Chapter 8 High School Four-Course Model
Chapter 8High SchoolFour-Course Model2016 Science FrameworkFOR CALIFORNIA PUBLIC SCHOOLSKindergarten Through Grade TwelveAdopted by the California State Board of EducationNovember 2016Published by the California Department ofEducation Sacramento, June 2018To view the remaining sections of the 2016 California Science Framework on the CDE website, go ork2016.asp
Items in this document that relate to crosscutting conceptsare highlighted in green and followed by the abbreviationCCC in brackets, [CCC] , with a number corresponding to theconcept. The same items that correspond to the science andengineering practices are highlighted in blue and followedby the abbreviation SEP in brackets, [SEP] , with a numbercorresponding to the practice.The Web links in this document have been replaced withlinks that redirect the reader to a California Departmentof Education (CDE) Web page containing the actual Webaddresses and short descriptions. Here the reader can accessthe Web page referenced in the text. This approach allowsCDE to ensure the links remain current.
CHAPTER 8High School Four-Course ModelIntroduction to Grades Nine Through Twelve1021High School Four-Course Model Introduction1021High School Four-Course Model: Life Science/Biology1027Life Science/Biology Instructional Segment 1:Structure and Function1032Life Science/Biology Instructional Segment 2:Growth and Development of Organisms1037Life Science/Biology Instructional Segment 3:Organization for Matter and Energy Flow in Organisms1040Life Science/Biology Instructional Segment 4:Interdependent Relationships in Ecosystems1045Life Science/Biology Instructional Segment 5:Cycles of Matter and Energy Transfer in Ecosystems1048Life Science/Biology Instructional Segment 6:Ecosystem Dynamics, Functioning, and Resilience1055Life Science/Biology Instructional Segment 7:Social Interactions and Group Behaviors1058Life Science/Biology Instructional Segment 8:Inheritance of Traits1062Life Science/Biology Instructional Segment 9:Variation of Traits1066Life Science/Biology Instructional Segment 10:Evidence of Common Ancestry and Diversity1069Life Science/Biology Instructional Segment 11:Natural Selection1075Life Science/Biology Instructional Segment 12:Adaptation and Biodiversity1080Concept Map of Life Science Disciplinary Core Ideas1097High School Four-Course Model: ChemistryChemistry Instructional Segment 1:Properties of Matter2016 California Science FrameworkChapter 8CHAPTER8109811021019
Chemistry Instructional Segment 2:Structure of Matter1108Chemistry Instructional Segment 3:Understanding Chemical Reactions1115Chemistry Instructional Segment 4:Modifying Chemical Reactions1124Chemistry Instructional Segment 5:Conservation of Energy and Energy Transfer1145Concept Map of Chemistry Disciplinary Core Ideas1153High School Four-Course Model: Physics1154Physics Instructional Segment 1:Forces and Motion1157Physics Instructional Segment 2:Types of Interactions1167Physic Instructional Segment 3:Energy1178Physics Instructional Segment 4:Waves and Electromagnetic Radiation1198Concept Map of Physics Disciplinary Core Ideas1207High School Four-Course Model: Earth and Space SciencesEarth and Space Sciences Instructional Segment 1:Oil and Gas1214Earth and Space Sciences Instructional Segment 2:Climate1221Earth and Space Sciences Instructional Segment 3:Mountains, Valleys, and Coasts1233Earth and Space Sciences Instructional Segment 4:Water and Farming1242Earth and Space Sciences Instructional Segment 5:Causes and Effects of Earthquakes1249Earth and Space Sciences Instructional Segment 6:Urban Geoscience1256Earth and Space Sciences Instructional Segment 7:Star Stuff1274Earth and Space Sciences Instructional Segment 8:Motion in the Universe1286Concept Map of Earth and Space Science Disciplinary Core Ideas1294References102012081295Chapter 82016 California Science Framework
Introduction to Grades Nine Through TwelveThe National Research Council’s A Framework for K–12 ScienceEducation: Practices, Crosscutting Concepts, and Core Ideas (NRCFramework) outlined a significant new vision for science educationThe California Next Generation Science Standards (CA NGSS), aided by theScience Framework for California Public Schools Kindergarten Through GradeTwelve (CA Science Framework), are just the first step toward translatingthat vision into practiceBefore schools and districts can fully implement the CA NGSS, theymust organize the high school grade-banded performance expectations intocourses This chapter describes ways in which the performance expectationsfor high school could be bundled together into instructional segments toform an appropriate sequence of courses This chapter describes one of twohigh school course sequences: the High School Four-Course Model The HighSchool Three-Course Model is described in chapter 7 Additionally, appendix4 in this framework outlines an integrated three-year high school modelcalled Every Science, Every YearHigh School Four-Course Model IntroductionThe High School Four-Course Model is based on the Science DomainsModel in which one course is assigned to one domain of the CA NGSS: lifescience (LS), physical science (PS), and Earth and space science (ESS) Thephysical science performance expectations have been further subdividedto define a chemistry course and a physics course The High School ThreeCourse Model contains the Living Earth, Chemistry in the Earth System, andPhysics of the Universe courses The three-course model combines all highschool performance expectations into three courses To highlight the natureof Earth and space sciences (ESS) as an interdisciplinary pursuit with crucialimportance in California, the three courses present an integration of Earthand space science and one of the other high school disciplinesOrganization Within CoursesThe performance expectations are the expected outcomes of a sequenceof instructional segments (IS) that reinforce one another as students1021
