant, and connected to exploring the Essential Question. They are higher level questions and are specific enough to guide the work of the unit. (Subquestions must be entered one at a time and updated . . . they are numbered automatically.)
Begin writing a unit by establishing what you want students to know and be able to do and planning how you will know "what they know". This Assessment Plan is a general plan (specific assessment instruments are in the teaching procedures); this section should both help you to plan and to give teachers an idea of the varied types of assessment that will be used in the unit. Be sure to include informal checks of understanding, student self-assessment, and authentic assessment. Include pre and post assessment.
Preparation for students includes notes on preparing the learner such as possible misconceptions students may have, ideas of pre-exposure for learners, and prerequisite lessons. It includes ideas for accelerated learning.
Unit Resources include general, global resources that might include bookmarks, books, periodicals, media and software. URLs need to be provided for each resource to identify a source from which it can be obtained. Resources might include those purchased as part of an adoption. More specific resources will be referenced within the teaching procedures.