High School Four-Course Modeldevelop the underlying knowledge of each topic Individual performance expectations shouldnot be used to develop individual lessons or activities, as they are insufficient to specifythe full organization of a coherent curriculum Rather, a bundle of selected performanceexpectations provides the breadth and depth required to address the key content ideas thatstudents need Performance expectations within each course in this document are thereforebundled into instructional segments, and an effort is made to provide an expandeddescription of the science concepts indicated in the disciplinary core ideas (DCIs) thatunderlie the specific set of performance expectations Furthermore, the ClarificationStatements and Assessment Boundaries associated with the performance expectations inthe bundle were used to suggest student investigations aligned with the vision of threedimensional learning: students engage in science and engineering practices (SEPs) tolearn DCIs that are understood better when linked together by crosscutting concepts(CCCs) The SEPs, DCIs, and CCCs grow in sophistication and complexity throughoutthe K–12 sequence While this chapter calls out examples of the three dimensions in thetext using color-coding, each element should be interpreted with this grade-appropriatecomplexity in mind (appendix 1 of this framework clarifies the expectations at each gradespan in the developmental progression)This framework provides examples and suggestions; it does not dictate requirementsThe specific performance expectations in each instructional segment bundle presented inthis chapter are only one example of the way performance expectations could be coherentlyorganized There are a variety of possible alternative paths and different interplays amongoverarching themes identified in each instructional segment bundle Educators shouldconsider their local context as they reflect upon these examples Instructional sequences aremost effective when they are designed to meet the needs of the specific students who willbe participating in themThe teaching of science and engineering content should be integrated with the teachingof the practices of scientists and engineers It is through the integration of content andpractices “that science begins to make sense and allows students to apply the material”(NGSS Lead States 2013b) The CA NGSS encourage teachers and students to engage withspecific topics in depth, emphasizing critical thinking along with primary investigations suchas in the context of case studiesEssential Shifts in the CA NGSSA cursory review of the CA NGSS performance expectations and the 1998 CaliforniaScience Content Standards reveals a significant change in emphasis With the exception of1022Chapter 82016 California Science Framework
High School Four-Course Modelthe Investigation and Experimentation standards, all of the standards in the 1998 CaliforniaStandards start with the phrase “Students will know ” By contrast, the performanceexpectations of the CA NGSS emphasize higher level reasoning through phrases directlylinked to the eight SEPs such as: plan and conduct , develop models , communicate , support the claim , etc Although the number of performance expectations in theCA NGSS is smaller than the number of standards in the 1998 California Science ContentStandards, they require a deeper understanding It is critical that teachers look at the verbsembedded in each performance expectation to understand what students are expected todo It is no longer sufficient for students to simply “know” facts about science, they needto be able to apply science and engineering practices to uncover and elucidate crosscuttingconcepts that have applications across many DCIs In addition to this framework, the CANGSS Evidence Statements offer a concise overview of the components that students mustknow and be able to do in order to meet the performance expectationAll Standards, All StudentsThe CA NGSS high school performance expectations are the assessable statementsof what all students should know and be able to do by the end of grade twelve In otherwords, the performance expectations represent the minimal assessable standards for whichall high school students should be held accountable Each of the performance expectationshas assessment boundaries to guide those who construct standardized assessments Thus,the performance expectations set a minimum goal, and high school science teachers shouldinclude additional expectations as appropriate for the goals of their courses Teachersshould pay close attention to the DCIs, SEPs, and CCCs and develop each to the depthappropriate for the goals of their class using the resources in the CA NGSS appendixesCourse-Sequencing DiscussionCalifornia’s high schools operate largely under local control As such, course offerings andthe order in which courses are offered for high school science are local education agency(LEA) decisions As a result, this framework prescribes neither the courses to be offered northe order in which they are offered Instead, LEAs may consider multiple course sequencesThe proposed Every Science, Every Year integrated model (appendix 4 of this framework)has a set sequence but the four-course discipline specific and three-course integrated Earthand space science models do notAs decision makers, LEAs have several factors to consider when deciding what will bestmeet their students’ needs They should try not to let tradition and staffing be the onlyfactors they consider as they make these choices Since students learn the same eight SEPs2016 California Science FrameworkChapter 81023
High School Four-Course Modeland seven CCCs in all science classes, we are focusing on DCIs in this discussionThe order in which high school science courses have traditionally been offered—biology, chemistry, and then physics—has been in place for more than 100 years since theCommittee of Ten first met In our twenty-first century world, this may not make the mostsense As LEAs decide among the twenty-four permutations for course sequence in the fourcourse model and six possibilities for the three-course model, they need to be thoughtfulabout their choices and consider carefully the implications of the selected sequence Strongarguments can be made for any of the sequencesThe questions and prompts below are meant to help LEAs with the decision: Is the goal to get students to take more science and science, technology, engineeringand math (STEM) classes? If so, consider placing the most engaging and excitingclasses as the first courses in the sequence That may recruit more students into STEMand science classes (and possible STEM-related careers and college majors) What course(s) are viewed as most important to the community? Put those classesfirst because some percentage of students will take the minimum requirements forgraduation How many science classes are students in the LEA required to take in order tograduate? How many science classes do students in the LEA typically take? Whatscience concepts and ideas does the LEA want to be sure that all students have ifthey do not take the full scope of CA NGSS? These questions all have implications forchoosing which classes (and ideas) come earliest What science ideas does the LEA think juniors and seniors are more developmentallyready to learn than freshmen and sophomores? What concepts and ideas does the LEA think are more concrete so should be placedearlier in the sequence, with more abstract ideas coming later in the learning process? As the LEA considers individual discipline focused classes, they should look at theperformance expectations Are there performance expectations from other disciplinesthat should be mastered for students to be successful in a particular course? If so, thathas implications for sequencingThe decision LEAs are being asked to make is not trivial Therefore, LEAs should spendtime on the decision and consult with their science teachers Ultimately, the LEA needsto determine a two-, three- or four-year sequence of course offerings Whichever coursesequence is selected, the LEA needs to consider the learning that takes place in earlierclasses that will support and impact learning that comes later The purpose of science1024Chapter 82016 California Science Framework
High School Four-Course Modelclasses is not merely to prepare students for other courses, but to demonstrate that coursesare interconnected and that disciplines overlap (think about those crosscutting conceptswhich underpin all of science) Ideas and concepts learned in one content area comeinto play when learning a new science discipline These should be considered as the LEAdetermines in what order to place coursesBiology Early or Late in the Sequence?There are several good arguments for placing biology early in the sequence: (1) biologyhas a better track record of interesting girls in science (AAUW 2010; Baram-Tsabari andYarden 2011); (2) some teachers are more comfortable with its earlier placement inthe sequence; and (3) students are generally interested in themselves, so a course thathelps them understand themselves could be a good starting point However, modernbiology requires understanding and applying chemistry and physics, and much of biologytoday explores and explains things at the molecular or cellular level Therefore, the LEAshould consider the following question: How could topics in high school biology be taughtdifferently if chemistry, for example, were taken prior to biology as opposed to afterwards?Chemistry Early or Late in the Sequence?As mentioned above, modern biology is heavily influenced by chemistry Therefore,having chemistry prior to biology may be instructionally efficient For example, conceptsalready studied in a chemistry class should require less emphasis and subsequently lesstime, leaving room for more in-depth biology concepts On the other hand, chemistry israther abstract, dealing with phenomena unseen to the naked eye and frequently unintuitiveto students Knowing the students and community will help the LEA decide if students canhandle the more abstract science ideas earlier in their academic career An understanding ofphysics prior to chemistry could help students better understand atomic structure, electronshells and orbitals, and bonding Just as comfort with mathematics is an argument used fordetermining where physics should be offered, it can be argued that chemistry also requiresa level of mathematical competencePhysics Early or Late in the Sequence?Physics has traditionally been offered late in the sequence to a small population ofstudents Many argue having physics later in the course sequence allows concepts to beintroduced through a more mathematically rigorous lens Others argue having physicsearlier in the sequence is approachable to students as the concepts are concrete and relateto students’ everyday lives Physics prior to chemistry or Earth and space sciences means2016 California Science FrameworkChapter 81025
High School Four-Course Modelstudents bring an understanding of the mechanisms for much of the physical world totheir studies Physics after chemistry or Earth and space sciences allows the opportunityto revisit ideas learned earlier Physics early in the sequence, taken by all students, mightattract more students to pursue the physical sciences—especially girls and underrepresentedpopulations who traditionally avoid the physical sciences (Institute of Physics 2006)Earth and Space Sciences Early or Late in the Sequence?Modern Earth and space sciences comprise an integrated discipline, which uses lifeand physical sciences to understand the universe Earth and space sciences as an earlycourse can be grounded in California phenomena, serve as a teaser for future classes, andintroduce students to concepts that will be developed in later science classes However, asa later course it can be a culminating capstone-like experience tying together and usingconcepts from other disciplines as they apply to phenomena in our state and universe1026Chapter 82016 California Science Framework
High School Four-Course Model: Life Science/BiologyHigh School Four-Course Model: Life Science/BiologyIntroduction to the Biology CourseAccording to the Next Generation Science Standards:Students in high school develop understanding of key concepts that helpthem make sense of life science The ideas are building upon students’science understanding of disciplinary core ideas, science and engineeringpractices, and crosscutting concepts from earlier grades There are five lifescience topics in high school: 1) Structure and Function, 2) Inheritance andVariation of Traits, 3) Matter and Energy in Organisms and Ecosystems, 4)Interdependent Relationships in Ecosystems, and 5) Natural Selection andEvolution The performance expectations for high school life science blend coreideas with scientific and engineering practices and crosscutting concepts tosupport students in developing useable knowledge that can be applied acrossthe science disciplines While the performance expectations in high schoollife science couple particular practices with specific disciplinary core ideas,instructional decisions should include use of many practices underlying theperformance expectations The performance expectations are based on thegrade-band endpoints described in A Framework for K–12 Science Education(NGSS Lead States 2013e)The study of life science spans from microscopic proteins to entire ecosystems andincludes an understanding of human body systems While biology emphasizes therelationship between structures and their functions, the scale of structures is perhaps lessimportant than the processes and mechanisms of the functions Students are finally able toexplain patterns that they identified and asked questions about during their K–8 educationSome of these processes occur in the blink of an eye while others take millions of years tounfold Despite the e
High School Four-Course Model: Life Science/Biology 1027. Life Science/Biology Instructional Segment 1: Structure and Function. 1023 . Life Science/Biology Instructional Segment 2: Growth and Development of Organisms. 1073 . Life Science/Biology Instructional Segment 3: Organization for Matter and Energy Flow in Organisms. 1004
Part One: Heir of Ash Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Chapter 18 Chapter 19 Chapter 20 Chapter 21 Chapter 22 Chapter 23 Chapter 24 Chapter 25 Chapter 26 Chapter 27 Chapter 28 Chapter 29 Chapter 30 .
TO KILL A MOCKINGBIRD. Contents Dedication Epigraph Part One Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Part Two Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Chapter 18. Chapter 19 Chapter 20 Chapter 21 Chapter 22 Chapter 23 Chapter 24 Chapter 25 Chapter 26
DEDICATION PART ONE Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 PART TWO Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Chapter 18 Chapter 19 Chapter 20 Chapter 21 Chapter 22 Chapter 23 .
About the husband’s secret. Dedication Epigraph Pandora Monday Chapter One Chapter Two Chapter Three Chapter Four Chapter Five Tuesday Chapter Six Chapter Seven. Chapter Eight Chapter Nine Chapter Ten Chapter Eleven Chapter Twelve Chapter Thirteen Chapter Fourteen Chapter Fifteen Chapter Sixteen Chapter Seventeen Chapter Eighteen
18.4 35 18.5 35 I Solutions to Applying the Concepts Questions II Answers to End-of-chapter Conceptual Questions Chapter 1 37 Chapter 2 38 Chapter 3 39 Chapter 4 40 Chapter 5 43 Chapter 6 45 Chapter 7 46 Chapter 8 47 Chapter 9 50 Chapter 10 52 Chapter 11 55 Chapter 12 56 Chapter 13 57 Chapter 14 61 Chapter 15 62 Chapter 16 63 Chapter 17 65 .
HUNTER. Special thanks to Kate Cary. Contents Cover Title Page Prologue Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Chapter
Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Chapter 18 Chapter 19 Chapter 20 . Within was a room as familiar to her as her home back in Oparium. A large desk was situated i
May 15, 2008 · CHAPTER THREE CHAPTER FOUR CHAPTER FIVE CHAPTER SIX CHAPTER SEVEN CHAPTER EIGHT CHAPTER NINE CHAPTER TEN CHAPTER ELEVEN . It is suggested that there is a one-word key to the answer among the four lofty qualities which are cited on every man's commission. . CHAPTER TWO. CHAPTER THREE.
